of the city university of new york college senate

BCC Senate Minutes 02/26/2015

BRONX COMMUNITY COLLEGE of the City University of New York College Senate Minutes of February 26, 2015

Present: G. Agamah, A. Alvarez, Y. Amegatsey, J. Athanasourelis, R. Bass, R. Ben-Nun, T. Brennan, L. Brenner, A. Brewer, H. Clampman, S. Davis, A. Durante, M. Fein, D. Genova, D. Gonsher, R. Gouraige, T. Ingram, S. Khan, I. Kiema, P. Kolozi, A. Lal, A. Lamazares, C. Lee, A. Levy, O. Littlehawk, E. Martí, D-E. Matsoukas, A. McInerney, I. Mirsky, J. Molina, F. Moore, A. Ortiz, J. Osei-Kusi, J. Paoli, H. Papas-Kavalis, D. Pearson, I. Petrovic, M. Pita, N. Reynoso, J. Sanabria, C. Schrader, R. Shane (late), H. Skinner, S. Utakis (44 plus 1 alternate) Absent: D. Candelario, P. L. Gomez, D. Lewis, G. Cooke, D. Nelson, Q. Price, G. Salgado, M. Solomon, K. Thomas, B. Wigfall Excused: L. Lawton, W. DeJong-Lambert Present Alternates: F. Blanchard, M. Coss Aquino, T. Fisher, E. Hardman, K. Ojakian, B. Rima, S. Skaggs Guests: A. Alvarez, S. Atamturktur, E. Bayardelle, G. Burghart, J. Heller, V. King, M. Lazda, M. Miller, V. Mishkin, L. Montenegro, A. Ojerholm, A. Ott, S. Ramdath, N. Ritze, V. Rodriguez, L. Rosario, C. Simpson, S. Stoute, C. Suarez-Espinal, C. Vasquez, A. Wambubu Cobb, D. Weathers

1. Call to Order: 12:21 P.M., meeting called to order.

2. Seating of alternates: F. Moore seated alternates – E. Hardman for D. DeJong-Lambert who is on fellowship leave.

3. Approval of the Agenda of February 26, 2015: Agenda approved by unanimous voice vote.

4. Approval of the Minutes of December 11, 2014: Minutes approved by unanimous

voice vote. F. Moore noted the Senate Executive Committee had not met this month due to not having a quorum.

5. Action Items: a. Selection of Faculty to serve on Academic Review Committee: F. Moore

reported the need to fill a vacancy on the Academic Review Committee that arose due to H. Clampman’s appointment as Interim Chair of the Business and Information Systems department and his election to Division Chair of Career Services as a result of R. Quinn’s Travia leave. The absence vacancy is only for the spring 2015 semester. F. Moore explained the requirements for being on the committee and opened the floor for nominations. The following faculty members were nominated: C. Sassi-Lehner, A. McInerney, and V. Mishkin. S. Utakis read a statement for C. Sassi-Lehner while A. McInerney and V. Mishkin each spoke on their own behalf. Ballots were distributed. F. Moore reminded of the Senate election rules. In response to a concern about a discrepancy between the number of ballots and the number of voting members, F. Moore noted that the names are on all ballots so that the count can be double-checked. F. Moore also reminded the Senate body that a report of election results can be requested.


First round results: C. Sassi-Lerner (10), A. McInerney (15), V.Mishkin (13).

Second round results: C. Sassi-Lerner (2), A. McInerney (22), V.Mishkin (18), one spoiled.

Third round results: A. McInerney (26) and V. Mishkin (18). With no majority, V. Mishkin conceded to A. McInerney. Therefore a voice vote was taken. With four opposed (M. Fein, L. Brenner, D. Gonsher, and H. Clampman), A. McInerney was elected by voice vote.

6. Committee Reports

a. Academic Standing: No report b. Curriculum: (see report) H. Clampman reported on proposed changes to existing

courses and degree programs (see 2a-2e) as well as on a new course (2f) and a change in department name (2g). All items were presented for the first time. A question was asked and answered.

c. Governance and Elections: A. McInerney reported on two items passed at the Committee’s last meeting. He noted that Senate elections are coming up this semester (see calendar). The second item regarded the committee’s work on amending the governance plan (see report). F. Moore made a motion to extend the discussion by three minutes. The motion was approved by unanimous voice vote. D. Gonsher asked a question and two follow-up questions about the upcoming elections. A. McInerney explained the process of how the election will be run with assistance from J. Paoli and F. Moore regarding the confidentiality of voting.

d. Instruction and Professional Development: M. Lazda apoke about the upcoming faculty professional development day. Senate members were encouraged to submit proposals. Lazda noted two opportunities for faculty to share their thoughts via survey – COACHE and the regularly distributed campus survey. A question was asked regarding finding out about when events occur. Lazda noted they can be found on e-portfolio.

e. Space, Facilities, and Physical Plant: no report f. Student Activities: T. Ingram reported on the recent Freshman convocation

and upcoming events. g. Student Government Association: An SGA member reported on complaints

about registration heard from students. A question was asked to the Senate body from an SGA member about clubs not receiving their base budgets as the SGA member was receiving complaints. F. Arias spoke to the question. Discussion ensued.

h. University Faculty Senate: no report** i. University Student Senate: Y. Amegatsey reported on a December event about

accessibility of buildings. He also noted that two of the SGA Senators are currently in Albany advocating with NYPIRG. He also reported on upcoming events.

j. Vice-Presidents and Deans: no report k. Community Relations and Special Events: R. Ben-Nun and D. Weathers

reported on a BCC event on April 16th on domestic violence which will include a panel of experts in the area. Senators were encouraged to participate. Ben-Nun noted the committee plans to act as a liaison for campus events. Questions were asked and answered.


7. President’s Report: (see report) Interim President E. Martí thanked those who worked to

achieve the spring enrollment targets. As the FTE target was not met, Martí reported budgets this spring will need to be tightened a bit to make up the deficit. Relatedly, Martí noted marketing efforts are underway to increase enrollment. He also stated that vis a vis budgets, the goal was for departments to receive budgets in July 2015 with the expectation of revised budgets distributed in October after fall student enrollment are verified. In terms of student services, Martí noted a major change with the Career and Transfer office moving and being renamed either the Job Placement and Transfer Office or the Transfer and Job Placement Office. As had others before him, Martí offered his congratulations to the campus basketball teams. Martí noted L. Montenegro has been named Interim Dean of Academic Affairs. Questions were asked and answered.

8. Reports of Vice Presidents and Deans a. C. Schrader – C. Schrader reported the COA (certification of attendance) is not

yet at 100%. She also reminded faculty to complete the COACHE survey. Schrader also reported on faculty accomplishments.

b. A. Brewer – A. Brewer acknowledged that D. Gonsher’s previous comments regarding de-tally numbers were correct. Brewer reported on spring enrollment numbers including: first time freshmen are 941 (up 19% from last spring), transfer students are 795 (up 3.9% from last spring), and FTEs are 7,862 (a 4.09% increase from last spring). Brewer noted the graduation kick-off was currently taking place in Colston Hall. He stated that he agreed with D. Gonsher as to the importance of having Chairs sit on the Enrollment Committee and looked forward to receiving the names of those who would serve.

c. E. Bayardelle – E. Bayardelle reported having no report, but referred to an item about the Pinkerton Foundation from the December minutes noting he believed all questions had already been answered.

d. D. Weathers – D. Weathers noted the local ABC TV affiliate is holding a town hall meeting on campus looking to ascertain matters of interest to the general Bronx community. D. Gonsher asked if it was being recorded. D. Weathers noted it would not be recorded by ABC, but that BCC could record it.

e. L. Montengro – no report f. F. Arias – F. Arias noted some FBI field recruiters – communication, security,

science, math – will be on campus. The meeting with them is limited to 200 students. One recruiter will return to campus at a later date with internship opportunities.

g. D. Taylor -- D. Taylor reported having no report, but observed he is happy to be back at BCC. He noted one of the major upcoming initiatives is to renovate admissions area.

9. Announcements and Reports:

a. Chairperson and Faculty Council: During the election and again at 1:40 p.m., F. Moore reported that the beta test of clickers during elections will begin at the March meeting. For Faculty Council, Moore reported they have met twice since last Senate meeting with the major topic being faculty representation on Presidential Search Committee. He reported L. Lawton, F. Moore, and N. Reynoso were elected. Moore offered his favorable impression of the Presidential Search Committee. Moore noted he would be sending an email to all chairs regarding next year’s calendar. A question was asked and answered regarding


the space and facilities committee chair. In response, F. Moore asked V. Mishkin to call a meeting and appointed her as Interim Chair until the committee can meet to formally elect a new chair.

b. Vice-Chairperson: no report h. BCC, Inc.: E. Martí reported they are attempting to regularize meetings. c. Auxiliary Enterprises: E. Martí reported the committee’s minutes are available

and noted their focus on being cautious with allocating funds. A question was asked and answered.

10. Adjournment: 1:47 P.M.

Respectfully Submitted,

Debra Gonsher, Secretary

with assistance by Dr. Teresa Fisher, Department of Communication Arts and Sciences Handouts:

Curriculum report President’s Report List of full professors for Academic Review Committee election

Governance and Elections report **UFS report and draft that were available at the February meeting will be redistributed at the March meeting.

BRONX COMMUNITY COLLEGE of the City University of New York

Curriculum Committee To: Members of the College Senate From: Professor Howard A. Clampman, Chairperson Curriculum Committee Date: February 26, 2015 Subject: Report of Actions by the Curriculum Committee through 02/24/2015 1. Actions previously reported to the Senate

(a) None

2. Actions reported to the Senate for the first time

(a) Changes to existing courses – revised course to be included in Flexible

Core A Course Title Date approved by Curriculum Committee

1. From: SPN 20 – Advanced Spanish Grammar To: SPN 120 – Advanced Spanish Grammar (Unanimous show of hands) 02-10-15

(b) Changes to existing courses – change in course prerequisites and co-

requisites Course Title Date approved by Curriculum Committee

1. ART 89 – Publication Design (Unanimous show of hands) 02-17-15

(c) Changes to existing courses – revised course to be included in Flexible

Core A Course Title Date approved by Curriculum Committee

1. From: ITL 21 – Language and Civilization of Italy To: ITL 121 – Language and Civilization of Italy (Unanimous show of hands) 02-24-15

(d) Changes to existing degree programs-reduce free electives and add FYS 11

Course Title Date approved by Curriculum Committee

1. Digital Arts, Graphic Design and Web Design Options – AAS Degree (Majority show of hands, with 1 abstention) 02-24-15

Curriculum Committee report to the College Senate 02/26/2015 Page 1 of 33

(e) Changes to existing degree programs-reduce free electives and add FYS 11 Course Title Date approved by Curriculum Committee

1. Electronic Engineering Technology – AAS Degree 2. Telecommunications Technology – AAS Degree

(Unanimous show of hands) 02-24-15

(f) New Course to be included in Flexible Core A


1. HIS XXX – The Cold War: The Road to Armageddon (Unanimous show of hands) 02-24-15

(g) Change in Department Name


1. From: Department of Physics and Technology To: Department of Engineering, Physics and Technology The Curriculum Committee unanimously waived its customary 3-meeting rule to act on this item at the 02-24-15 meeting. (Unanimous show of hands) 02-24-15


Bronx Community College Department of Modern Languages

SYLLABUS

Course Title: SPN 120 ADVANCED SPANISH GRAMMAR Prerequisites: SPN 13 or SPN 113 or placement Credits: 3.0 Hours: 3.0 Required Texts:

Textbook: A Handbook of Contemporary Spanish Grammar Ana Beatriz Chiquito Publisher: Vista Higher Learning, 2012 ISBN: 978-161767-106-7

Spanish dictionary Students are expected to either use a dictionary or use the online dictionary at the following link: www.spanishdict.com

Additional materials, in the form of short articles, to be distributed by the instructor: Noll, Volker. 2005. Reflexiones sobre el llamado andalucismo del español de América. In Volker Noll/Klaus Zimmermann/Ingrid Neumann-Holzschuh (eds.), El español en América: Aspectos teóricos, particularidades, contactos, ed. por Frankfurt/M. Madrid: Vervuert - Iberoamericana, 95-111. (Professor will provide this article)

Otheguy, Ricardo. 2009. El llamado espanglish. In Humberto López-Morales (ed.), Enciclopedia del español en los EEUU, 222-47. Madrid: Instituto Cervantes & Editorial Santillana. (Professor will provide this article) Zentella, Ana Celia. 1990. El impacto de la realidad socio-económica en las comunidades hispanoparlantes de los Estados Unidos: Reto a la teoría y metodología linüística. In John Bergen (ed.), Spanish in the United States: Sociolinguistic Issues. Georgetown University Press. (Professor will provide this article) Course Objectives: This course is designed to advance the student’s acquisition of the

grammatical and morpho-syntactical(i.e., parts of words and sentences) structures of Spanish, especially in the area of composition and writing. Furthermore, because culture and language are intrinsically connected, cultural features present among the various Spanish varieties are explored through the lens of linguistic analysis. This culture-language connection is studied by way of carefully selected readings, in-class discussions, and writing assignments (both compositions & exam essay questions). Course Description: This course will focus on parts of speech and the components of a sentence in a systematic overview of the morpho-syntactical structures of the Spanish language. Students


http://www.spanishdict.com/

will apply what they learn through activities, exercises, and written assignments that will involve simple, complex, and compound sentences; then paragraphs, then short compositions. The course aims to develop command of complex grammatical features, as well as a high level of proficiency in the Spanish language. The course will also address cultural questions concerning the different varieties of Spanish spoken around the globe, both in monolingual and bilingual settings, with a focus on how culture is reflected in language. Additional Note on Culture: Spanish in the US and the subsequent linguistic outcomes from contact with English as the dominant language is the crux of this course’s cultural-linguistic investigation (Otheguy 2009 & Zentella 1990). Additionally, students will learn about Spanish brought to the Americas from Spain and the resulting linguistic/cultural similarities and differences that have manifested over the centuries (Noll 2005). Requirements:

1. Grammar exercises: Students will practice with drills in order to apply the morpho-syntactical structures in sentences, for reinforcement and acquisition.

2. Orthography: Students will study the rules of accentuation and spelling by completing different types of drills in order to acquire this technical skill.

3. Punctuation: Students will study the proper use of punctuation in the Spanish language and its rules, as applied in both simple and compound sentences.

4. Vocabulary: Students will expand their lexicon by way of writing and drills in order to practice synonyms and antonyms.

5. Cultural considerations: As stated above in Course Description, students will engage in cultural

exploration by way of linguistic analysis of the Spanish situated in the USA. Students will expand their cultural and linguistic understanding of Spanish speakers in a language-contact setting with English, enabling the student to formulate and articulate their own ideas concerning culturally significant notions such as ‘Spanglish’, bilingualism, and dialects. Students will read a total of three (3) articles and write a one-page response composition to each, in Spanish, double-spaced, to be submitted in class on the dates indicated below in the calendar. Learning Outcomes:

1. Students will gather, interpret, and assess information on the Spanish language, its grammatical structures, and cultural questions related to the language, through the textbook, and various articles and supplementary materials provided by the instructor. The students’ ability in this area

will be assessed in written assignments and on exams. 2. Through grammar exercises, written assignments, and exams, students will evaluate evidence

and arguments on Spanish grammar and related cultural questions.


3. Through written assignments and on exams, students will produce well-reasoned written arguments on the workings of the Spanish language, and on related cultural questions, using evidence to support these arguments.

4. Students will identify and apply the fundamental concepts of language study, such as the ability to identify, analyze, and correctly apply aspects of the grammar through written exercises, assignments, and exams.

5. Through readings dealing with Spanish spoken in the US, compositions, and on exams, students will analyze connections between language, culture, and identity, as well as how these relationships vary across the Hispanic world and in the English-dominant US.

6. Students will demonstrate a high level of proficiency in speaking, reading and writing in Spanish through class work, exercises on Spanish grammar, written assignments, and on exams.

GRADING: Class Work and Participation 15% 3 One-Page Response Papers to Articles 15% 3 Quizzes 15% 3 Exams 30% Final Exam 25% Total 100%

Tentative Schedule


First week: Introduction to the course Handbook of Contemporary Spanish Grammar, Chapter 1, pp. 1-4, “The Spanish Language.” Article 1 assigned: Otheguy 2009 Second week: In-class discussion of Otheguy 2009 Division of words, pp. 4-8. Continuation: Stress and accents (diacritical marks), pp. 8-10. Supplemental material on stress, accents, and punctuation will be posted on Blackboard. Composition 1 assigned: your thoughts on Otheguy 2009 Third week: In-class discussion of Otheguy 2009 cont’d Punctuation, pp. 11-15. Spelling, pp. 16-18. Nouns, Chapter 2, pp. 19-20 Quiz 1 Fourth week: Appreciative suffixes, pp. 24-26. Personal pronouns, pp. 101-110. Adjectives, Chapter 3, pp. 27-31 Determiners, Chapter 4, pp. 32-38. Supplemental material consisting of practice exercises will be posted on Blackboard. Composition 1 due Fifth week: Review for the First Exam First Exam Article 2 assigned: Zentella 1990 Sixth week: Articles, Chapter 5, pp. 39-42. Assignment 2 In-class discussion of Zentella 1990 Composition 2 assigned: your thoughts on Zentella 1990 Seventh week: Quantifiers, Chapter 6, pp. 43-52. Supplemental material consisting of practice exercises will be posted on Blackboard In-class discussion of Zentella 1990 cont’d Review for the Second Exam Eighth week: Indefinite Quantifiers and Pronouns, Chapter 7, pp. 53-62. Demonstratives, Chapter 8, pp. 63-64.


Possessives, Chapter 9, pp. 65-70. Questions Words, Chapter 13, pp. 111-116. Quiz 2 Second Exam Composition 2 due Ninth week: Adverbs, Chapter 10, pp. 71-82 Comparisons, Chapter 11, pp. 83-90. Supplemental material consisting of practice exercises will be posted on Blackboard. Tenth week: Prepositions, Chapter 12, pp. 91-100 Conjunctions, Chapter 16, pp. 123-130. Article 3 assigned: Noll 2005 Composition 3 due Eleventh week: In-class discussion of Noll 2005 Review for the Third Exam Third Exam Composition 3 assigned: your thoughts on Noll 2005 Twelfth week: In-class discussion of Noll 2005 cont’d Verbs: Indicative, Chapter 17, selections from pp. 131-146. Supplemental material on the Spanish tenses will be posted on Blackboard. Preterite and Imperfect, Chapter 18, selections from pp. 147-156. Present Perfect and Past Perfect, Chapter 19, selections from pp. 157-166. Supplemental material consisting of practice exercises will be posted on Blackboard. Thirteenth week: In-class discussion: Otheguy 2007 Conditional, Chapter 21, selections from pp. 167-170 Quiz 3 Subjunctive, Chapter 22 and 23, selections from pp. 171-202. Imperative, Chapter 24, selections from pp. 203-208. Other forms of the Verb, Chapter 25, selections from pp. 209-241. Composition 3 due Fourteenth week: Review for Final Exam Final Exam


AV: 1 Changes to be offered in the Department of Modern Languages FROM TO Departments Modern Languages Departments Modern Languages

Course SPN 20 Advanced Spanish Grammar Course SPN 120 Advanced Spanish Grammar Prerequisite SPN 13 or SPN 113 or placement test Prerequisite SPN 13 or SPN 113 or placement test Co-requisite Co-requisite Hours 3 rec Hours 3 rec Credits 3 Credits 3 Description This course will focus on the parts of

speech and the components of a sentence, in a systematic overview of the morph-syntactical structure of Spanish language. Students will apply what they learn through activities, exercises, and written assignments which involve simple, complex, and compound sentences, then paragraphs, then short compositions. The course aims to develop a high level of Spanish proficiency.

Description This course will focus on the parts of speech and the components of a sentence, in a systematic overview of the morph-syntactical structure of Spanish language. Students will apply what they learn through activities, exercises, and written assignments which involve simple, complex, and compound sentences, then paragraphs, then short compositions. The course aims to develop command of complex grammatical features, as well as a high level of proficiency in the Spanish language. The course will also address cultural questions concerning the different varieties of Spanish spoken around the globe, both in monolingual and bilingual settings, with a focus on how culture is reflected in language.

Requirement Designation


Liberal Arts [ x ] Yes [ ] No Liberal Arts [ x ] Yes [ ] No Course Attribute (e.g. Writing Intensive, WAC, etc)

Course Attribute (e.g. Writing Intensive, WAC, etc)

General Education Component

____ Not Applicable ____ Required

____ English Composition ____ Mathematics ____ Science

___ Flexible ___ World Cultures ___ US Experience in its Diversity ___ Creative Expression ___ Individual and Society


____ Not Applicable ____ Required

____ English Composition ____ Mathematics ____ Science

_x_ Flexible _x_ World Cultures ___ US Experience in its Diversity ___ Creative Expression ___ Individual and Society


___ Scientific World ___ Scientific World Effective Not applicable Effective Fall 2015

Rationale: The new course number marks this course as a Pathways Common Core course in line with other such courses in the department. The change in course description reflects the cultural aspects of the course. The Department of Modern Languages is adding an advanced Spanish grammar course to the Flexible Core, to provide more choice for students in Area A.


CUNY Common Core

Course Submission Form

Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common

Core. All courses must be 3 credits/3 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets

major requirements. Colleges may submit courses to the Course Review Committee at any time. Courses must also receive local campus

governance approval for inclusion in the Common Core.

College Bronx Community College

Course Prefix and Number (e.g., ANTH 101, if number not assigned, enter XXX)

SPN 120

Course Title Advanced Spanish Grammar

Department(s) Modern Languages Department

Discipline Spanish

Credits 3

Contact Hours 3

Pre-requisites (if none, enter N/A)

SPN 13 or SPN 113 or placement test

Co-requisites (if none, enter N/A)

N/A

Catalogue Description

This course will focus on parts of speech and the components of a sentence in a systematic overview of the morpho-syntactical

structures of the Spanish language. Students will apply what they learn through activities, exercises, and written assignments that will

involve simple, complex, and compound sentences; then paragraphs, then short compositions. The course aims to develop command

of complex grammatical features, as well as a high level of proficiency in the Spanish language. The course will also address cultural

questions concerning the different varieties of Spanish spoken around the globe, both in monolingual and bilingual settings, with a

focus on how culture is reflected in language.

Special Features (e.g., linked courses)

Sample Syllabus Syllabus attached

Indicate the status of this course being nominated:

current course revision of current course a new course being proposed

CUNY COMMON CORE Location

Please check below the area of the Common Core for which the course is being submitted. (Select only one.)

Required

English Composition

Mathematical and Quantitative Reasoning

Life and Physical Sciences

Flexible

World Cultures and Global Issues Individual and Society

US Experience in its Diversity Scientific World

Creative Expression

Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Waivers for courses with more than 3 credits and 3 contact hours will only be accepted in the required areas of “Mathematical and Quantitative Reasoning” and “Life and Physical Sciences.” Three credit/3-contact hour courses must also be available in these areas.

If you would like to request a waiver please check here:

Waiver requested

If waiver requested: Please provide a brief explanation for why the course will not be 3 credits and 3 contact hours.


Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

II. Flexible Core (18 credits) Six three-credit liberal arts and sciences courses, with at least one course from each of the following five areas and no more than two courses in any discipline or interdisciplinary field.

A. World Cultures and Global Issues

A Flexible Core course must meet the three learning outcomes in the right column.

Students will gather, interpret, and assess information on the Spanish

language, its grammatical structures, and cultural questions related to the

language, through the textbook, and various articles and supplementary

materials provided by the instructor. The students’ ability in this area will be

assessed in written assignments and on tests.

Gather, interpret, and assess information from a variety of sources and points of view.

Through grammar exercises, written assignments, and tests, students will

evaluate evidence and arguments on Spanish grammar, and related cultural

questions.

Evaluate evidence and arguments critically or analytically.

Through written assignments and on tests, students will produce well-

reasoned written arguments on the workings of the Spanish language, and

on related cultural questions, using evidence to support these arguments.

Produce well-reasoned written or oral arguments using evidence to support conclusions.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

Students will identify and apply the fundamental concepts of language

study, such as the ability to identify, analyze, and correctly apply aspects of

grammar, through written exercises, assignments, and tests.

Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global issues, including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon previous language acquisition), geography, history, political science, sociology, and world literature.

Through written assignments, readings dealing with Spanish spoken in the

US, and on tests, students will analyze connections between language,

culture, and identity, as well as how these relationships vary across the

Hispanic world and in the English-dominant US.

Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view.

Analyze the historical development of one or more non-U.S. societies.

Analyze the significance of one or more major movements that have shaped the world's societies.

Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.

Students will demonstrate a high level of proficiency in Spanish in speaking,

reading and writing, through class work, exercises on Spanish grammar,

written assignments, and on tests.

Speak, read, and write a language other than English, and use that language to respond to cultures other than one's own.


AV: 1 Changes to be offered in the Department of Art & Music

FROM TO Departments Art & Music Departments Art & Music

Course ART 89 Publication Design

Course ART 89 Publication Design

Credits 2 Credits 2

Hours 4 Hours 4

Prerequisite ART 81 or departmental permission Prerequisite

Co-requisite Co-requisite ART 81

This course explores the application of typographic design to a multiple page format. The challenges presented by designing for an extended publication will foster the development of greater typographic and conceptual skills. Working with narrative, students will create a book that combines personal artistic expression and hands on skills with advanced digital layout techniques, thereby strengthening their ability to analyze and interpret raw information and place it into a meaningful context

Description This course explores the application of typographic design to a multiple page format. The challenges presented by designing for an extended publication will foster the development of greater typographic and conceptual skills. Working with narrative, students will create a book that combines personal artistic expression and hands on skills with advanced digital layout techniques, thereby strengthening their ability to analyze and interpret raw information and place it into a meaningful context



Liberal Arts [ ] Yes [ x ] No Liberal Arts [ ] Yes [ x ] No

Course Attribute (e.g. Writing Intensive, etc)



x Not Applicable Required

English Composition Mathematics Science

Flexible

World Cultures US Experience in its Diversity Creative Expression Individual and Society Scientific World




Flexible


Rationale: This is a correction of an error in the pre- and co-requisites of this course.


AV: 1 Changes to be offered in the Department of Modern Languages

FROM TO Departments Modern Languages Departments Modern Languages

Course ITL 21 Language and Civilization of Italy Course ITL 121 Language and Civilization of Italy

Credits 4 Credits 3

Hours 4 Hours 3

Prerequisite ITL 13 Prerequisite ITL 13 or 113 or placement test

Co-requisite n/a Co-requisite n/a

Review of grammar, conversation, oral reports, composition and analysis based on reading and interpretation of literary masterpieces.

Description Conducted in Italian, this course integrates advanced grammar with a survey of the most representative events and currents of Italian culture and civilization in the fields of

music, art, and literature.



Liberal Arts [ x ] Yes [ ] No Liberal Arts [ x ] Yes [ ] No






Flexible



Not Applicable Required


Flexible

x World Cultures US Experience in its Diversity Creative Expression Individual and Society Scientific World

Rationale: The Department of Modern Languages is adding a 3 credit/3 hour course in Language and Civilization of Italy to the Common Core. Note: This course will fulfill one of the two semesters of a modern language required in the following Pathways-compliant AA Programs: Liberal Arts and Sciences; also the following Options: International Studies; History; Political Science; Psychology; Sociology. It will fulfill the Modern Language requirement in the following Liberal Arts and Sciences AA Options: Media Studies; Performing Arts; Speech Pathology. This course will also fulfill the Common Core Flexible Core A requirement. Curriculum Committee report to the College Senate 02/26/2015 Page 13 of 33

DEPARTMENT OF MODERN LANGUAGES BRONX COMMUNITY COLLEGE Italian 121 (3 credits)

Course: ITALIAN 121, Language and Civilization of Italy

Professor:

Contact info: Office Hours:

Course Description Conducted in Italian, this course integrates advanced grammar with a survey of the most representative events and currents of Italian culture and civilization in the fields of music, art, and literature.

Students Learning Outcomes

Through exams, essays and assignments that require gathering, interpreting and assessing information from different sources and points of view, students will identify significant characteristics of Italian culture and society.

Through exams, essays and assignments on covered topics, students will develop analytical skills, which will help them identify and explore significant characteristics of Italian culture and society. Through exams, essays, presentations and assignments on covered topics, students will compare and contrast significant characteristics of Italian literature, culture and society, and use evidence to support conclusions.

Through exams, assignments, presentations and group discussions, students will analyze the impact of Italian and Italian American culture on world culture (especially in the fields of literature, art, architecture, music). Through exams, assignments, presentations and group discussions, students will demonstrate the ability to analyze aspects of the historical development of Italian society.

Through essays and presentations students will speak, read, and write at an intermediate-advanced level, thereby developing communicative skills in the target language.


Grading: Attendance 10% Midterm 15% Presentations 15% Quizzes 10% Short Essays: 20% Homework 10% Final 20%

Homework: Students will be required to complete several assignments on the topics studied in class. Some assignments will come from the textbook, others will be provided by the professor.

Compositions: Students will write several essays during the semester. Genres (descriptive, expository, etc.) and register (formal a n d i n fo r ma l ) of the compositions will vary with each piece of writing. Students will be allowed to rewrite their essays to improve their grades. A maximum of five points will be added if all suggested changes are implemented.

Presentations: During the semester, students will be asked to give short presentations on certain aspects of Italian society, literature, and culture. A rubric will be used to score each presentation.

Quizzes: Several quizzes will be given in class . They will consist of a review of advanced grammatical structures.

Midterm: There will be a midterm exam in week 8, covering the material studied until then.

Final Exam: There will be a final exam, which will cover all topics discussed during the semester. A practice test will be distributed to students and completed in class.

Attendance: Attendance is a vital part of learning a foreign language since the class is conducted in the target language. In case you are absent, you do not receive language exposure; therefore, regular attendance is of paramount importance. If a student misses more than six hours of class, the grade will drop 1/3 of a grade

(i.e. from A to A-). The grade will continue to drop 1/3 of a grade with each hour of class missed. However, a student who comes regularly to class but who is not attentive and prepared

will also see his/her grade decrease. Three late arrivals of ten minutes or more to class will count as an absence.

Course Materials:

1) R. Capek-Habekovič & C. Mazzola. A Vicenda (Cultura). New York: McGraw Hill, 2008. ISBN-13: 978-0073274355

2) Fo, D. and Rame, F. Coppia Aperta, anzi Spanancata (The Open Marriage). Milano:

Fabbri Editore 2006. (pp 39) Books in Italian can be purchased at the International Book Store; http://www.ibs.it/ Or can be requested through the library. A copy of the book and a DVD will be kept in our library on reserve.


http://www.ibs.it/

Week N TOPIC/ACTIVITY

Week 1 Course Introduction Chapter I Family and Friends Chapter I (Reading) Come eravano, come siamo, activity and exercises. (Reading) Come eravano, come siamo, part II. Film, Divorce Italian Style (Director P. Germi) Class activities: TV interview on the “new” Italian family. Read Newspaper article from the Magazine Internazionale (8/14/13) “Com’ e’ difficile essere gay in Italia”. Composition I

Week 2 Chapter 2 The Italian Young Generation Chapter 2 (Reading) “Adolescenti, Melting Pot”-- Vocabulary and Exercises (Reading), Ragazzi ma che freddo che fa -- Vocabulary and Exercises Italian Rap (selection of songs)—Presentations

Week 3 Chapter 3 Italy Today Reading, La pinacoteca invisibile (part I), exercises and activities Reading, La pinacoteca invisibile (part II), exercises and activities (Reading) L’ultima spiaggia, exercises and activities Web activity (museum comparisons) and composition Presentations Quiz I (Chapters 1-3)

Week 4 Chapter 4 “A tavola!” Chapter 4 Tra fast food e happy hour. (Reading), & class discussion and activities. Chapter 4 Addio bar crudele (Reading), & class discussion and activities. Italian American Food (Guest speaker), & class discussion and activities. Presentations Composition Web activities (Slow food)

Week 5 Chapter 5 Italians and Leisure Chapter 5 Una storia complicate, (Reading) Exercises on poem by U. Saba “GOAL”;; and a song from F. de Gregori “La leva calcistica”. Web Activity (Soccer in Italy)

Week 6 Chapter 6 The Environment Chapter 6 Una giornata antismog, (Reading) Chapter 6: Una giornata antismog (part II) Celentano, “Il ragazzo della via gluck” (Song), and activities. Movie: Red Desert (Director, Antonioni), and activities. Composition Quiz 2 (Chapters 4-6)

Additional Bibliography:

1) Angelino, M. and Ballarin E. L’Italiano attraverso la storia dell’arte. Perugia: Guerra Edizioni, 2006.

Semester Breakdown


Week 7 Chapter 10 Made in Italy Chapter 10, La storia della vespa (Reading); Pg 147-151. Assignment, Pg. 153 ex, A Presentations (Select an Italian product to publicize in America).

Week 8 Topic: Italian theatre Dario Fo and Franca Rame, Coppia Aperta, anzi Spanancata. Presentations Midterm exam Midter

Week 9 Dario Fo and Franca Rame, Coppia Aperta, anzi Spanancata. Presentations Activities on language, vocabulary, grammar.

Week 10 Topic: Italian Opera Pietro Mascagni, Cavalleria Rusticana. Presentations Activities on language, vocabulary, grammar. Quiz 3 Week 11 Topic: Italian through Art Textbook used: M. Angelino e E. Ballarin. L’italiano attraverso la storia dell’arte Giotto—(Reading) Vocabulary and Exercises Michelangelo, scultore e architetto—(Reading) Vocabulary and Exercises All material is available on Blackboard

Week 12 Topic: Italian through Art Textbook used: M. Angelino e E. Ballarin. L’italiano attraverso la storia dell’arte Botticelli—(Reading) Vocabulary and Exercises La torre di Pisa—(Reading) Vocabulary and Exercises Composition All material is available on Blackboard Quiz 4

Week 13 http://www.fundus.org/pdf.asp?ID=4512, La storia della mafia (reading), PDF provided by the professor. (Film), I 100 passi (Director, M.T. Giordana) Activities and Exercises Presentations (Poem) by A. Merini, “Per Giovanni Falcone”. Composition.

Week 14 Topic: The Italian language Brief history of the Italian language and survey of Italian dialects Material(s) provided by the professor (web and texts) Student research projects & Presentations Authors: Trilussa (romanesco), C Porta (milanese), E. De Filippo & Totò (napoletano). Review for the Final Examination


http://www.fundus.org/pdf.asp

CUNY Common Core








ITL 121

Course Title Language and Civilization of Italy

Department(s) Modern Languages Department

Discipline Italian

Credits 3

Contact Hours 3


ITL 13 or 113 or placement exam


N/A


Conducted in Italian, this course integrates advanced grammar with a survey of the most representative events and currents

of Italian culture and civilization in the fields of music, art, and literature.


Sample Syllabus Syllabus attached





Required

English Composition



Flexible



Creative Expression


Learning Outcomes


II. Flexible Core (18 credits) Six three-credit liberal arts and sciences courses, with at least one course from each of the following five areas and no more than two courses in any discipline or interdisciplinary field.



Through exams, essays and assignments that require

gathering, interpreting and assessing information from

different sources and points of view, students will identify

significant characteristics of Italian culture and society.


Through exams, essays and assignments on covered topics,

students will develop and demonstrate analytical skills, which will

help them identify and explore significant characteristics of Italian

culture and society.


Through exams, essays, presentations and assignments on covered

topics, students will compare and contrast significant characteristics of

Italian literature, culture and society, and use evidence to support

conclusions.




Through exams, assignments, presentations and group discussions,

students will analyze the impact of Italian and Italian American

culture on world culture (especially in the fields of literature, art,

architecture, music).


Through exams, assignments, presentations and group discussions,

students will demonstrate the ability to analyze aspects of the

historical development of Italian society.




Through essays, exams and presentations, students will speak, read,

and write at an intermediate-advanced level, thereby developing

communicative skills in the target language



PART A: ACADEMIC MATTERS

Section AIII: Changes in Degree Programs AIII.1 Proposed revisions for the A.A.S. in Digital Arts, Graphic Design and Web Design Option Program Code: 87112 Hegis Code: 5012 From To

Course Credits Course Credits

Required Core

A - English Composition ENG 10 Fundamentals of Composition and Rhetoric OR

ENG 11 Composition and Rhetoric I 3 ENG 12, ENG 14, ENG 15 OR ENG 16 3

B - Mathematical and Quantitative Reasoning MTH 21 Survey of Mathematics I OR

MTH 23 Probability and Statistics 3 C - Life and Physical Science *

Select one course from Required Core C or Flexible Core E 3-4 * except BIO 23

Flexible Core

A - World Cultures and Global Issues

HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World 3

C - Creative Expression ART 11 Introduction to Art History OR

ART 12 Intro to Art History: Africa, the Americas, Asia, & the Middle East 3 D - Individual and Society

COMM 11 Fundamentals of Interpersonal Communication 3 A-D - Humanities Elective

Select one course from Flexible Core A, B, C, OR D 3 Subtotal: 24-25

Required Areas of Study

PEA Physical Education activity course OR

HLT 91 Critical Issues in Health 1-2 Free Elective 1-3

Subtotal: 3-4

Required Core

A - English Composition ENG 10 Fundamentals of Composition and Rhetoric OR

ENG 11 Composition and Rhetoric I 3 ENG 12, ENG 14, ENG 15 OR ENG 16 3

B - Mathematical and Quantitative Reasoning MTH 21 Survey of Mathematics I OR

MTH 23 Probability and Statistics 3 C - Life and Physical Science *

Select one course from Required Core C or Flexible Core E 3-4 * except BIO 23

Flexible Core

A - World Cultures and Global Issues

HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World 3

C - Creative Expression ART 11 Introduction to Art History OR

ART 12 Intro to Art History: Africa, the Americas, Asia, & the Middle East 3 D - Individual and Society

COMM 11 Fundamentals of Interpersonal Communication 3 A-D - Humanities Elective

Select one course from Flexible Core A, B, C, OR D 3 Subtotal: 24-25

Required Areas of Study

FYS First Year Seminar 1

PEA Physical Education activity course OR HLT 91 Critical Issues in Health 1-2

Free Elective 0-1 Subtotal: 3-4


ART 21 Drawing 2

ART 55 Modern Art 3

ART 72 Digital Photography 2

ART 82 Illustration 2

ART 86 Digital Illustration 2

Subtotal: 24

ART 89 Publication Design 2

ART 91 Design Portfolio OR

ART 41 Ceramics OR

Subtotal: 8

ART 93 Web Design Project 2

ART 97 Web Portfolio OR

ART 41 Ceramics OR

Subtotal: 8

Rationale: FYS has been added to the program requirements to improve retention in the first semester for the incoming student. This course has been recognized to include high impact pedagogical practices with documented success across institutions on a national scale.

Specialization Requirements

ART 15 Design Basics 2 ART 21 Drawing 2 ART 22 Painting 2 ART 55 Modern Art 3 ART 56 Graphic and Digital Design History 3 ART 72 Digital Photography 2 ART 79 Typographic Design 2 ART 82 Illustration 2 ART 84 Digital Imaging 2 ART 86 Digital Illustration 2 ART 87 Web Design 2

Subtotal: 24

Graphic Design Option Requirements

ART 81 Typography and Layout 2 ART 89 Publication Design 2 ART 90 Graphic Design Project 2 ART 91 Design Portfolio OR

ART 32 Printmaking OR ART 41 Ceramics OR ART 95 Intro to 3D Graphics and Animation 2

Subtotal: 8

Web Design Option Requirements

ART 88 Web Animation 2 ART 93 Web Design Project 2 MUS 13 Sound Design 2 ART 97 Web Portfolio OR

ART 32 Printmaking OR ART 41 Ceramics OR ART 95 Intro to 3D Graphics and Animation 2

Subtotal: 8

Total: 60

Specialization Requirements

ART 15 Design Basics 2

ART 22 Painting 2

ART 56 Graphic and Digital Design History 3

ART 79 Typographic Design 2

ART 84 Digital Imaging 2

ART 87 Web Design 2

Graphic Design Option Requirements

ART 81 Typography and Layout 2

ART 90 Graphic Design Project 2

ART 32 Printmaking OR

ART 95 Intro to 3D Graphics and Animation 2

Web Design Option Requirements

ART 88 Web Animation 2

MUS 13 Sound Design 2

ART 32 Printmaking OR

ART 95 Intro to 3D Graphics and Animation 2

Total: 60

1Students must take FYS prior to earning 24 equated or degree credits. Students who have earned 24 or more equated or degree credits are permitted to use the one credit as a free elective. It is highly recommended that students take FYS in their first or second semester.


CHANCELLOR UNIVERSITY REPORT PART A. ACADEMIC MATTERS

AIII.1.1 The following revisions are proposed for the Electronic Engineering Technology Program Program: A.A.S. in Electronic Engineering Technology Program Code: 0394 Effective: Fall 2015

From To Course Description Course Description Required Core A. English Composition ENG 10 Fundamentals of Composition and Rhetoric OR ENG 11 Composition and Rhetoric I 3 ENG 12 Composition and Rhetoric II 3 B. Mathematical and Quantitative Reasoning MTH 30 Pre-Calculus Mathematics 4 C. Life and Physical Sciences PHY 11 College Physics I 4 Flexible Core A. World Cultures and Global Issues HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World 3 D. Individual and Society COMM 11 Fundamentals of Interpersonal Communications 3 E. Scientific World PHY 12 College Physics II 4 Subtotal 24 Required Areas of Study ART 10 Art Survey OR MUS 10 Music Survey 1 MTH 31 Calculus and Analytical Geometry I 4 PEA Physical Education activity course 1 Free elective 1 Subtotal 7

Required Core A. English Composition ENG 10 Fundamentals of Composition and Rhetoric OR ENG 11 Composition and Rhetoric I 3 ENG 12 Composition and Rhetoric II 3 B. Mathematical and Quantitative Reasoning MTH 30 Pre-Calculus Mathematics 4 C. Life and Physical Sciences PHY 11 College Physics I 4 Flexible Core A. World Cultures and Global Issues HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World 3 D. Individual and Society COMM 11 Fundamentals of Interpersonal Communications 3 E. Scientific World PHY 12 College Physics II 4 Subtotal 24 Required Areas of Study ART 10 Art Survey OR MUS 10 Music Survey 1 MTH 31 Calculus and Analytical Geometry I 4 PEA Physical Education activity course 1 FYS 111 First Year Seminar 1 Subtotal 7


Specialization Requirements ELC 11 DC Circuit Analysis 4 ELC 15 Computer Applications in Technology 2 ELC 18 Computer Programming for Engineering Technology 2 ELC 21 AC Circuit Analysis 4 ELC 25 Electronics I 4 ELC 35 Electronics II 4 ELC 51 Electronics Controls 3 ELC 81 Electronics Communications 4 ELC 94 Laser and Fiber Optic Communications 4 ELC 96 Digital Systems I 4 Subtotal 35

Specialization Requirements ELC 11 DC Circuit Analysis 4 ELC 15 Computer Applications in Technology 2 ELC 18 Computer Programming for Engineering Technology 2 ELC 21 AC Circuit Analysis 4 ELC 25 Electronics I 4 ELC 35 Electronics II 4 ELC 51 Electronics Controls 3 ELC 81 Electronics Communications 4 ELC 94 Laser and Fiber Optic Communications 4 ELC 96 Digital Systems I 4 Subtotal 35

Total Credits 66 Total Credits 66 1Students must take FYS 11 prior to earning 24 equated or degree credits.

Students who have earned 24 or more equated or degree credits are permitted to use the one credit as a free elective. It is highly recommended that students take FYS 11 in their first or second semester.

RATIONALE: FYS 11 has been added to the program requirements to improve retention in the first semester for incoming freshmen. This course has

been recognized to include high impact pedagogical practices with documented success since its implementation at the college, resulting in improved one semester and one year retention rates compared to student not enrolled in this course.


AIII.1.2 The following revisions are proposed for the Telecommunications Technology Program Program: A.A.S. in Telecommunications Technology Program Code: 21034 Effective: Fall 2015

From To Course Description Course Description Required Core A. English Composition ENG 10 Fundamentals of Composition and Rhetoric OR ENG 11 Composition and Rhetoric I 3 ENG 12 Composition and Rhetoric II 3 B. Mathematical and Quantitative Reasoning MTH 30 Pre-Calculus Mathematics 4 C. Life and Physical Sciences PHY 11 College Physics I 4 Flexible Core A. World Cultures and Global Issues HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World 3 D. Individual and Society COMM 11 Fundamentals of Interpersonal Communications 3 E. Scientific World PHY 12 College Physics II 4 Subtotal 24 Required Areas of Study ART 10 Art Survey OR MUS 10 Music Survey 1 MTH 31 Calculus and Analytical Geometry I 4 PEA Physical Education activity course 1 Free elective 1 Subtotal 7

Required Core A. English Composition ENG 10 Fundamentals of Composition and Rhetoric OR ENG 11 Composition and Rhetoric I 3 ENG 12 Composition and Rhetoric II 3 B. Mathematical and Quantitative Reasoning MTH 30 Pre-Calculus Mathematics 4 C. Life and Physical Sciences PHY 11 College Physics I 4 Flexible Core A. World Cultures and Global Issues HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World 3 D. Individual and Society COMM 11 Fundamentals of Interpersonal Communications 3 E. Scientific World PHY 12 College Physics II 4 Subtotal 24 Required Areas of Study ART 10 Art Survey OR MUS 10 Music Survey 1 MTH 31 Calculus and Analytical Geometry I 4 PEA Physical Education activity course 1 FYS 111 First Year Seminar 1 Subtotal 7


Specialization Requirements ELC 11 DC Circuit Analysis 4 ELC 15 Computer Applications in Technology 2 ELC 21 AC Circuit Analysis 4 ELC 25 Electronics I 4 ELC 96 Digital Systems I 4 TEC 11 Voice Communications 4 TEC 21 Data Communications 4 TEC 31 Local Area Networks 4 TEC 41 Advanced Topics in Telecommunications 4 Subtotal 34

Specialization Requirements ELC 11 DC Circuit Analysis 4 ELC 15 Computer Applications in Technology 2 ELC 21 AC Circuit Analysis 4 ELC 25 Electronics I 4 ELC 96 Digital Systems I 4 TEC 11 Voice Communications 4 TEC 21 Data Communications 4 TEC 31 Local Area Networks 4 TEC 41 Advanced Topics in Telecommunications 4 Subtotal 34

Total Credits 65 Total Credits 65 1Students must take FYS 11 prior to earning 24 equated or degree credits.

Students who have earned 24 or more equated or degree credits are permitted to use the one credit as a free elective. It is highly recommended that students take FYS 11 in their first or second semester.

RATIONALE: FYS 11 has been added to the program requirements to improve retention in the first semester for incoming freshmen. This course has been

recognized to include high impact pedagogical practices with documented success since its implementation at the college, resulting in improved one semester and one year retention rates compared to student not enrolled in this course.


AIV.1 New course to be offered in the History Department Department(s) History Career [ x ] Undergraduate [ ] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area History Course Number HIS XXX

Course Title The Cold War: Road to Armageddon Catalogue Description This course will examine the many ways in which the Cold War shaped the culture and geopolitics of the twentieth century. The

course will inspect the military and economic competition between the United States and Soviet Union, decolonization efforts in Asia and Africa, the conflicts in Latin America, and how the Cold War spurred the rise of globalization.

Prerequisites HIS 10, HIS 11, or HIS 20 Co-requisites Credits 3

Contact Hours 3 Liberal Arts [ X] Yes [ ] No Course Attribute (e.g. Writing Intensive, WAC, etc)

Writing Intensive


____ Not Applicable ____ Required _X_ Flexible

____ English Composition _X_ World Cultures ____ Mathematics ____ US Experience in its Diversity ____ Science ___ Creative Expression ___ Individual and Society ___ Scientific World

Effective Date Fall 2015 Rationale: The Cold War touched politics in almost every nation, helped speed up the decolonization and independence movement in much of the world, and radically altered U.S., European, and Russian culture. This course will help introduce students, most of who were born after the end of the Cold War, to the relevant events and issues of the conflict. Bronx Community College has no other history courses whose exclusive focus is on the twentieth century, and students are often most interested in the recent past.


HIS XXX The Cold War: Road to Armageddon

3 hours, 3 Credits

This course will examine the many ways in which the Cold War shaped the culture and geopolitics of the twentieth century. The course will inspect the military and economic competition between the United States and Soviet Union, decolonization efforts in Asia and Africa, the conflicts in Latin America, and how the Cold War spurred the rise of globalization. This course will help students better understand the origins of the conflict and gain an appreciation for the magnitude of the international disagreement. Finally, this course will inspect the many ways in which the Cold War impacted the lives of people throughout the world.

Overall Course Goals: One of the goals of this course is to help students gain a series of critical thinking skills applicable not only to the course material but to their entire collegiate experience and professional careers. This means it is important that students learn to think and present their opinions clearly. To help you accomplish this intellectual growth, I will ask you to focus on your writing and speaking abilities. Thus, classroom discussion is a vital part of this class. The ultimate goal of this class is for you to realize your ability to better negotiate the complexities of contemporary society and culture. Learning Objectives: In assignments and exams for this course, you will:

1. Identify primary and secondary sources and use those sources exploring world history during the second half of the twentieth century.

2. Use primary sources and videos available online to research the Cold War and write analysis papers of a specific aspect of the Cold War.

3. Critically evaluate evidence from historical primary documents sources from multiple societies.

4. Use historical evidence in supporting well-reasoned arguments about the Cold War. 5. Describe and analyze how the Cold War helped alter national cultures and precipitated

the rise of globalization throughout the last half of the twentieth century. 6. Analyze how non-U.S. cultures shaped—and were shaped by—the Cold War.

Required Reading: John Lewis Gaddis, The Cold War: A New History (New York: Penguin Books, 2006). In-class handouts and documents posted online Accommodations: Any student who feels that s/he may need an accommodation based upon the impact of a permanent or temporary disability, should contact me privately. I am committed to ensuring the full participation of all students in this class. The Office of disAbility Services (ODS) serves as a clearinghouse on disability issues and works in partnership with faculty and all other student services offices. They work with students confidentially. The ODS is located in Loew Hall, Room 213. Their webpage is www.bcc.cuny.edu/disability-services/ or call 718/289-5874 for more information.


Grade Breakdown: Attendance and Participation: 5% Quizzes: 10% (2.5% each) Mid Term: 15% Research Outline: 5% Brief Draft of Research Paper: 10% Final Research Paper: 25% Final Exam: 30% Grading Policy: This class will follow standard BCC grading policy: A+: 100-97% C: 76.9-73% A: 96.9-93% C-: 72.9-70% A-: 92.9-90% D+: 69.9-67% B+: 89.9-87% D: 66.9-63% B: 86.9-83% D-: 62.9-60% B-: 82.9-80% F: 59.9-0% C+: 79.9-77% Note: Not turning in any graded work equals 0% for that work. Blackboard: Students are required to check Blackboard on a weekly basis. Students who do not know how to access Blackboard must contact the professor immediately. Plagiarism: Academic dishonesty is a serious offense and will be treated as such. All work submitted by students must be original work. Any attempt to pass someone else’s work off as your own will be penalized and action will be taken. Additionally, if you are found guilty of any academic violations, the instructor will recommend the most severe penalties – including expulsion – to the Academic Judiciary Board. If you have any questions about plagiarism and academic honesty, the instructor strongly recommends that you consult with him. For more information on CUNY’s policies on academic dishonesty, see the BCC catalog, pp. 38-39 http://www.bcc.cuny.edu/college-catalog/2014-2015/academic_policies_procedures.pdf Technology: Students should note that in the twenty-first century, technology has become an integral part of our lives. With technology come technological complications. Last minute computer malfunctions, printer problems, and email mishaps are no excuses for late material. Please be prepared and protect yourself by managing your time and constantly backing up your work in multiple places. Should you have a problem, you must notify the instructor immediately and without hesitation.

Course Schedule Week 1: Introduction and Course Overview and World War II

• Textbook: Prologue • Document: The Atlantic Charter

o http://avalon.law.yale.edu/wwii/atlantic.asp


Week 2: National Security and the Division of the World

• Textbook: Chapter 1 • Document: NSC 68

o https://bcc-cuny.digication.com/MWHreader/NCS_68_1950 Week 3: The Home Fronts & Prosperity in America and the Soviet Union

• Secondary Source: Introduction from Mary Dudziak’s Cold War Civil Rights • Primary Source: The Kitchen Debate

o https://www.youtube.com/watch?v=-CvQOuNecy4 Week 4: Decolonization Wars in China, Vietnam, and Cuba

• Textbook: Chapter 2 • Document: Mao Zedong’s Speech to the Communist Party

o https://bcc-cuny.digication.com/MWHreader/Mao_Zedong_-_Speech_to_Communist_Party_1949

Week 6: Boom? Cuba and Berlin

• Textbook: Chapter 3 • Source: Anatoly Dobrynin meets with Robert Kennedy

o http://www2.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/moment.htm

Week 7: African Decolonization

• Textbook: Chapter 4 • Source: Kwame Nkrumah on African independence

o http://www.fordham.edu/halsall/mod/1961nkrumah.html Week 8: Mid term exam & The Space Race

• Secondary Source: Introduction from Audra Wolfe’s Competing with the Soviets: Science, Technology, and the State in Cold War America

Week 9: Latin America and the Cold War

• Secondary Source: Introduction from Hal Brand’s Latin America’s Cold War • Primary Source: Kennedy in Mexico

o https://www.youtube.com/watch?v=aeXRLvcPp-I Week 10: Hating your Enemy

• Document: Chapter 10 from Barry Goldwater’s Conscience of a Conservative


Week 11: Vietnam and Culture of the Cold War

• Textbook: Chapter 5 • Document: Lyndon Johnson’s Johns Hopkins Speech

o http://www.lbjlib.utexas.edu/johnson/archives.hom/speeches.hom/650407.asp • Primary Source: Born on the Fourth of July

Week 12: Eternal Partners: From Détente to Helsinki Agreement

• Textbook: Chapter 6 • Primary Source: Announcing SALT

o https://www.youtube.com/watch?v=ebE2DRr1sVs • Source: Gerald Ford’s Helsinki Speech

o http://millercenter.org/president/speeches/speech-3393

Week 13: Reagan and the Evil Empire

• Textbook: Chapter 7 • Source: Ronald Reagan, “Tear Down this Wall” Speech

o http://www.historyplace.com/speeches/reagan-tear-down.htm Week 14: Wither Communism

• Textbook: Epilogue • Source: Mikhail Gorbachev, UN Speech

o https://bcc-cuny.digication.com/MWHreader/Speech_at_the_U.N._-_Gorbachev_1986

Final Exam


CUNY Common Core








HIS XXX

Course Title The Cold War: Road to Armageddon

Department(s) History Department

Discipline History

Credits 3

Contact Hours 3


HIS 10, HIS 11, or HIS 20


N/A


This course will examine the many ways in which the Cold War shaped the culture and geopolitics of the twentieth century. The course will inspect the military and economic competition between the United States and Soviet Union, decolonization efforts in Asia and Africa, the conflicts in Latin America, and how the Cold War spurred the rise of globalization.


Writing Intensive

Sample Syllabus





Required

English Composition



Flexible



Creative Expression


Learning Outcomes


II. Flexible Core (18 credits)

Six three-credit liberal arts and sciences courses, with at least one course from each of the following five areas and no more than two courses in any discipline or interdisciplinary field.



Students will use primary sources and videos available online to research the Cold War and write an analysis paper of a specific aspect of the Cold War.


In essays and exams, students will critically evaluate evidence from historical primary sources from multiple societies.


In essays, students will use historical evidence in supporting well-reasoned arguments about the Cold War.



Students will identify primary and secondary sources and use those sources in written assignments exploring world history during the second half of the twentieth century.


In exams, students will describe and analyze how the Cold War helped

alter national cultures and precipitated the rise of globalization

throughout the last half of the twentieth century.


In essays and exams, students will analyze how non-U.S. cultures shaped—and were shaped by—the Cold War.






Part A: Academic Matters, Section AI: Special Actions AI.1. Change in the name of the Department of Physics and Technology. RESOLVED, that the Department of Physics and Technology at Bronx Community College be renamed the Department of Engineering, Physics and Technology, effective September 1, 2015. EXPLANATION: The Department of Physics and Technology wishes to change its name to the Department of Engineering, Physics and Technology since the department’s innovative

Engineering Science, Electronics Engineering Technology programs within the department, are not reflected in the current name and this may mislead students into not identifying these options. The action is a name change only and does not affect the tenure or seniority status of any faculty member in the Department.


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Chemistry

Chemistry

Communications Arts/Sciences


Commu n ications Arts/Sciences


Commu nications Arts/Sciences

Education & Reading

Education & Reading

Education & Reading

English Language & Literature




English Language & Literature.






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Virginia

Deborah

Helen

Joseph

Jalil

Luis

John

Kathieen

James

Marjorie

Heller

Moss

Schwartz

Davis

Gordon

Grenda(oenigstein

Mcmanus

Miller

Bates

Fernandez

lyer

Kabak

Kheyfits

Kossak

Mcinerney

Messaoudene

O'sullivan

Psarelli

Rothmaler

Weaver

Yom

Guarnieri

Hoist

Mishkin

Morris

Papas-kavalis

Malinsky

Moghaddasi

Montenegro

Asimakopoulos

Berger

Freeman

Garrido

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

Professor

7

BCC COLLEGE SENATE

COMMITTEE ON GOVERNANCE AND ELECTIONS

CALENDAR OF FACULTY ELECTIONS TO THE COLLEGE SENATE

SPRING 2015

Approved 8-0-0 on Feb. 20, 2015

Monday March L6 * Nomination period opens

Wednesday March 25 x Close of nominations

Friday March 27 * Governance and Elections Committee certifies and announces nominees

Monday April 13 * Balloting opens

Wednesday April 21 * Close of balloting

Friday April 24 * Governance and Elections Committee certifies and announces election results

i'9-^'1*t9' :!.'!: ?. 4:: +

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.11:

BCC COLLEGE SENATECOMMITTEE ON GOVERNANCE AND ELECTIONS

PROPOSAL TO AMEND THE BCC GOVERNANCE PLANApproved 8-0-0 February 20,2A15

Existing language:

BRONX COMMUNITY COLLEGE GOVERNANCE PLANI, THE BRONX COMMUNITY COLLEGE SENATE

A. Organization3. Procedures - Rules of Conduct

d. Rules of Order:

The Senate shall adopt Rules of Procedure for itself, its committees, and its sub committeesconsistent with its obligations under law. The Senate, Faculty Council and the StudentGovernment Association shall elect a parliamentarian

Proposed language:

d. Rules of Order:

i. The Senate shall adopt Rules of Procedure for itself, its committees, and its sub committeesconsistent with its obligations under law.

ii. The Senate shall have the authority to adopt Rules of Procedure for Departments and otherbodies provided for in the Governance Plan.iii. The SGA may adopt Rules of Procedure according to its own Constitiution.iv. The Senate, Faculty Council and the Student Government Association shall elect aparliamentarian

President's Report to College Senate

FebruarY 26,2OL5

PRESTDENTTAL SEARCH: On Februa ry 3,20L5,the cuNy presidentiar search committee visited

BCC and met with several faculty, staff, students and administrators to discuss the Presidential

search process. The search committee concluded its day-long visit with a town hall meeting'

An ad for the position appeared in the New York Times on 2.L5'L5 and has been posted ::]1"'twebsite, additionally; this ad will also be posted on BCC's website' I also sent a letter to 1200

community college presidents informing itrem of our presidential search' lt is our hope that

qualified applicants will take notice. we need to take advantage of every opportunity to expose

our college as to attract the right president for BCC'

ENR.LLMENT: The spring semester enroilment surpassed cUNy's estimate but fell slightly short

ofourgoalof8000FTEs'Thefalltosp.ringretentionratemaintainedat62%forcontinuingstudents and79%for the first time freshrien. A special thanks to all who worked so hard to

attract and retain our students'

Wearenowgearlngupforfallsemesterrecruitment.lhaveaskedtheEnrollmentManagementteam to increase thi "conversion rate." All incoming students apply to CUNY colleges via a

centralizedadmissionprocessandmostapplicantsplaceBCCaSoneoftheirlastchoices.Weneed to convince students to make BCC their top choice. we can accomplish this goal by

contacting students and their parents to inform them of the great programs we offer at BCC'

RECRUITMENT:lhaveaskedCommunicationsandMarketingtoincreaseourrecruitingcampaign. This campaign will consist of bus ads, op-ed articles' social media marketing' TV'

print and r:adio ads. wL don,t have the orp budget other colleges have and, therefore, our

campaign will be modest. However, compared to other years we are going to see an increase in

our outreach efforts.

'TUDENT SERVICES: I have asked student services to organize a series of activities to create a

cohort of the over 1L00 students who are candidates for graduation'

The career and Transfer office will become a job placement and transfer office' The goal is to

prace or secure transfer to a baccaraureate granting institutions for 90% of the graduating class

of 2015. we need to mobilize all of our advisory boards to help employ our students' we need

to mobilize our alumnito help employ our students. we need to show our graduates that we

care about their future'

The operational plan is progressing. We hope to have the plan completed by mid-April; I

anticipate having our Expenditure Plan completed by mid-June'

coNGRATULATIONS: To our Basketballteams for their cuNY Conference victories; good luck in

the Divisional Playoffs. To our speech, Drama and Debate teams in their recent victories'

Have a great semester'

r,Ji'fic* q:i' irr i* irr c rldi.: n i

of the city university of new york college senate

Documents