| | Goal | | | | 1. Curriculum expansion The Urban Studies program has made notable advancements in curricular diversification, but the courses are still mostly within Liberal Arts. The more urban courses we can offer, in all schools, the more students will be able to engage New York City and other urban spaces, central to Lasallian questions of justice, community, and environmental care, among other goals. |  | Measure: Increase Courses | |  | | | | Proposed actions to achieve goal: The director has been actively recruiting urban classes across the College, and he will continue to do so. For a marquee course such as Power in the City, the director would like to discuss a succession plan, as the former teacher, M. Ray Antolik, has entered phased retirement and does not plan to teach it again. This might involve funds for an adjunct instructor. Another possibility would be another half position for urban studies, to be shared or cycled among other departments who could provide such a faculty member, as noted above. Expected Results: In Fall 2015, there were 12 courses in Urban Studies; there were 6 offered in January, and 15 offered in Spring 2016, and the director hopes that active recruitment—and potential funds for adjunct replacement, or a half-urban position, as noted above—will allow that number to grow. Details/Description: |
| |
| | | | 2. Campus Integration: Orientation, Learning Communities, Community-Based Learning, Sustainability Initiatives Since a deep and meaningful engagement with New York City is central to the Strategic Plan and how Manhattan College positions itself, it is important for the Urban Studies Director be seen as a key consultant on harmonizing and unifying the relationship with the city, whether in the material used by Admissions, how students are oriented to the city, how learning communities and community-based learning programs engage the city, and how sustainability initiatives, on campus and in courses, can engage the city. Such consultations can help create a centralized database of our connections and strengthen our engagement with the city. | | Measure: Increase Work with Administrators | | | | | | Proposed actions to achieve goal: The Director will work with those administrators and faculty in charge of these various programs, and work to provide Urban Studies content knowledge, as well as local networking knowledge, to how we engage New York City. If these meetings become a significant part of the Urban Studies program job, alongside the Semester in New York administration, the director’s obligations or compensation should be adjusted (e.g. given a 2-2 teaching load to reflect more administrative work, or paid as a 12-month employee). Another possibility would be another half position for urban studies, to be shared or cycled among other departments who could provide such a faculty member, as noted above. Expected Results: The number of meetings for the Director and the depth of engagement with the planning in Admissions, Orientation, Community-Based Learning, Sustainability, and other areas can be a measure of how effective and intensive this engagement is. Details/Description: |
| |
| | | | 3. Centralized Funding for Urban Studies/New York City Engagement Across the Curriculum The Urban Studies program is requesting a special fund be created to field experiences throughout New York City across the curriculum.
By making the Urban Studies Program integral to the process of how courses engage with New York City, we will build relationships among faculty and between the College and New York City that will lead to an increase in courses cross-listed for Urban Studies, as well as a centralized office for College-New York City relationships that can lead to internships across the disciplines. As it stands, the existing budget for Urban Studies is not able to support such field experiences in addition to the annual Great Cities Lecture Series, and funds dedicated to such opportunities for Urban Studies majors and their courses. Making such opportunities available across the curriculum, in all the schools, will bring every Manhattan student into greater engagement with New York City. | | Measure: Increase City Visits | | | | | | Proposed actions to achieve goal: The Urban Studies Program requests a $4,000 fund, managed by the program director and the advisory council, to be earmarked for New York City experiences for students throughout the College. Expected Results: Comparing the number of cross-listed courses, as well as the number of Urban Studies internships, before and after this change, will demonstrate the effectiveness of this enhancement of the Urban Studies budget and the centralization of New York City engagement funds. In addition, surveying graduating seniors about their engagement with New York City will demonstrate how and when Manhattan students deepen their engagement with our city. Details/Description: |
| |
| | | | 4. Semester in New York The Semester at Manhattan program is intended to provide the opportunity for students from other colleges and universities to attend Manhattan College for a semester. Students would live, study, and take courses on campus with the opportunity to possibly gain an internship in New York. Such a program would enhance the national visibility of the College, relationships with other Lasallian colleges, and potentially a modest revenue generator for the College. | | Measure: Increase Advertising | | | | | | Proposed actions to achieve goal: The effort to develop such a semester is already engaging the program director, dean, provost, financial aid, admissions, marketing, study abroad, and others. However, the costs, mechanisms, marketing, and admission to such a program is not currently specified, and it is unclear how this work will be best divided. If these meetings become a significant part of the Urban Studies program job, alongside the campus integration initiative above, the director’s obligations or compensation should be adjusted (e.g. given a 2-2 teaching load to reflect more administrative work, or paid as a 12-month employee). Another possibility would be another half position for urban studies, to be shared or cycled among other departments who could provide such a faculty member, as noted above. Expected Results: The program’s evolution and success can be measured by our ability to begin advertising for the program; to enroll its first students in Spring 2017; and to grow the number of students in spring semesters thereafter. Details/Description: |
| |
| | | | 5. Technology-based Curricular Development Urban Studies is both an academic and practical field. As such, graduate programs and potential employers are increasingly interested in both technological literacy and specific proficiencies as desirable graduate qualities. The Urban Studies program needs to work towards facilitating these courses and training opportunities, specifically in the area of Geographic Information Systems (GIS). As it stands, Manhattan College has (1) no expert in GIS on staff, (2) no institutional software license for GIS (i.e., ArcView) programs, and (3) limited lab space and equipment to support both courses and extended application of these necessary skills. | | Measure: GIS software usage | | | | | | Proposed actions to achieve goal: A significant investment in software, hardware and spatial infrastructure, and personnel is required to achieve this goal. The Urban Studies Program could easily partner with other programs such as Civil Engineering, the new Digital Humanities initiative, and the Library to support a faculty/staff member capable of training students in GIS software applications on a regular and ongoing basis. Faculty/staff should be regular and available to students beyond a single course offering – thus, adjunct staffing is undesirable. In addition, the program needs to be able to (a) purchase (and renew) software rights for interested students as well as (b) have dedicated lab space for instruction and application activities. Expected Results: Even without access to GIS software and experts, Urban Studies students have been taking basic GIS courses as independent study classes. The measurement of the student enrolled in a true class, using a true GIS lab and a campus-wide license, would demonstrate the importance of this goal. In addition, surveys of graduating seniors and alumni in urban fields could indicate how many students wish that Manhattan College would offer this crucial opportunity, and speak about their job prospects in relation to not having GIS access. Details/Description: |
| |
|
|
Please wait...
Urban Studies Goal Set 17-18