borough of manhattan community college …...forensic accountants are specially trained to identify...

BOROUGH OF MANHATTAN COMMUNITY COLLEGE

AND

JOHN JAY COLLEGE OF CRIMINAL JUSTICE

OF

THE CITY UNIVERSITY OF NEW YORK

PROPOSAL TO ESTABLISH A DUAL ADMISSION / JOINT DEGREE PROGRAM IN

ACCOUNTING FOR FORENSIC ACCOUNTING TO THE ASSOCIATE OF SCIENCE (A.S.) DEGREE

AND

ECONOMICS WITH SPECIALIZATION IN FORENSIC ANALYSIS TO THE BACHELOR OF SCIENCE (B.S.) DEGREE

EFFECTIVE SPRING 2012

SPONSORED BY

THE ACCOUNTING DEPARTMENT OF BOROUGH OF MANHATTAN COMMUNITY COLLEGE

AND

THE ECONOMICS DEPARTMENT OF JOHN JAY COLLEGE OF CRIMINAL JUSTICE

APPROVED BY

BOROUGH OF MANHATTAN COMMUNITY COLLEGE ACADEMIC SENATE March 23, 2011

JOHN JAY COLLEGE OF CRIMINAL JUSTICE COLLEGE COUNCIL March 24, 2011

College Representative: Contact: Telephone: Fax:Email:

Dr. Sadie Chavis Bragg, Senior Vice President of Academic Affairs Dr. Sadie Chavis Bragg, Senior Vice President of Academic Affairs

(212) 220 - 8320 (212) 220 - 8319

[email protected]

College Representative: Contact: Telephone: Fax:Email:

Provost Jane Bowers, Office of Academic Affairs Provost Jane Bowers, Office of Academic Affairs

(212) 237 - 8801 (212) 237 - 8623 [email protected]

Senior Vice President Signature: ______________________________________________

Provost Signature: _________________________________________________________

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Application for Registration of a New Program1

This application is for New York degree-granting institutions seeking to register a new program that is below the doctoral level. Save this file, enter the requested information, and submit to the State Education Department.

Proposals for new distance education, teacher certification, educational leadership certification, and professional licensure programs may require additional information, in addition to this core application. Certificate and advanced certificate proposals: use the certificate forms at www.highered.nysed.gov/ocue/. This expedited option is not available for teacher, educational leader, or professional certification/licensure programs.

Item Response (type in the requested information)

Program type Check program type(s)

X__ General academic program __ Program to prepare certified teachers or certified educational leaders __ Program to prepare licensed professionals

Institution name and Borough of Manhattan Community College address 199 Chambers Street

New York, NY 10007

Additional information: Specify campus where program will be offered, if other than the main campus: If any courses will be offered off campus, indicate the location and number of courses and credits:

Program title, award, Program title: Accounting for Forensic Accounting(BMCC)/Economics with specialization in Forensic credits, and proposed Financial Analysis (John Jay) HEGIS code Award (e.g., B.A., M.S.): A.S. B.S.

Credits: 60 120 Proposed HEGIS code: 5002.00 2204.00

Program format Check all program scheduling and format features that apply:(See definitions)

i) Format: X Day X Evening X Weekend X Evening/Weekend

Not Full-Time

ii) Mode: X Standard Independent Study External Accelerated Distance Education (submit distance education application with this proposal)

iii) Other: Bilingual Language Other Than English Upper Division Program

Diploma Programs If the program is credit bearing and will lead to a Diploma or Advanced Diploma, indicate the registered degree program(s) to which the credits will apply:

Contact person for this proposal

Name and title: Dr. Sadie Chavis Bragg, Sr. Vice President of Academic Affairs Telephone: (212)220-8320 Fax: (212)220-8319 E-mail:[email protected]

CEO (or designee) approval

Signature affirms the institution’s commitment to support the proposed program.

Name and title: Dr. Sadie Chavis Bragg, Sr. Vice President of Academic Affairs

Signature and date: August 3, 2011

If the program will be registered jointly2 with another institution, provide the following information:

Partner institution’s name: John Jay College of Criminal Justice

Name and title of partner institution’s CEO: Provost Jane Bowers, Office of Academic Affairs

Signature of partner institution’s CEO:

1 CUNY and SUNY institutions: contact System Administration for program registration guidance. 2 If the partner institution is non-degree-granting, see CEO Memo 94-04.

Table of Contents

I. Purpose and Goals 3

II. Need 3

III. Students 9

IV. Curriculum 11

V. Faculty 17

VI. Cost 17

VII. Evaluation 19

VIII. Additional References 20

Appendices

Appendix A – Catalog Description of Courses

Appendix B – SED Table 1A Undergraduate Program Schedule

Appendix C – SED Table 2 Full-time Faculty

Appendix D – SED Table 3 Part-time Faculty

Appendix E – SED Table 4 Faculty to be hired

Appendix F – SED Table 5 New Resources

Appendix G – Letters of Support

Appendix H – Career Opportunities

Appendix I – Proposed Program Revenues

2

I. Purpose and Goals

Borough of Manhattan Community College (BMCC) and John Jay College of Criminal

Justice propose to offer an Associate in Science (A.S.) degree in Accounting for

Forensic Accounting as a jointly registered, dual admission program to the existing

Bachelor of Science (B.S.) in Economics with specialization in Forensic Financial

Analysis at John Jay College of Criminal Justice (John Jay). Upon successful completion

of the lower division at BMCC, students will have a seamless transition to the upper

division of the baccalaureate program at John Jay. The dual/joint program will offer

increased educational opportunities for Latinos, African Americans and other

underrepresented minorities in the forensic accounting field who might otherwise be

denied access to further higher education. The collegial nature of the program will

facilitate the transition to the professional portion of the curriculum.

The proposed program will afford BMCC graduates, nearly all of whom are minority

students traditionally underrepresented as professionals in accounting, management,

business, and financial operations occupations, the opportunity and encouragement to

succeed in these fields.

II. Need

Recent research conducted by West Virginia University (funded by the U.S. Department

of Justice) indicated that “recent corporate accounting scandals have led to increased

legal and regulatory requirements for improved corporate governance. These

requirements address internal controls for detecting and deterring fraud and encourage

financial statement auditors to be more aggressive in searching for fraud. This, in turn,

has resulted in increased demand for entry-level practitioners and professionals who

have greater fraud awareness, as well as knowledge and skills related to fraud and

forensic accounting. On a more basic level, traditional accounting graduates entering

the profession as corporate accountants and internal and external auditors are expected

3

to have a greater understanding of fraud and forensic accounting. Furthermore, as a

result of the threat of terror activities, corruption and racketeering, the Department of

Justice, the Department of Homeland Security, and law enforcement agencies have

placed greater emphasis on white collar crime, money laundering, and terrorist

financing. In addition, there is a growing demand for accountants in forensic and

litigation advisory services. Another unfortunate reality is the increasing victimization of

individuals targeted in fraud (e.g. identity theft). Raising awareness of fraud prevention

measures and assisting in remediation procedures are crucial to effectively addressing

this growing problem in society.3

These findings are confirmed by the Bureau of Labor Statistics data which indicate that

the demand for individuals with an accounting background is expected to increase faster

than average through 20164. With the increasing number of white collar crimes, there is

growing demand for individuals who have additional expertise in the detection and

prevention of fraud and other financial crimes. In spite of numerous organizations and

committees whose mission is to encourage and assist minority entrance in accounting

fields, Latinos and African-Americans are still underrepresented in accounting,

management, business, and financial operations occupations.

As an institution with a diversified student body, BMCC is in a position to add diversity to

this specialization. In Spring 2009, BMCC’s student body of 21,537 consisted of 35.1 % or

7,563 Blacks, 15.4% or 3,325 White, 35.3% or 7,593 Latino, 14% or 3,020 Asian or Pacific

Islander and 0.2% or 36 American Indian or Native Alaskan. Of total students enrolled in

Spring 2009, 41.4% or 8,847 were men and 58.9% or 12,690 were females.5

This proposed program will provide BMCC students with the ability to prepare for a

baccalaureate degree program in forensic accounting and seek employment in

management, business, and financial operations occupations. Finally, BMCC is

3 Education and Training in Fraud and Forensic Accounting : A Guide for Educational Institutions, Stakeholder Organizations, Faculty and Student, West Virginia University, March 2007. 4 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition, Accountants and Auditors, on the Internet at http://www.bls.gov/oco/ocos001.htm (visited 12/12/08).5 http://www.bmcc.cuny.edu/iresearch/upload/Spring2009FactSheet.pdf , The Office of Institutional Research and Assessment, Borough of Manhattan Community College/CUNY.

4

http://www.bmcc.cuny.edu/iresearch/upload/Spring2009FactSheet.pdf

http://www.bls.gov/oco/ocos001.htm

continuing its college-wide curricular revitalization and renewal to enable its students to

more effectively compete in this increasingly complex workforce.

Forensic Accounting

Forensic accountants are specially trained to identify evidence of fraud, investigate

fraud, provide litigation support, and to prevent fraud. The education required of

forensic accountants includes knowledge of accounting, financial, and legal principles,

as well as that of investigation techniques, theories of criminology and ethics. The

Association of Certified Fraud Examiners (ACFE) which has been in existence since

1988 and currently has more than 20,000 members world-wide established a Certified

Fraud Examiner (CFE) credential to provide individuals with evidence of expertise in

the identification and prevention of fraud. The demand for accountants with this

expertise has increased dramatically. With the growing problems on Wall Street, firms

are hiring forensic accountants to determine what went wrong, who is at fault, where the

assets are and what damages will be incurred. This increase in demand has been

corroborated by a recent survey conducted by the American Institute of Certified Public

Accountants (AICPA). The results were reported at the 2008 AICPA National

Accounting Conference on Fraud and Litigation Services: “Sixty-eight percent of the

5,400 members of the AICPA's Forensic Valuation Services Section who were polled

say their forensic practices have grown over the past year. Of those respondents who

reported increased demand, 67 percent cited computation of economic damages as the

leading reason, followed by marital disputes (56 percent), and investigations of

financial statement fraud (54 percent).6 Further evidence of the growing need is that the

AICPA announced at the conference that it will offer a new credential, Certified in

Financial Forensics.

White Collar Crime

The Federal Bureau of Investigation (FBI) maintains a division exclusively dedicated to

investigating and prosecuting white collar crime, such as money laundering, securities

6 Demand for Forensic Accountants Step,WebCPA Staff, http://www.webcpa.com/article.cfm?articleid=29607&searchTerm=forensic%20accounting, Nov. 1, 2008.

5

http://www.webcpa.com/article.cfm?articleid=29607&searchTerm=forensic%20accounting

and commodities fraud, bank fraud and embezzlement, environmental crimes, fraud

against the government, health care fraud, election law violations, copyright violations,

and telemarketing fraud. In general, the FBI focuses on organized crime activities that

are international, national, or regional in scope where the FBI can bring to bear unique

expertise or capabilities that increase the likelihood of a successful investigation and

prosecution. In the health care fraud area, the FBI targets systemic abuses such as large-

scale billing fraud that is national or regional in scope and fraudulent activities that

threaten the safety of patients. The FBI pursues financial institution fraud involving

$100,000 or more. In cases of telemarketing and insurance fraud, the FBI will generally

become involved when there is evidence of nationwide or international activities. The

number of agents investigating corporate and other securities, commodities, and

investment fraud cases has increased 47 percent, from 177 in 2001 to more than 250

today. Since 2007, there have been more than 1,700 pending corporate, securities,

commodities, and investment fraud cases, an increase of 37 percent since 2001.7

Occupational Growth

The outlook for accountants, in general, and especially for those with a forensic

background is excellent. According to the latest edition of the Occupational Outlook

Handbook: “Employment of accountants and auditors is expected to grow by 18 percent

between 2006 and 2016, which is faster than the average for all occupations. This

occupation will have a very large number of new jobs arise, almost 226,000 over the

projections decade. Changing financial laws and corporate governance regulations, and

increased accountability for protecting an organization’s stakeholders will drive growth.

Increased focus on and numbers of financial crimes such as embezzlement, bribery, and

securities fraud will increase the demand for forensic accountants to detect illegal

financial activity by individuals, companies, and organized crime rings”.8

7 http://www.fbi.gov/whitecollarcrime.htm 8 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition, Accountants and Auditors, on the Internet at http://www.bls.gov/oco/ocos001.htm (visited November 10, 2009).

6

http://www.bls.gov/oco/ocos001.htm

http://www.fbi.gov/whitecollarcrime.htm

The U.S. government has also recognized the need for stronger oversight in its financial

crimes sector and has already taken necessary steps to correct the situation. As a result of

the Fraud Enforcement and Recovery Act (FERA) which was signed into law on May 20,

2009, the FBI received $75 million and $65 million in FY 2010 and FY 2011,

respectively. This enabled the FBI to hire 190 additional special agents and more than

200 professional staff and forensic analysts, which nearly doubled the size of its financial

fraud program and enabled it to expand the number of its mortgage fraud task forces from 926 to more than 50.

In particular, employment prospects for the New York region through 2014 for

occupations related to the academic preparation offered by this proposed joint degree

program are considered very favorable. As can be seen from the table below, the financial

management occupations all require a minimum of a bachelor’s degree which provides

additional rationale for BMCC to collaborate with John Jay to offer this joint degree.

Further, John Jay’s program at the upper division states that “graduates will meet the

educational requirements and will have covered all four parts tested by the CFE exam;

Criminology & Ethics, Financial Transactions & Fraud Schemes, Legal Elements of

Fraud and Fraud Investigation.”10

Employment Prospects to 2016

Job Title Employment Prospects

Median Wage

Annual Average Openings

Training Time Standard Occupational Code

Accountants and auditors Very Favorable

$72,010 3,230 Bachelor's 13-2011

Budget Analysts Less Favorable

$64,200 70 Bachelor's 13-2031

Financial analysts Very Favorable

$90,400 780 Bachelor's 13-2051

Financial examiners Less Favorable

$76,010 50 Bachelor's 13-2061

Financial managers Very Favorable

131,640 1,260 Bachelor's or higher degree, plus work experience

11-3031

Financial specialists, all other

Less Favorable

$67,270 270 Bachelor's 13-2099

Source: http://www.labor.state.ny.us/workforceindustrydata/descriptor.asp, retrieved November 10, 2009 For examples of job postings/career opportunities that will require a degree in forensic accounting/financial analysis, see Appendix H.

9 “Hiring Boom on the Horizon for CFEs”, Amy Logan, Fraud Magazine, September/October 200910 http://www.jjay.cuny.edu/economics/pdfs/Finanacial%20Analysis%20Brochure.pdf

7

http://www.jjay.cuny.edu/economics/pdfs/Finanacial%20Analysis%20Brochure.pdf

http://www.labor.state.ny.us/workforceindustrydata/descriptor.asp

Underrepresented Groups in the Financial Operations Workforce

The American Institute of Certified Public Accountants (AICPA), the Association of

Latino Professionals in Finance and Accounting (ALPFA), and the National Association

of Black Accountants all have initiatives designed to encourage and assist minority

entrance in accounting fields. In spite of this, Hispanics and African-Americans are still

underrepresented in accounting, management, business, and financial operations

occupations. The table below provides a comparison of the percent of minority

employment in these fields for 2007.

Occupation

Total employed

(in thousands)

Percent of Total

Women Black or African

American Asian

Hispanic or

Latino Management, business & financial operations occupations 22,059 42.7 7.2 5.2 7.5 Financial managers 1,168 54.8 7.9 5.7 8.6 Management analysts 731 43.5 6.2 5.8 4.6 Accountants and auditors 1,762 61.1 8.3 10.2 7.6 Budget analysts 64 57.1 17.5 8.3 5.0 Financial analysts 110 38.8 6.0 12.9 9.8 Personal financial advisors 430 34.3 5.9 5.9 6.1 Tax examiners, collectors and revenue agents 58 64.2 19.7 4.2 4.4 Tax preparers 105 66.6 9.1 5.7 12.6 Financial specialists, all others 30,702 56.7 9.0 7.1 6.7

Source: Bureau of Labor Statistics: http://www.bls.gov/cps/cpsaat11.pdf, retrieved November 10,2009.

The job outlook for these occupations is excellent, and a large pool of potential talent

remains untapped. This proposed program seeks to increase the diversity of this field.

The business environment continues to project a critical need for accounting and finance

professionals and accounting firms as well as government organizations report significant

demand for individuals with forensic accounting preparation. In today’s economic

climate, forensic accountants are in demand not just to identify fraud but to help prevent

8

http://www.bls.gov/cps/cpsaat11.pdf

it.11 Forensic accounting practices are one of the fastest growing niche areas for the last

few years and will continue to grow and the most significant trend in forensic accounting

is toward estate and probate litigation.12

III. Students

The A.S. Program in Accounting for Forensic Accounting is designed to attract students

who have an interest in pursuing a career in accounting with the goal of specializing in

Forensic Accounting.

There is a large untapped source of students in the New York City Metro area including

the Financial District and all five boroughs of New York City who can benefit from this

type of program, especially in light of the excellent job outlook. The BMCC Office of

Admissions will aggressively market the proposed program to high schools in the New

York City metro areas and will be able to recruit students interested in preparing for

careers in financial management and operations occupations. Also, some students will

transfer to BMCC because of marketing at major recruitment functions, in brochures and

on the BMCC web site. Finally, we expect that this program will be popular among

students currently enrolled at BMCC and anticipate a slight shift from other majors to this

program.

Students seeking admission to the Accounting for Forensic Accounting Program must

first satisfy the general requirement for entry to BMCC: completion of either a high

school diploma or a New York Equivalency Diploma. Upon acceptance, students must

take the CUNY Placement examinations, which measure proficiency in reading, writing

and mathematics. Each of the courses identified in the Accounting for Forensic

Accounting curriculum has a predetermined set of competencies, which must be satisfied

before enrollment in a course is granted. The definition of these levels appears in the

college catalog under the heading Basic Skills Guide.

11 “Bad times bode well for forensic accounting”, Long Island Business News.10/24/2008. 12 Forensic Accounting: Exponential Growth, February 1, 2007. Retrieved November 10, 2009 from http://www.webcpa.com/prx_issues/2007_2/23165-1.html?pg=7

9

http://www.webcpa.com/prx_issues/2007_2/23165-1.html?pg=7

https://litigation.12

In Fall 2009, the Accounting Department conducted a survey of a sample of

approximately 500 students enrolled in accounting classes to determine the level of

student interest in a joint program with John Jay in Forensic Accounting. Not

surprisingly, Accounting and Business majors showed a stronger interest in the future

program than non-accounting majors. Results of the survey indicated that 34.3% or 109

Accounting majors would be “very interested” and another 38.1% or 122 students were

“interested” in a Forensic Accounting program at BMCC. For Business, Business

Administration and Business Management majors, 17.3% or 23 students indicated that

they would be “very interested” and another 35.3% or 47 business majors would be

“interested” in the new program.

In addition, BMCC currently has an Articulation Agreement with John Jay whereby

students who graduate with the A.A. S. in Accounting can transfer as a junior into the

Bachelor in Economics with specialization in Forensic Financial Analysis at John Jay.

As of Fall 2009, approximately 50 BMCC graduates are currently enrolled and attending

John Jay under this articulation agreement.

The projected enrollment in the new program is outlined in the following table:

STUDENT ENROLLMENT TABLE

YEAR I YEAR II YEAR III YEAR IV YEAR V

New Cont. New Cont. New Cont. New Cont. New Cont.

F-T 4 13 18 35 27 79 53 123 105 175

P-T 4 13 16 33 27 75 53 119 105 172

Sub-totals 8 26 34 68 54 154 106 242 210 347

Totals 34 102 208 348 557

10

The above table assumes that in the first year of the program, approximately 75% of

students enrolled in the new program will migrate from the existing accounting program

and 25% of students enrolled will be new. In the second and third year, 50% of students

enrolled will migrate from the existing accounting program and 50% of students enrolled

be new students. In year four, 25% of enrolled students will migrate from the existing

program and 75% of students will be new. In year five, 100% of students enrolled will

be new students.

IV. Curriculum

The proposed Associate in Science degree in Accounting for Forensic Accounting

consists of courses which allow students to pursue further education and careers in

forensic accounting, accounting, auditing, as well as in the financial operations and

management fields. The proposed program will allow students to enter the upper division

baccalaureate program in Economics with specialization in Forensic Financial Analysis at

John Jay. The curriculum emphasizes basic accounting principles and provides a

foundation in business organization and management.

11

BOROUGH OF MANHATTAN COMMUNITY COLLEGE & JOHN JAY COLLEGE OF CRIMINAL JUSTICE

DUAL /JOINT DEGREE PROGRAM: A.S. IN ACCOUNTING FOR FORENSIC ACCOUNTING (BMCC) AND B.S. IN ECONOMICS: FORENSIC FINANCIAL ANALYSIS (JOHN JAY

COLLEGE OF CRIMINAL JUSTICE)

BMCC A.S. ACCOUNTING FOR FORENSIC ACCOUNTING

CR. JJC EQUIVALENTS CR.

General Education Core General Education Core ENG 101 English Composition I 3 ENG 101 College Composition I:

Exploration & Authorship-an Inquiry-based Writing Course

3

ENG 201 English Composition II 3 ENG 201 Composition 2: Disciplinary Investigations-Exploring Writing Across the Disciplines

3

History or English Elective (See Note 1)

3 See Note 1 for JJC equivalents 3

MAT 200 or higher level math course 4 MAT 108 Social Science Mathematics 3 + 1bl

MAT 150 Introduction to Statistics 4 STA 250 Principles and Methods of Statistics

3 + 1bl

SPE 100 Fundamentals of Speech 3 SPE 113 Speech Communication 3 SOC 100 Introduction to Sociology, OR

SOC/AFN 125 Puerto Rican Culture and Folklore, OR SOC/AFN 129 The Black Man in Contemporary Society, OR SOC/LAT 152 Puerto Rican Experience in Urban U.S.

3 SOC 101 Introductory Sociology: Sociological Analysis , OR PLA 145 Puerto Rican Culture and Folklore, OR SOC E1167 Sociology 100 Level Elective, OR PLS 241 The Puerto Rican Experience in Urban United States Settings

3

Science Electives 4 Laboratory Science 4 HED 100 Health Education 2 PED 103 Personal Physical Fitness and

Dynamic Health 2

Music or Art Electives 2 Music or Art Electives 2

General Education Subtotal 31 Subtotal toward JJ Gen. Ed. Core 31

Requirements for the Major Requirements for the Major ACC 122 Accounting Principles I 4 ACC 250 Introduction to Accounting 3 + 1bl ACC 222 Accounting Principles II 4 ACC 251 Introduction to Managerial

Accounting 3 + 1bl

ACC 330 Intermediate Accounting I 3 ACC 200 Level Electives 3 ACC 340 Federal Taxation 3 ACC 200 Level Electives 3 ACC 360 Govt. & Not-For-Profit Accounting 3 ACC 200 Level Electives 3 ACC 430 Intermediate Accounting II 3 ACC 200 Level Electives 3 FNB 100 Introduction to Finance 3 ACC 200 Level Electives 3 BUS 110 Business Law 3 ACC 200 Level Electives 3 ECO 201 Macroeconomics* 3 ECO 220 Macroeconomics* 3

Accounting Major Subtotal 29 Subtotal toward B.S. in Economics 29 TOTAL CREDITS REQUIRED FOR A.S. 60 TOTAL CREDITS ACCEPTED TO JJ 60

* ECO 201 Macroeconomics is both a liberal arts course and a requirement of the major.

12

NOTE 1: Select one course from the following list of History and English electives

BMCC A.S. ACCOUNTING FOR CR. JJC EQUIVALENTS CR. FORENSIC ACCOUNTING

HIS 101 Western Civilization: From HIS 231 Origins of the Contemporary Ancient to Early Modern Times 3 World from Classic Period 3

To Enlightenment HIS 102 Western Civilization: The HIS 232 Contemporary History of

Emergence of the Modern 3 Civilization from 3 World Enlightenment to Present

ENG 371 English Literature I 3 LIT 231 Medieval and Early Modern 3 Literature

ENG 372 English Literature II 3 LIT 232 Modern Literature 3 ENG 381 American Literature I 3 LIT 233 American Literature 3 ENG 382 American Literature II 3 LIT 233 American Literature 3 ENG 391 World Literature I : 3 LIT 231 Medieval and Early Modern

From Homer to Dante Literature 3 ENG 392 World Literature II: 3 LIT 232 Modern Literature 3

From Renaissance to Contemporary Times

13

JUNIOR AND SENIOR YEAR – COURSES TO BE TAKEN AT JOHN JAY COLLEGE OF CRIMINAL JUSTICE

Course and Title Credits Liberal Arts and Science

General Education: PHI 231 Knowledge, Being, and Doing: Philosophical Methods and Its Application 3 Foreign Language (students who have met the foreign languages requirement may take other liberal arts and sciences electives)

6

Additional Liberal Arts and Science: Liberal Arts and Science Electives 9

Subtotal 18 Prerequisite and Major Courses

Economics Foundations: ECO 225 Microeconomics* 3

Specialization C: Forensic Financial Analysis CRJ 101 Introduction to Criminal Justice* 3 ACC 307 Forensic Accounting I 3 ACC 308 Auditing 3 ACC 309 Forensic Accounting II 3 LAW 203 Constitutional Law 3 LAW 202 Law and Evidence 3 ECO 235 Finance for Forensic Economics* 3

Capstone:ACC 410 Seminar in Forensic Financial Analysis 3

Economics Electives: Two economics elective courses from Specialization in Forensic Financial Analysis:

ECO 215 Economics of Regulation and the Law*ACC 2xx Digital Forensics for the Fraud Examiner ECO 330 Quantitative Methods for Decision Makers* ECO 360/ECO 360 Corporate and White Collar Crime *

6

Subtotal 33 Free Electives 9

TOTAL 60 * Both a liberal arts course and a requirement of the major.

14

FRESHMAN AND SOPHOMORE YEAR COURSE SEQUENCES AT BOROUGH OF MANHATTAN COMMUNITY COLLEGE (60 CREDITS)

The following chart shows how a student enrolled in the proposed AS degree in Accounting for Forensic Accounting will be able to complete the degree within two years at Borough of Manhattan Community College.

FRESHMAN YEAR: FALL FRESHMAN YEAR: SPRING

COURSE TITLE Credits COURSE TITLE Credits

ENG 101 English Composition I 3 ENG 201 English Composition II 3

HED 100 Health Education 2 MAT 200 or higher level math course

4

MAT 150 Introduction to Statistics 4 Science Electives 4

SPE 100 Fundamentals of Speech 3 ACC 222 Accounting Principles II 4

ACC 122 Accounting Principles I 4

Total Credits 16 Total Credits 15

SOPHOMORE YEAR: FALL SOPHOMORE YEAR: SPRING


FNB 100 Introduction to Finance 3 ACC 430 Intermediate Accounting II 3

ACC 330 Intermediate Accounting I 3 ACC 340 Federal Taxation 3

ACC 360 Government and Not‐for‐Profit Accounting

3 BUS 110 Business Law 3

ECO 201 Macroeconomics 3 SOC 100 Introduction to Sociology or other Social Science

3

History or English Elective 3 Music or Art Electives 2


Total credits to be taken at Borough of Manhattan Community College 60

15

JUNIOR AND SENIOR YEAR COURSE SEQUENCES AT JOHN JAY COLLEGE OF CRIMINAL JUSTICE (60 CREDITS)

Upon completion of the AS degree in Accounting for Forensic Accounting at Borough of Manhattan Community College with a cumulative GPA of 2.0, the student will automatically be enrolled in the John Jay BS Program in Economics, with specialization in Forensic Financial Analysis and be able to complete the bachelor’s degree within two years as the chart below demonstrates.

JUNIOR YEAR: FALL JUNIOR YEAR: SPRING


ACC 307

Forensic Accounting I 3 ACC 308

Auditing 3

CRJ 101 Criminal Justice 3 LAW 202

Law and Evidence 3

Foreign Language 3 Foreign Language 3 ECO 225

Microeconomics 3 Free Elective 3

Liberal Arts & Sciences Elective

3 Liberal Arts & Sciences Elective

3


SENIOR YEAR: FALL SENIOR YEAR: SPRING


ACC 309

Forensic Accounting II 3 ACC 410

Seminar in Forensic Financial Analysis

3

ECO 235

Finance for Forensic Analysis

3 LAW 203

Constitutional Law 3

Elective course from Category C

3 Elective course from Category C

3

Free Elective 3 PHI 231

Knowledge, Being andDoing: Philosophicalmethod and its application

3

Liberal Arts & Sciences Elective

3 Free Elective 3


Total credits to be taken at John Jay College 60

Total credits for the Dual / Joint A.S./ B.S. in Accounting for Forensic Accounting/ Economics: Forensic Financial Analysis

120

Category C includes:ECO 215 Economics of Regulation and the LawACC 2xx Digital Forensics for the Fraud Examiner ECO 330 Quantitative Methods for Decision Makers ECO/SOC 360 Corporate and White‐Collar Crime

Note: The academic advisor should approve all electives.

16

V. Faculty

Initially, the Accounting Department does not anticipate any additional new faculty hires.

As of Fall 2009, the Accounting Department has two new full-time faculty members who

are still under contractual reassigned time. By the fourth or fifth year, these faculty

members would have fulfilled/used up their contractual reassigned time and will assume

a full teaching load. In year 5 of the new program, the Accounting Department might

have to hire an additional full-time faculty and any additional classes will be covered by

adjuncts. See costs listed below and in Appendix F, SED Table 5, New Resources.

VI. Cost

The following is the projected expenditures and projected tuition revenues related to the

Accounting for Forensic Accounting program:

Proposed Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

Expenditures:

Personnel 18,000 36,000 63,000 90,000 162,000

Other Than Personnel Services:

New library acquisitions & supplies 4,500 11,000 18,000 22,000 25,000

TOTAL 22,500 47,000 81,000 112.000 187,000

17

Projected Tuition Revenues

Revenues Year 1 Year 2 Year 3 Year 4 Year 5 Tuition Revenue* 75%

migration from current program

50% migration from current program



None

1. Existing sources 78,000 204,714 458,504 743,376 1,080,376

2. New sources 26,100 104,040 177,284 337,146 647,836

3. TOTAL 104,100 308,754 635,788 1,080,522 1,728,211

State Revenues**

4. Existing sources 104,325 275,525 623,275 976,375 1,396,350

5. New sources 32,100 139,100 216,675 425,325 842,625

6. TOTAL 136,425 414,625 839,950 1,401,700 2,238,975

Other Revenue

7. Existing source 0 0 0 0 0

8. New Source 0 0 0 0 0

9. TOTAL 0 0 0 0 0

Grand Total

10. Existing sources 182,325 480,239 1,081,779 1,719,751 2,476,726

11. New Sources 58,200 243,140 393,959 762,471 1,490,461

TOTAL 240,525 723,379 1,475,738 2,482,222 3,967,186

*Tuition revenue For detailed calculations of tuition revenue, see Appendix I **State Revenues = FTE x $2,675

18

VII. Evaluation

Institutionalized processes currently are in place at BMCC for evaluating the effectiveness of degree programs. These processes are appropriate for evaluating new degree programs as well. Like all other academic programs at BMCC, new degree programs will undergo self-study and external evaluation via the college’s Academic Program and Review Process. In addition, the college distributes annual reports containing indicators of program effectiveness to departmental chairs that include, by degree program: enrollment by gender and race/ethnicity; number of graduates by gender and race/ethnicity; two-year graduation, transfer, program persistence and college attrition rates; three and six-year graduation rates by gender and by race/ethnicity; and, among BMCC transferees, first term GPA and one year retention rate in CUNY BA programs by gender and race/ethnicity. The enrollment data will be especially useful when evaluating the first few years in a program’s existence.

Processes are also in place for direct and indirect assessment of student learning in new degree programs. At the course level, learning outcomes, or objectives, are clearly stated in each course syllabus. These objectives serve as the basis for college, departmental, program, course and section-level assessment of student learning. One way in which direct assessment of student learning is conducted is through the implementation of the college’s General Education Assessment Plan. The plan directs each academic department to assess students’ learning of the relevant stated general education outcomes. Specifically, this kind of assessment is conducted in courses in which the course learning outcomes align with the general education goals; as such, assessment of general education in the new program will occur when course outcomes align with the assessment of the college’s General Education goals. In addition, the college administers an annual Assessment of Student Learning survey of courses in which students are asked to rate their perceptions of what they have learned in the course. Instructors are provided results that allow them to compare their section results with the overall results of that course, and all courses taught in the program/department and the college. Faculty may then revise their courses based on the assessment results.

These previously institutionalized processes ensure the framework for a thorough evaluation of programs as they are newly instituted at BMCC.

19

VIII. Additional References

• Careers in Accounting. Accounting: Facts & Trends. Retrieved January 27, 2007, from http://www.carrers-in-accounting.com/acfacts.htm

• CNNMoney. Working your degree: Accounting majors have the kind of job flexibility most of us only dream about. Retrieved November 10, 2009, from http://www.money.cnn.com/2000/09/22/career/q_degreeaccounting/

• Forensic Accountant Salary Survey. Retrieved November 10, 2009 from http://www.erieri.com/index.cfm?fuseaction=research.Forensic-Accountant-salary-survey-data-details&PositionId=103059&CityId=300

• Sanders, B. & Romeo, L. B. (2005). The supply of accounting graduates and the demand for public accounting recruits – 2005 – For academic year 2003 -2004. New York, NY: American Institute of Certified Public Accountants, Inc.

• Siegel, Gary & Sorensen, James. (2006). What corporate America wants in entry-level accountants: Executive summary. New York, NY: Institute of Management Accountants.

• Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition.

Additional Accounting Information Resources • Accounting Today. (212) 371-9400. Bi-weekly publication that provides excellent

coverage of important trends in the accounting profession. • Accounting Workshop. An online resource that lists information and tips for

accounting students. Available at: www.johnwiley.com • AICPA – “Takin’Care of Business.” Informative site on careers in accounting.

Available at: http://www.startHereGoPlaces.com • CPA Journal. (212) 973-8300. Monthly journal provides information of general

interest to CPAs and activities at the major public accounting firms. • Journal of Accountancy. (212) 575-6200. Leading accounting monthly covering

the accounting profession and job listings. • Management Accounting – Official Magazine of the Institute of Management

Accountants. (201) 573-9000. Includes a section on career management and discusses trends in the accounting profession.

• Association of Certified Fraud Examiners: http://www.acfe.com/. • American Institute of Certified Public Accountants: http://www.aicpa.org/.

Related Sites • http://www.Accountingjobs.com • htpp://www.Tax-jobs.com • htpp://www.Accounting.com • htpp://www.CNNfn.com (Salary Sample for accountants)

20

https://htpp://www.CNNfn.com

https://htpp://www.Accounting.com

https://htpp://www.Tax-jobs.com

http://www.Accountingjobs.com

http://www.aicpa.org

http://www.acfe.com

http://www.startHereGoPlaces.com

www.johnwiley.com

http://www.erieri.com/index.cfm?fuseaction=research.Forensic-Accountant

http://www.money.cnn.com/2000/09/22/career/q_degreeaccounting

http://www.carrers-in-accounting.com/acfacts.htm

APPENDICES

APPENDIX A

CATALOG DESCRIPTION OF COURSES

Catalog Descriptions of Course Offerings

ACC 122 Acounting Principles I

The course covers the fundamental principles of accounting and the practical use of accounting tools and techniques. Topics covered include the definition and scope of accounting, accounting records and processes, books of original and subsequent entry, work sheets, adjusting and closing entries, accounting for cash, accounting for negotiable instruments, and accounting for plant assets. An investigation is made of accounting for service businesses and trading concerns.

ACC 222 Accounting Principles II

This continuation of Accounting I progresses from elementary to more advanced accounting concepts and conventions, including the use of accounting data in managerial decision making. Among topics covered are voucher system, partnership accounting, payroll preparation and taxes, and accounting for corporations. Study is made of accounting involved in the interpretation of financial statements, budgetary control, statement of cash flows, and management reports and analyses.

Pre-Requisite: ACC122

ACC 330 Intermediate Accounting I

The course begins with a review of the accounting process. Topics covered include balance sheet presentation, the time value of money, accounting for cash, receivables, inventory cost and valuation procedures, plant and equipment accounting, including acquisition use, retirement and special valuation problems, accounting for intangible assets, current liabilities and contingencies. Attention is given to the theory pronouncements issued by the Financial Accounting Standards Board and other standard-setting bodies.


ACC 340 Taxation:Federal

Students are provided with fundamental knowledge of the Federal taxation laws and preparation of related tax returns. Federal income taxes for individuals, partnerships, and corporations are studied, and actual returns are prepared. Various items of payroll withholding and reporting procedures are discussed, and basic tax planning is explored.


ACC 360 Governement and Not-For-Profit Accounting

This course introduces the theory and concepts underlying financial accounting, control and reporting in governmental and not-for-profit organizations. It covers fund accounting, budget and control issues, revenue and expense recognition, financial reporting, accounting procedures and issues of reporting for both governmental and not-for-profit entities.


ACC 430 Intermediate Accounting II

The course is a continuation of Intermediate Accounting I. A detailed study is made of the accounting for long term debt, investments in stocks and bonds, leases, pensions, accounting for income taxes and inflation accounting. Other topical coverage includes EPS, revenue recognition, preparation of the income statement, and the statement of cash flows. The stockholders' equity section of the balance sheet is examined, with particular reference to the accounting for capital stock, additional paid-in capital, and retained earnings. Attention is given to pronouncements issued by the Financial Accounting Standards Board and other standard-setting bodies.


BUS 110 Business Law

This course surveys briefly the American legal system and the basic law of contracts. Reference is made to typical business transactions and, by a study of pertinent cases, how the various principles of contract law apply to them.

FNB 100 Introduction to Finance

This course focuses on the three general areas of 1) money and financial institutions, 2) business financial management and 3) investments. These areas are surveyed by covering such topics as value and creation of money, the Federal Reserve System, commercial banks, short and medium term financing, and the behavior of securities markets in relation to financing the business enterprise.

ECO 201 Macroeconomics

This course is intended primarily for those students who intend to pursue professional careers in fields such as economics, finance, management and administration. It is also open to highly motivated students in other areas. Topics include: national income and national product; saving, consumption, investment, the multiplier theory, fiscal policy, inflation, employment and business cycles. The student will also be acquainted with money, banking, and central bank monetary policies, as well as some of the more significant theories of international trade and economic development.

ENG 101 English Composition I

This is a basic college-level course, similar to "freshman English" at other community and four-year colleges. Students learn to use their experience and ideas as subject matter for essays and to analyze topics in depth. They also become acquainted with the process of writing, from pre-writing activities to producing a final, proofread draft. The purpose of, audience for, and structure of the essay are explored through readings chosen to stimulate ideas for writing and demonstrate varied style. Grammar and syntax are discussed as needed. At the end of this course, students take a departmental essay examination that requires them to compose, draft and edit a thesis-centered essay of at least 500 words.

ENG 201 English Composition II

This course is a continuation of ENG 101. It helps the student further develop composition skills through literary analysis. Students continue to focus on the writing process as they are introduced to a variety of literary genres including the short story, drama, poetry, and/or the novel. Students complete a documented paper based on library, electronic, and field research.

ENG 371 English Literature I

This course surveys works of English literature from its origins in pre-Norman England to the eighteenth century. The objectives are three-fold: (1) to develop the student's appreciation for literature and an acquaintance with literary masterpieces written in English during the years of this survey; (2) to introduce the student to the major political and cultural events and ideals that shaped England during these years; (3) to illustrate how cultural and political ideals shape men's thinking and have their reflections in and are reflected by literature. Selections may include Beowulf, Chaucer's Canterbury Tales, Shakespeare's plays and Swift's writings.

ENG 372 English Literature II

This survey course is independent of English 371, which is not a prerequisite. It covers the principal figures, styles, themes and philosophies represented during three literary periods: the Romantic Era, the Victorian Age and the Twentieth Century. It exposes students to major works of literature including poetry, plays, short stories, novels and essays. It enables students to appreciate the thoughts and contributions of outstanding writers such as Keats, Wordsworth, Tennyson, Browning, Yeats and Eliot, as well as Dickens, Joyce and Lawrence.

ENG 381 American Literature I

This course surveys American literature from its colonial beginnings to the American Renaissance of the nineteenth century-from Ann Bradstreet and Cotton Mather to Walt Whitman and Herman Melville. Students learn about the cultural milieu that influenced writers, read major and representative works and sharpen their critical abilities.

ENG 382 American Literature II

Though English 381 is not a prerequisite, this course begins where 381 leaves off and covers select fiction and poetry from the Gilded Age of the late nineteenth century to the present. Students study major writers and literary movements; and an effort is made to place literature in its cultural context. Works by such writers as Mark Twain, Emily Dickinson, Henry James, T.S. Eliot, Richard Wright, F. Scott Fitzgerald and Toni Morrison may be included.

ENG 391 World Literature I: From Homer to Dante

This course offers readings in great books from ancient times to the 15th century. It includes selections from The Epic of Gilgamesh, Homer, the Greek tragedies, the Bhagavad Gita, Plato, Virgil, the Bible, St. Augustine and Dante.

ENG 392 World Literature II: From Renaissance to Contemporary Times

This course includes masterpieces of literature from the 16th to the 20th centuries. Readings will include works of such writers as Shakespeare, Rabelais, Cervantes, Moliere, Voltaire, Goethe, Dostoevsky, Kafka, and Pinter. ENG 391 is not a prerequisite for this course.

HIS 101 Western Civilization: From Ancient to Early Modern Times

This course analyzes the societies of Western civilization from their origin to early modern times. The major social, economic, political, religious and intellectual developments are examined and their impact on the development of modern Western civilization is traced.

HIS 102 Western Civiliation: The Emergence of the Modern World

This course traces the growth of the modern Western world to the present. It surveys the political, economic and social foundations of contemporary civilization.

MAT 150 Introduction to Statistics

This course covers basic statistics, including: measures of central tendency, measures of dispersion, graphs, correlation, the regression line, confidence intervals, the significance of differences, and hypothesis testing, including z-tests, t-tests, and chi-square tests.

MAT 200 Introduction to Discrete Mathematics

This course covers fundamental mathematical topics associated with computer information systems, including: numeration systems; sets and logic; Boolean algebra, functions, and elementary switching theory; combinatorics; mathematical induction; permutations; combinations; binomial coefficients; and distributions. This course will satisfy the math requirement for students in Business Administration, Computer Operations, Computer Programming, Computer Science or Accounting. Prerequisites to this course should be taken in the first semester or as early as possible.

MAT 206 Mathematical Foundations for Calculus

This course covers basic algebraic and trigonometric skills, algebraic equations, and functions. Topics include: mathematical induction, complex numbers, and the binomial theorem.

MAT 208 Mathematical Problem Solving

This is a Liberal Arts elective course. It will focus on the general steps in the problemsolving process and the use of problemsolving strategies espoused by Polya, et al. Problems will include non-routine exercises taken from mathematics journals and competitions, and famous problems from the history of mathematics. Prerequisites: MAT 012 or MAT 051, if needed; also MAT 056

MAT 209 Statistics

This course covers statistical concepts and techniques with applications. Topics include probability, random variables, the binomial distribution, the hyper-geometric distribution, measures of central tendency, the normal distribution, precision and confidence intervals, sample design and computer projects. SPE 100 Fundamentals of Speech

The aim of this course is to develop effective skills in speech communication. The student examines how to generate topics and organized ideas, masters elements of audience psychology and practices techniques of speech presentation in a public forum. All elements of speech production and presentation are considered.

SOC 100 Introduction to Sociology

This course analyzes the structure, processes and products associated with group living. Attention is focused on the concepts of social organization, culture, groups, stratification, major social institutions and significant trends in group living.

SOC/AFL 125 Comparative Ethnic Studies

This course surveys the long history of crossracial and inter-ethnic interactions among immigrants, migrants, people of color and working people in the United States and the wider world from the era of mercantile capitalism in the sixteenth century to the present. By making inroads into the dynamic worlds that indigenous people, people of African and Latin American descent, European Americans, and Asian Americans made and remade, the course aims to reach across borders of all kinds, including national boundaries, to cultivate global, transnational and comparative perspectives on race and ethnicity. In particular, it places emphasis on relationships and conflicts between these diverse groups, especially how they were treated and defined in relation to each other. Broadly, this course is concerned with how these groups struggle to stake out their place in a highly unequal world.

SOC/AFL 129 The Black Man in Contemporary Society

The effects of economic and social factors on socialization, status, and levels of achievement among Black men are analyzed. The impact of institutional racism and underachievement on urbanized populations is explored in terms of access, social status, and economic differentials.

SOC/LAT 152 Puerto Rican Experience in Urban U.S. Settings

This course studies the peculiar characteristics of the Puerto Rican migration to the U.S. It analyzes the processes of assimilation and adaptation to the American society as opposed to the identity and preservation of Puerto Rican cultural values. The problems of education, housing, health services, family and community, employment, and economic development are given special attention as they relate to the unique experience of the Puerto Rican in the U.S.A. Note: This course is crosslisted as: LAT 152

BIO 110 General Biology

Basic cellular structure, tissue organization, physiological process, reproduction, and genetics are studied. Special attention is given to selected zoological specimens with particular emphasis upon man.

CHE 110 General chemistry

This course is designed specifically for the non-science major and should only be taken by students in non-science disciplines: liberal arts, business, etc. It explores the world of atoms and molecules and relates this submicroscope world to the daily life of the student. Topics to be discussed include plastics, foods, the environment, genetics and drugs.

AST 110 General Astronomy

This course introduces students to the world beyond the earth. The methods of astronomy and our knowledge of the structure of the universe are presented as an ongoing human endeavor that has helped shape modern man as he/she takes his/her first steps into space.

PHY 110 General Physics

This course serves as an introduction to physics, especially for students who are not science-oriented. A selected number of basic physical ideas are carefully examined and interpreted non-mathematically. The relevance of the scientist and his/her work to the lives of non-scientists is continually examined.

HED 100 Health Education

This introductory course to health education takes a survey approach. It aims to develop attitudes and habits which will promote good physical, mental and social health. Areas of specialization include alcohol, tobacco and substance abuse education; mental health; sex education; family living, and nutrition and exercise.

MUS 110 Music I: Introduction to Music

The ability to listen to music intelligently and to recognize specific styles, forms and idioms are developed in this course. Consideration is given to musical aspects of the historical eras from the early Christian period to the present. Students are required to attend concerts and do assigned reading and listening.

ART 110 Art Survey I

This introduction to art principles and terms includes the study of the plastic arts: nature, content and form. The meaning of illusion and abstraction, style and the changing concept of reality in art throughout history are explored. Selected paintings, sculpture and architecture are examined.

APPENDIX B

SED TABLE 1A

UNDERGRADUATE PROGRAM SCHEDULE

APPENDIX C

SED TABLE 2

FULL TIME FACULTY

Table 2: Full-Time Faculty Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title (include and identify Program Director)

Program Courses to be Taught Percent Time to Program

Highest and Other Applicable Earned Degrees & Disciplines (include College/University)

Additional Qualificatio ns: list related certifications/ licenses; occupational experience; scholarly contributions, etc.

Josh Wolfson, Chair Professor

ACC 330, Intermediate Accounting I

100%

BS/ Management, Buffalo University MBA/Accounting, Hoffstra University

CPA(NY) ACC 360, Govt.& Not-for-Profit Acctg.

Sidney Askew, Assistant Professor

ACC 122, Acctg. Principles I

100%

BS/Accounting Syracuse University

MBA/Finance Cornell University

CPA (NY) ACC 222, Acctg. Principles II ACC 421, Acctg. Information System

Lloyd Carrol, Professor


100%

AB/Economics Columbia University MBA/Accounting New York University

CPA (NY) ACC 222, Acctg. Principles II

Stanley Chu, Professor


100%

AAS/Accounting, BMCC BBA/Accounting, Baruch College MBA/Controllership, St. John’s University

CPA (CO & NY) ACC 350, Cost Accounting

ACC 430, Intermediate Accounting II

Barry Cooper, Assistant Professor


100%

BA/ Accounting, Baruch College MBA/Taxation,

Brooklyn College

CPA(NY) ACC 222, Acctg. Principles II ACC 330, Intermediate Accounting I ACC 340, Taxation: Federal

Corinne Crawford, Assistant Professor


100%

BS/Psychology, Fordham University MBA/Accounting,

Pace University MS/Teaching, Iona College



ACC 360, Govt & Not-for-Profit Acctg.

Wilbert Donnay, Assistant Professor


100%

BBA/Accounting, Baruch College MPS/Management,

New School

CPA(NY) ACC 321, Acctg. Application on Micro Computers ACC 340, Taxation: Federal

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.





Manuel Hernandez, Professor


100%

BBA/Accounting, Univ. of Puerto Rico MBA,/Quantitative Analysis, NYU MPh, NYU

CPA (PR) ACC 222, Acctg. Principles II

Angela Jervis, Assistant Professor


100%

BBA/Accounting Baruch College MSEd/Bus Education, Baruch College

CPA (NY) ACC 321, Acctg. Application on Micro Computers

Harry Kleinman, Associate Professor


100%

BBA/Accounting Brooklyn College MBA/Taxation Baruch College


David Knight, Associate Professor


100%

BA/Economics Yale University

MBA/Accounting Rutgers University

CPA (NY) ACC 321, Acctg. Application on Micro Computers ACC 421, Acctg. Information System

Harvey Mann, Assistant Professor


100%

BBA/ Accounting, Pace University

MBA/Taxation, Pace University

CPA(NY) ACC 222, Acctg. Principles II ACC 350, Cost Accounting ACC 430, Intermediate Accounting II

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.





Frank Navas, Professor


100%

AAS/Accounting, BMCC BBA/ Accounting, Baruch College MBA/Business Admin. Fordham University

ACC 222, Acctg. Principles II

Yvonne Phang, Professor


100%

BBA/ Spanish, University of Houston MBA/Accounting, Concordia University

CPA (TX & NY) ACC 222, Acctg. Principles II

ACC 321, Acctg. Information Systems ACC 350, Cost Accounting

Connett Powell, Deputy Chair Assistant Professor


100%

BBA/Accounting, Baruch College MA/Econ & Accounting, Brooklyn College

CPA (MD & NY) ACC 222, Acctg. Principles II

ACC 350, Cost Accounting ACC430, Intermediate Acctg. II

APPENDIX D

SED TABLE 3

PART-TIME FACULTY

Table 3: Part-Time Faculty Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part-time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title Program Courses to be Taught


Additional Qualifications: list related certifications/licens es; occupational experience; scholarly contributions, etc.

Joseph Chan ACC 321 BBA/ Accounting, Baruch College MBA/Taxation, St. John’s University

CPA(NY) ACC 330 ACC 430

Charles Foster ACC 122 BBA/Accounting, Baruch College MBA/Finance, St. John’s University

CPA(NY) ACC 222

Jose Garriga ACC 222 BS/Accounting, Hunter College

CPA(NY) ACC 340

Sonia Gill ACC 122, Acctg Principles I BBA/Accounting, Baruch College

CPA(NY) ACC 222, Acctg Principles II ACC 350, Cost Accounting

Ira Weissman ACC 122, Acctg. Principles I BBA/Accounting, Baruch College MBA/Accounting & Finance, Long Island University

CPA(NY) ACC 330, Intermediate Acctg. I ACC 430, Intermediate Acctg. II

APPENDIX E

SED TABLE 4

FACULTY TO BE HIRED

Table 4: Faculty to be Hired If faculty must be hired, specify the number and title of new positions to be established and minimum qualifications.

Initially, the Accounting Department does not anticipate any additional new faculty hires. As of Fall 2009, the Accounting Department has two new full-time faculty members who are still under contractual reassigned time. By the fourth or fifth year, these faculty members would have fulfilled/used up their contractual reassigned time and will assume a full teaching load. In year 5 of the new program, the Accounting Department might have to hire an additional full-time faculty and any additional classes will be covered by adjuncts.

Title/Rank of Position

No. of New Positions

Minimum Qualifications (including degree and discipline area)

F/T or P/T Percent Time to Program

Expected Course Assignments

Expected Hiring Date

NONE 0

APPENDIX F

SED TABLE 5

NEW RESOURCES

Table 5: New Resources List new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or additional library resources). New resources for a given year should be carried over to the following year(s), with adjustments for inflation, if they represent a continuing cost.

New Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

Personnel $18,000 $36,000 $63,000 $90,000 $162,000

Library $4,500 $11,000 $18,000 $22,000 $25,000

Equipment

Laboratories

Supplies & Expenses (Other Than Personal Service)

Capital Expenditures

Other

Total all $22,500 $47,000 $81,000 $112,000 $187,000

APPENDIX G

LETTERS OF SUPPORT

APPENDIX H

CAREER OPPORTUNITIES

APPENDIX I

PROPOSED PROGRAM REVENUES

Projected Revenue Related to the Proposed Program

Revenues[1]

1st Year Academic

Year[2]

2nd Year Academic

Year†

3rd Year Academic

Year†

4th Year Academic

Year†

5th Year Academic

Year†

Tuition Revenue[3]

01. From Existing Sources[4]

02. From New Sources[5]

03. Total

$78,000 $204,714 $458,504 $743,376 $1,080,376

$26,100 $104,040 $177,284 $337,146 $647,836

$104,100 $308,754 $635,788 $1,080,522 $1,728,211 State Revenue[6]

04. From Existing Sources§

05. From New Sources**

06. Total

$104,325 $275,525 $623,275 $976,375 $1,396,350

$32,100 $139,100 $216,675 $425,325 $842,625

$136,425 $414,625 $839,950 $1,401,700 $2,238,975 Other Revenue[7] 07. From Existing Sources§


09. Total

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Grand Total[8]

10. From Existing Sources§


TOTAL

$182,325 $480,239 $1,081,779 $1,719,751 $2,476,726

$58,200 $243,140 $393,959 $762,471 $1,490,461

$240,525 $723,379 $1,475,738 $2,482,222 $3,967,186

The Five-Year Revenue Projections for Program BMCC/John Jay Joint Forensic Accounting Program

Year 1 Year 2 Year 3 Year 4 Year 5 Tuition & Fees: Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established. Number of Majors (Enter # of EXISTING FULL TIME In State Students) Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Instate Tuition & Fees

Tuition & Fees: Number of Majors (Enter # of EXISTING FULL TIME Out of State Students) Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Out of State Tuition & Fees

TOTAL EXISTING FULL TIME TUITION REVENUE

Tuition & Fees: Number of Majors (Enter # of EXISTING PART-TIME In State Students) Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15 Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Instate Tuition & Fees

Tuition & Fees: Number of Majors (Enter # of EXISTING PART-TIME Out of State Students) Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15

11 32 74 112 161

$3,300 $3,366 $3,433 $3,502 $3,572 $36,300 $107,712 $254,066 $392,222 $575,096

0 0 0 0 0 $36,300 $107,712 $254,066 $392,222 $575,096

2 3 5 11 14

$6,600 $6,732 $6,867 $7,004 $7,144 $13,200 $20,196 $34,333 $77,044 $100,017

0 0 0 0 0 $13,200 $20,196 $34,333 $77,044 $100,017

$49,500 $127,908 $288,399 $469,266 $675,113

Year 1 Year 2 Year 3 Year 4 Year 5

12 28 70 112 161

15 15 15 15 15

$140 $143 $146 $149 $152 $25,200 $59,976 $152,939 $249,596 $365,970

0 $25,200 $59,976 $152,939 $249,596 $365,970

1 5 5 7 11

15 15 15 15 15

Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Out of State Tuition & Fees

TOTAL EXISTING PART TIME REVENUE

TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5)


$220 $224 $229 $233 $238 $3,300 $16,830 $17,167 $24,514 $39,292

0 $3,300 $16,830 $17,167 $24,514 $39,292

$28,500 $76,806 $170,105 $274,110 $405,263

$78,000 $204,714 $458,504 $743,376 $1,080,376

Tuition & Fees: New Students are students who would NOT have enrolled in another program at your college, had the new program not been established. Number of Majors (Enter # of NEW FULL TIME In State Students) Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Instate Tuition & Fees

Tuition & Fees: Number of Majors (Enter # of NEW FULL TIME Out of State Students) Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Out of State Tuition & Fees

TOTAL NEW FULL TIME TUITION REVENUE

Tuition & Fees: Number of Majors (Enter # of NEW PART-TIME In State Students) Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15 Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Instate Tuition & Fees

3 16 21 46 98

$3,300 $3,366 $3,433 $3,502 $3,572 $9,900 $53,856 $72,100 $161,091 $350,059

0 0 0 0 0 $9,900 $53,856 $72,100 $161,091 $350,059

1 2 6 7 7

$6,600 $6,732 $6,867 $7,004 $7,144 $6,600 $13,464 $41,200 $49,028 $50,008

0 0 0 0 0 $6,600 $13,464 $41,200 $49,028 $50,008

$16,500 $67,320 $113,300 $210,119 $400,067


3 14 23 46 98

15 15 15 15 15

$140 $143 $146 $149 $152 $6,300 $29,988 $50,251 $102,513 $222,765

0 $6,300 $29,988 $50,251 $102,513 $222,765

Tuition & Fees: Number of Majors (Enter # of NEW PART-TIME Out of State Students) Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15 Tuition Income (Specify Rate per credit) calculates 2% increase per year Total Tuition Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Out of State Tuition & Fees

TOTAL NEW PART TIME REVENUE

TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7)

# CURRENT FTEs (use prorated FTEs for PT Students) Appropriaton per FTE (FY10) STATE REVENUE FROM EXISTING SOURCES -LINKS TO REVENUE SPREADSHEET ROW 9

# NEW FTEs (use prorated FTE for PT Students) Appropriaton per FTE (FY10) STATE REVENUE FROM NEW SOURCES -LINKS TO REVENUE SPREADSHEET ROW 11

FOR YEARS 2-5 INCLUDE CONTINUING FTE FROM PREVIOUS YEARS

Other Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13) Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15)

1 2 4 7 7

15 15 15 15 15

$220 $224 $229 $233 $238 $3,300 $6,732 $13,733 $24,514 $25,004

0 0 0 0 0 $3,300 $6,732 $13,733 $24,514 $25,004

$9,600 $36,720 $63,985 $127,027 $247,769

$26,100 $104,040 $177,284 $337,146 $647,836

Year 1 Year 2 Year 3 Year 4 Year 5 39 103 233 365 522

$2,675 $2,675 $2,675 $2,675 $2,675

$104,325 $275,525 $623,275 $976,375 $1,396,350

12 52 81 159 315 $2,675 $2,675 $2,675 $2,675 $2,675

$32,100 $139,100 $216,675 $425,325 $842,625


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