Communications from the Office of the Provost

Dear Faculty Colleagues:

As you navigate these deeply challenging times, I wish to provide clarity and support to you in your role as faculty with respect to your rights and responsibilities to express your views.

Academic freedom is one of the three cherished pillars of American academe, the others being tenure and shared governance. These are what set us apart—in an enviable manner—from higher education systems outside of the United States. 

For over 100 years, the American Association of University Professors (AAUP) has provided insight to the faculty community about the meaning and exercise of academic freedom. On their FAQs page, the AAUP defines academic freedom as the freedom of a teacher or researcher in higher education to investigate and discuss the issues in his or her academic field, and to teach or publish findings without interference from political figures, boards of trustees, donors, or other entities. Academic freedom also protects the right of a faculty member to speak freely when participating in institutional governance, as well as to speak freely as a citizen.

Though they may overlap, academic freedom and freedom of speech are different. Academic freedom is held by faculty members and encompasses teaching, research, and speech within their academic field. Not all ideas are equal under the aegis of academic freedom, as all of our disciplinary bodies continually engage in various forms of winnowing the intellectual chaff from the wheat, as it were. 

By contrast, all of our Queens College community members—faculty, staff, and students—hold individual freedom of speech rights. The 1969 landmark decision, Tinker v. Des Moines, saw Justice Abe Fortas issue the enduring phrase, “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

It is important to underscore two caveats with respect to the exercise of free speech. First, no one, whether student, faculty, or staff, has the right to disrupt the educational experience of others (see the Henderson Rules). Second, employees may not use college or university resources—for example, distributing information from or to institutional email addresses or utilizing scheduled class time to distribute petitions—in the exercise of their individual free speech rights.

I am thankful to hold an academic leadership role at Queens College, where the recognized freedoms of the professoriate are upheld and execution of the educational mission of the college is front and center of all we do.

Wishing you comfort during these trying times.

One of the things I cherish most about working in higher education is the distinct annual cycle, which begins in the autumn with the return of faculty and students. Being on a traditional campus again underscores for me that, as a place, Queens College was built to be fully occupied by our community members. Sure, it’s nice to have a bit of breathing room for projects of longer duration, requiring focus and nuance, over the summer. But there’s nothing as exhilarating as feeling the campus come to life again each fall. As I encounter many of you in meetings, on the 64 Bus, or just walking around, I feel a sense of genuine delight. I’ve always thought that colleges are akin to states, or economies, or democracies, or cities: ultimately, all abstractions that at the end of the day are built of people who encounter one another in more-or-less structured ways. In encountering one another, we conjure the college into being. There is a sacredness to the joyful act of encounter when seen through this lens.

Among the more-structured encounters of the renewed academic year are the opportunities to address convened bodies. September has seen me speaking to groups ranging from new students on Welcome Day, professional staff in Student Affairs and Enrollment Management, department chairs, and adjunct faculty, among others. I treasure these opportunities to share priorities, ask for feedback, thank people for their efforts, and seed collaborations for the coming months. In these conversations, I find myself returning again and again to the framework of values and impact. By articulating the connections between substantive initiatives – for instance, noting that the imperative to make academic materials accessible to individuals with disabilities is directly aligned with our deeply-held value of inclusion – we can discern the compelling rationale for tasks that, if left unmoored from broader shared purpose, might appear to be mere make-work. Similarly, underscoring that the crafting of a mission statement for Academic Affairs allows us to both encapsulate and transmit the enduring impact we wish to have on our stakeholders makes that connection to a higher purpose, and in so doing we connect to each other.

Speaking of the evolving Academic Affairs mission statement – a QC first! – I invite each of you to view and comment on the draft arising from our joint planning work over the summer, here: https://forms.office.com/r/bxK5Uyq9xZ Please use this link to share your thoughts before November 15, after which the final Academic Affairs mission statement will become part of the refreshed landing page for the Office of the Provost.

One of the most important tasks before us is rebuilding our community in the Covid-endemic era. Community – another abstraction – is built upon the patterned intersection of people and processes. I have just alluded to establishing a critical process – the cycle of planning, evaluation, and assessment – that for all institutions constitutes the hallmark of continuous improvement. This year was kicked off by an inaugural annual Summer Plunge, which saw the day-long convening of leadership in Academic Affairs to engage in joint planning for the coming year and to reinforce the shared goals of our work together.

In the academic programs, planning, evaluation, and assessment will be supported by the newly established Faculty Liaison for Evaluation and Assessment. I have appointed Christopher Hanusa, Professor of Mathematics, to serve for a year in this role as a proof of concept. Professor Hanusa will provide a valuable support to Department Chairs by partnering with them as the College reestablishes the institution-wide use of data to support faculty success and student learning.

Other key appointments in Academic Affairs include Nathalia Holtzman as Associate Provost for Student Success and Innovation; Simone Yearwood as Interim Dean of Arts and Humanities; Maria DeLongoria as Interim Associate Provost for Academic and Faculty Affairs, Soniya Munshi as Director of the Center for Excellence in Teaching, Learning, and Leadership; Diana Pan as Interim Executive Director for the Asian American / Asian Research Institute; and Jim Mellone as Acting Chief Librarian. Each of these appointments diversifies, strengthens, and builds critical leadership capacity at Queens College. Together we will work alongside each of you to ensure that we are always the best Queens College we can be.

Feminist theorist Sara Ahmed defined ethics as rooted in the quest to find ways of encountering one another that are better. Better than what? Ahmed doesn’t say, and I’ve always appreciated that she leaves that part open-ended. As we venture forth into this new season, my hope is that we can productively partner to identify encounters that are better.

This is the leadership team in Academic Affairs, gathered on August 9, 2023 for our first Summer Plunge annual planning retreat.

Dear Faculty Colleagues:

As we head into the fall and winter seasons and more of our activities move indoors, we enjoy the company of family, friends, and our students in close quarters. Along with the positive aspects of togetherness, we often experience an increase in the incidence of seasonal respiratory illness. 

Should you feel sick, please stay home so that you can focus on your recovery and minimize exposure to others. As in the past, you should arrange for a colleague to cover the sessions missed. This is the preferred option as moving to remote instruction on short notice can be challenging for some students. As an alternative, you may conduct one or two sessions of an in-person class online, ensuring that those who cannot attend remote session(s) are provided appropriate support. You may not, however, permanently pivot your class to a modality other than its approved one.

It is polite to inform others with whom you have shared close quarters over a sustained period that you have become ill so that they can take necessary precautions. However you are not required, nor should you take it upon yourself, to report the illness status of another individual.

You can find information about the CUNY Employee Wellness Program here. CUNY Health and Wellness services for students can be found here. 

Best wishes for a healthy fall semester.

It is understood that religious observance may impact class attendance, participation in examinations, and study or work requirements on particular days. Appropriate arrangements will be made to provide an equivalent opportunity to register for classes or make up any examination, study, or work requirements students may have missed because of such absence. Students should provide advance notice to their professors of any religious commitments and indicate when such observance and commitments will conflict with class attendance or other college responsibilities. Faculty will reasonably accommodate students’ religious commitments, provided that advance notice of these commitments is given by the student. To the extent possible, faculty will refrain from scheduling tests on such class days. The student may also contact the Office of Student Affairs to initiate such accommodations.

These provisions are explained in the University Policies section of the Queens College Undergraduate Bulletin (https://qc-graduate.catalog.cuny.edu).

If a faculty member does not accommodate a student’s request with regard to examinations, assignments, or quizzes missed for reason of a religious holiday or observance, students may pursue refused requests for such accommodation with the department chairperson and the chief diversity officer. See Religious Accommodations procedures, found at https://bit.ly/38Chw7m.

Consistent with Education Law 224, students will not be expelled or refused admission because they are unable, due to their religious beliefs, to attend classes or participate in an examination, study, or work requirements on particular day(s).

You may view CUNY’s Religions and Ethnic Holiday calendar at https://www.cuny.edu/current-students/student-affairs/religious-ethnic-holiday-calendar/.

Thank you for your cooperation.

Dear Students and Faculty:

We trust you are enjoying the start of a new semester here at Queens College. We endeavor to be an inclusive and welcoming campus for all members of our community.

The Offices of Academic Affairs and Student Affairs are partnering to ensure that access for individuals with disabilities is a priority at all times. Access is not limited to the physical spaces of our campus. In addition, course materials must be accessible to individuals with disabilities.

If you wish to seek an accommodation, and you are a student, please register with the Office of Special Services. If you are an employee seeking an accommodation, please visit Human Resources.

If you are a faculty member or a student needing assistance with technical issues concerning the accessibility of course materials, please contact Wahidur Roni (QC.SPSV@qc.cuny.edu). 

Wishing you a successful semester,

Patricia Price, Interim Provost and Senior Vice President for Academic Affairs
Jennifer Jarvis, Vice President for Enrollment Management and Student Affairs

To: Department Chairs and Deans
From: Spring 2023 members of the Committee of Seven (Professors Grover, Liu, Nelson, Pelliitteri, Repole, Ryba, and Swedell)
Cc: Interim Provost Patricia Price
Re: Summary of observations and recommendations
Date: May 5, 2023

We write pursuant to the recent Spring deliberations of the Committee of Seven. These deliberations concerned promotion to Full Professor and Chief College Laboratory Technician. The Committee summarized their observations and recommendations in the expectation that these will be communicated as appropriate so that changes to our practices, policies, and processes can be undertaken for the benefit of our faculty’s professional progression.

The Committee underscored the importance of active, constructive, documented, and ongoing mentorship on the part of the department chair and the dean. While intentional mentorship and institutional support traditionally focus on early-career faculty, mid-career faculty also benefit from – and need – mentorship as they navigate the next step in their promotion pathway. Indeed, one of the most important roles of the department chair is as a mentor and role model for all of the department’s faculty. Deans, too, can play an important mentorship role, through formal written feedback and informal interactions with individual faculty in their divisions.

In a related vein, it is a best practice for a faculty member intending to pursue promotion to have annual evaluations by the Chair and peer teaching observations for several of the years leading up to the submission of the promotion portfolio. This ensures a structure for constructive feedback and encouragement to be provided, and a documentation that the candidate has actively engaged in seeking such mentorship and guidance.

When promotion portfolios have relatively few external letters, missing documentation, or conflicting information (e.g., P&B reports and Chair reports that contradict each other) it can appear to the Committee that the mentorship mentioned above has not occurred. Alternatively, it can indicate that the candidate’s decision to pursue promotion was made late and the portfolio assembled in haste. The Committee suggests that the process of the candidate deciding to pursue promotion include discussions with both the Chair and the department P&B. In addition, the Committee suggests that the file be completed no later than July of the calendar year prior to the commencement of departmental deliberations, in order to provide ample time to seek sufficient and thoughtful external review letters. Finally, the packet should be carefully proofread by the candidate, chair, and dean, prior to its transit through the review process, to ensure completeness and alignment across the materials.

Another, related issue surfaced by the Committee’s deliberations is the role of service as a focus of the candidate’s effort. The Queens College Guidelines for Tenure, Promotion, and CCE (2014) discuss service expectations on pps. 5-6. These guidelines clearly articulate the expectation for service at a higher level than what was expected for promotion to Associate Professor. “For promotion to Associate Professor, candidates should show some College and professional service contributions, and for promotion to Full Professor, there should be a significant service record, such as contribu3ons to the College, including commi7ee work, accreditation activities, etc” (italics added for emphasis). Service, especially at the institutional level – whether that be to the College, the University, or the profession – is important. It exposes the candidate to a broad view of how these entities work, encourages networking beyond the candidate’s home department, and is critical to the functioning of these institutions. Shielding candidates for promotion to Full Professor from significant service shortchanges both the candidate and the institutions of which they are a member.

We trust that these suggestions will be received in the collegial spirit with which they were sent, and welcome your questions or feedback.

Colleagues,

I hope you have had a productive and enjoyable summer and are looking forward to the beginning of fall semester in a few short weeks. I write today with critical information about actions needed from all administrators, faculty, and instructional staff members to support our students with disabilities at CUNY.

A. Brief Background

CUNY is committed to providing access to higher education and ensuring equitable outcomes for all students, including qualified students with disabilities. This is consistent with our mission and required by a variety of state and federal laws, including Title II of Americans with Disabilities Act of 1990, which provides otherwise qualified students with a right of reasonable accommodation.

Despite our best efforts and sincere commitment to these principles, at times, the University has fallen short in its actions. Last year, a complaint was filed with the U.S. Department of Justice (DOJ) against one of our colleges, alleging a failure to provide accessible course materials and accommodations for a student with visual impairments. In resolving this compliant, CUNY entered into a Voluntary Compliance Agreement (VCA) that applies to every campus and requires improvements across the institution in meeting the needs of students with disabilities. Actions by administrators, faculty, and instructional staff is needed to comply with the terms of the VCA.

B. Actions Required

Over the next sevral months, we will be introducing new CUNY-wide policies and procedures to improve our services to our students with disabilities and meet the condition of the VCA. Beginning immediately, we both implement the following changes and remind all administrators, faculty, and instructional staff of existing obligations under law and CUNY policy

1. Instructors: In accordance with state law and existing CUNY policy, textbook and course materials information must be entered into Akademos (or your school’s bookstore) or CUNYfirst at least two weeks prior to the date the schedule of classes is made available. Textbook information for fall 2023 not previously entered must be entered immediately. Courses which do not require a textbook must also be identified as such. This information is necessary to ensure that course materials are accessible to students with disabilities by the first day of class to the greatest extent possible. Department chairs are responsible for ensuring textbook information is posted for all departmental courses.
2. Instructors: We strongly recommend that instructors upload their course materials in the University-supported LMS (Blackboard) for each class regardless of modality. A Blackboard course site has been created for every CUNY class scheduled for fall 2023. This action will help instructors identify accessibility problems using Ally, a tool within Blackboard, and work with technical experts to improve accessibility of course materials. Ally generates alternative formats that enable students to choose how to engage with the course’s digital content. Guidelines on how to use Ally effectively will be provided shortly.
3. Instructors: In accordance with the ADA, NYS IT Accessibility Policy, and other laws, instructors should consider the accessibility of course materials, online learning products, platforms, and applications, including content they created, prior to use in the course. Ally will assist with this determination for content uploaded to Blackboard, and technical expertise will be made available to faculty as needed.
4. Provosts: Campus provosts must identify a point person to assist with technical issues for students with disabilities and faculty experiencing challenges with accessible course materials. At a minimum, this information must be provided to all students, faculty, and instructional staff at the beginning of each semester and posted in a prominent location on the college website.
5. Students and Instructors: Students remain responsible for self-identifying their disability status to the campus’ Office of Disability Services (ODS). Once notified of approved accommodations, the instructor is responsible for providing them as specified or seeking clarification from ODS regarding the appropriateness of an accommodation for a specific course. Instructors must follow the appropriate procedures with ODS before taking independent action to modify the accommodations. Instructors should direct all such questions to ODS, not the student.

C. Next Steps

In the coming days, we will provide additional information about training opportunities, available support, and opportunities to learn more about our work in this area. The goal of our collective efforts is not simply to comply with the VCA and the ADA, which has been in effect for more than thirty years. Instead, it is to genuinely meet the needs of our students with disabilities and ensure full access to equal educational opportunity. Thank you for your efforts as we join in this work together.

Best,
Wendy Hensel
Executive Vice Chancellor & University Provost

The trees on the Quad are bursting into early blossom and a Nor’easter is driving snowfall horizontally into my eyes—on the same March afternoon! Such oscillation between felicity and ferocity is not solely symptomatic of springtime—a season known for its rapid and contrasting excesses—but as well of many seasons and states precious to us as a species.

The spring season finds me pondering the re-emergence of many things, among them community. Perhaps it does you as well. After the long winter that is COVID-19, humanity seems to yearn for the tumultuous togetherness that once constituted the barely conscious rhythm of our days. As an example, on March 21 Queens College gathered to hear President Wu’s “State of the College” address. This despite (or perhaps because of) the challenges to the renewal of our academic community which typically occurs through the culmination of the annual faculty hiring cycle every year around this time. Our Queens College community, like any other, thrives on and through our differences. Rather than tearing us apart, these differences constitute a zone of positive growth.

As a geographer, I am perhaps primed to inquire about the spatial constitution of the collective. In my own scholarly work, I have been deeply influenced by the thinking of the late Doreen Massey, who was a longtime professor of Geography at England’s Open University. Massey’s “progressive sense of place” particularly resonates with me as a scholar and, given the parallels between community and place, merits some unpacking here. Massey cautioned against a static understanding of place, defined and contained by firm boundaries and relying upon insularity, sameness, and the search—rooted in nostalgia as opposed to lived experience—for uniformity. Rather, Massey’s understanding of place emphasized connections across space and scale to other places and peoples—to difference—as definitive of the human collective on Earth. This understanding of place relies on a radical openness that may feel quite raw and vulnerable, much the way that community feels now after such a long and bleak time confined inside our closely guarded COVID bubbles. 

The mission of public higher education is particularly resonant with this approach. Institutions like Queens College are radically open. Our community identity and purpose are strengthened by our outward connections with our stakeholders: our students, our sister CUNY institutions, our elected officials, and the great Borough of Queens. In the same measure, our academic work is strengthened by the work of our non-academic partners, our colleagues in ITS, Human Resources, Buildings and Grounds, the Budget Office, and all the myriad other divisions whose work supports and enables the teaching and learning core of the college. True, we don’t always agree with one another. There are differences, of perspective, of experience, and of opinion. The important thing is to listen, observe, learn, and honor those differences that connect us beyond the Queens College gates as well as within them, to one another, despite (or perhaps because of) the edges that have grown sharp over the course of our enforced time apart. Ours is a strong ecosystem because it is open and diverse. As we observe the stirrings of growth emerging from the winter darkness, manifest in the sudden busyness of campus wildlife or the stubborn emergence of the early purple crocuses, may we bear this in mind.

This final Academic Affairs Update of the Spring 2023 semester is all about expectations: great expectations, managing expectations, unmet expectations…you get my drift. To quote the late, great martial artist Bruce Lee: “I’m not in this world to live up to your expectations, and you’re not in this world to live up to mine.” In other words, the really important expectations are the ones we set for ourselves, so I’ll focus this month’s AAU on those.

Those delicious weeks before spring rolls fully into summer are full of all sorts of expectations. When I was a full-time faculty member, to be poised on the threshold of summer meant great anticipation of the wonderful writing and course preparation projects I intended to accomplish. Right alongside it, however, ran the nagging dread of not quite being able to capitalize on those three months that unfurled ahead like the blank pages on my desk—full of unrealized potential just waiting for me to do something with it.

Perhaps you feel the same way? One tool I found most helpful was to put together a summer plan. I never managed to follow my summer plan to the letter, and sometimes the plan I articulated in May had veered way off course by the time August wrapped up, but in retrospect it was always better to have a plan in the first place than to not. Allow me to recommend Kerry Ann Rockquemore’s Inside Higher Ed publication, “No More Post-Summer Regret,” as a great starting point for developing a summer plan that works for you.

Another aspect of expectations involves the rather daunting list of events, projects, and initiatives that have stacked up over the course of the pandemic years. So many of you have communicated to me your pent-up desire for more: more events to recognize the amazing accomplishments of our faculty and students; more funding for much-needed staff, administrative, and faculty lines; more unsponsored research reassigned time to allow faculty to pursue their scholarship; more nurturing of our interdisciplinary programs; more resources for our English language learners; more attention to pre-professional advisement in law and the health professions… The list is as worthy as it is long. 

I respect and support the expectation for more and better on our collective behalf. Allow me to encourage each of you to consider being a part of the solution. Help me to prioritize the most urgent matters. Step up to serve in college or CUNY roles that will propel these efforts forward. Participate in opportunities to exercise shared governance. Together, we can make great strides by gathering our energy and directing it toward turning our expectations into realities. For those of you who are interested in learning more about how administrators can figure into this equation, please consider applying for a Provost’s Fellowship. Look for the call for applications coming soon to your inbox. 

In previous Academic Affairs Updates I noted the importance of community. Key to building community is the simple act of showing up. On that note, I encourage each of you to participate in this year’s Commencement exercise on Thursday, June 1, 2023 at 9 am on the beautiful QC Quad. Commencement is a particularly meaningful celebration of the accomplishments and the beginning of a new chapter in the lives of our Queens College graduates. As you know, many in our student community overcome major challenges to complete their degrees. Faculty may serve as marshals or march with their departments. A special reserved seating section has been arranged for faculty participants. 

Thank you to all those who have already signed up to participate. If you have not had a chance to do so, there is still time! If you would like to attend Commencement, please RSVP to Sylvia Hernandez at sylvia.hernandez@qc.cuny.edu. Though the official deadline for ordering regalia has passed, I have confirmed that faculty may still order regalia by emailing Sylvia as soon as possible. For more information, please see the message from the Office of Campus Events and Commencement at https://conta.cc/3V3EX0H. 

Finally, a note on recent comings and goings in Academic Affairs. I am thrilled that Bobbie Kabuto has accepted the position of permanent dean of the School of Education. It has been such a pleasure to work with her in her role as interim dean, and I am excited for her and for the Education faculty, staff and students. Brenda Salas Velasco and Sadia Ishak have departed Queens College, and we wish them the very best in their new positions. Over the summer, Interim Associate Provost Meghan Healey will wind down her time in the Office of the Provost, once again serving as chair of the Department of Drama, Theatre and Dance this fall. The energy, vision, and sheer fabulosity she brought to this position were remarkable, and I am honored to have had a chance to work with her during my first months at Queens College. Finally, Senior Dean of Arts and Humanities Bill McClure’s transition to his new role as provost at SUNY New Paltz will happen over the summer. Bill has been a kind and patient mentor to me, and for that I am deeply appreciative. I am confident that he will be an outstanding provost and enjoy the role every bit as much as I am. 

While this may seem like a lot of shuffling—indeed, it is—I understand it is not unique to Queens College. Rather, the entire higher education sector appears to be undergoing a transition to new ways of working, leading, and serving our communities. Managing expectations across this time of transition will be a challenge, for each of us and for the Queens College community as a whole. I suspect, however, that these are merely growing pains, allowing for the emergence of new leaders, new ideas, and new ways to accomplish our mission of “We Learn So That We May Serve.” I, for one, have great expectations.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

As you prepare your Fall 2023 schedules, I felt it might be helpful to share information about assignment of faculty to sections and determination of course modality. 

During the height of the pandemic, you may recall that CUNY issued guidance about the mix of modalities (i.e., what proportion of courses should be face-to-face, and what proportion should be online or hybrid). That guidance has since sunsetted and the colleges are expected to determine what makes sense for their campus. 

Our mission as a college is serving students. It is the North Star that must guide us in all decisions we make. As we move into this new era, we will do well to be thoughtful and strategic as we consider whether and how to offer sections to students, ensuring at all times that student needs and student success are at the forefront of these decisions. 

As department Chairs, you play a key role in “assigning courses to and arrang(ing) programs of instructional staff members of the department”. Indeed, this phrase is quoted from Section 9.3 of the CUNY Bylaws, Duties of Department Chairperson. In tandem with your faculty and with the advisement of your dean and provost as necessary, you are the best positioned to determine whether a course is appropriate for fully online delivery, or whether the substance of a given course is best delivered in a face-to-face or hybrid modality.  

It is incumbent upon us as an institution to ensure that faculty are supported to be successful in the modality in which they are teaching. I do expect faculty who teach online (fully and/or hybrid) to regularly engage in professional development that is geared to supporting their success in this space. I have asked the Center for Excellence in Teaching, Learning and Leadership (CETLL) to resume workshops for faculty who teach online or hybrid. 

As always, you should continue to discuss ADA accommodation requests implicating online or hybrid teaching schedules with HR. 

The decision to offer a course online or hybrid must both be driven by the pedagogical suitability of the course material, as well as the faculty member’s ability to be successful instructors in the designated modality. As we look to the future of Queens College, I will partner with you and with your Deans in determining what sections, courses, and programs are best offered online or hybrid, to ensure that our faculty are set up for success, and to provide a mixture of modalities that addresses the needs of Queens College students, both today and in the future.  

This morning, I went for a run around Randall’s Island with a few people from my Manhattan running group. We’ve been running together for nearly ten years, putting in eight to 12 miles at a go. It’s not a formal running club (those folks are too serious for me!), just a collection of individuals who like to run. Especially at this time of year, knowing they’re waiting for me is the encouragement I need to get up early and venture out on these dark, cold mornings. 

Running double-digit miles in the winter isn’t objectively fun, not even in concept. But I choose to focus on the positives: I get to know parts of New York City that I would not normally visit; I get to know people who come from backgrounds that I wouldn’t normally encounter; the benefits of regular fresh air and exercise are undeniable; and I’m guaranteed to feel mentally and physically better after the run than I did before it. In other words, whether you experience something as negative or positive is mostly about mindset and framing.

Speaking of your experience, COACHE has launched! The Collaborative on Academic Careers in Higher Education (COACHE) Faculty Job Satisfaction Survey is administered by the Harvard Graduate School of Education to faculty at approximately 300 institutions of higher education across the nation. CUNY colleges participate under the umbrella of the University, with data being gathered at the college level and benchmarked against other CUNY schools as well as comparable institutions nationwide. Each full-time faculty member has received a unique link to take the survey. I strongly encourage you to participate. COACHE goes to great lengths to de-identify qualitative remarks—I have seen results from two different institutions and truly couldn’t trace them to a specific individual if I tried—and your responses will be used to make changes that will improve your job satisfaction. As an example, the last time we administered a COACHE survey in 2019, the data showed overwhelming support for internal research enhancement funding, a program that we re-launched this year based on that feedback. I offer our thanks to Director of the Office of Institutional Effectiveness Zhili Liang and Associate Provost for Faculty Affairs and Curriculum Meghan Healey who have led the local rollout of COACHE at QC. Provost’s Fellows JV Fuqua and Mayank Goswami will assist with data analysis and with creating an action plan to follow up on the survey results.

New academic leadership at CUNY is proceeding with several important systemwide projects to support the success of our students. The CUNY Transfer Initiative is one of them. Our own Alicia Alvero, now an associate vice chancellor for Academic Effectiveness and Innovation at CUNY, is co-leading this initiative alongside City Tech’s Lubie Alatriste, executive committee member of the University Faculty Senate (UFS). Six discipline areas have been identified as candidates for the first wave of curricular alignment, as they represent popular majors for CUNY community college students who transfer to four-year CUNY colleges: Accounting, Business, Computer Science, Education, Engineering, and Psychology. Queens College faculty representatives have been named and will soon begin their work in collaboration with faculty in these disciplines from around the system. Want to learn more? Attend an upcoming Transfer Town Hall, to be hosted by CUNY (dates, times, and login information have been sent to all faculty and staff and can be found here). 

Among February’s comings and goings, we have the bittersweet news of Sandra Mew’s retirement from Queens College after 26 years of exemplary service. While we are excited to see what this next chapter brings for Sandra, her departure from the Office of the Provost leaves a distinct void. Please stop by the reception in her honor, to be held in the Music Building Atrium on March 1 at 3 pm (RSVP here).

In conclusion, I would like to touch upon the challenging budget environment in which we find ourselves. QC is solidly in middle of the pack with respect to our budget shortfall, relative to our sister CUNY colleges. As the federal stimulus funds sunset and enrollment challenges continue, we have been asked to assemble a savings plan for the coming fiscal year by identifying expense cuts and enhancing revenue. These days for the college are akin to my winter running routine—in a word, challenging. Please be assured that Chief Financial Officer Joseph Loughren and I are working closely with elected faculty leadership to develop a savings plan that addresses CUNY’s request, while looking toward the future with a positive mindset. Today’s challenge presents an opportunity for us to come together as a community and position ourselves for a stronger tomorrow. How can we be strategic with our limited resources to advance our mission? What new revenue streams can be cultivated and what existing revenues can be enhanced? How do we ensure that the success of our students is kept at the forefront of our decisions? As the coming months unfold, we will endeavor together to position the college to thrive in the years to come

From: Patricia Price, Interim Provost & Senior  Vice President for Academic Affairs

I would like to share the news that Sandra Mew will be retiring from Queens College. Sandra has been an essential part of the Queens College team for close to 26 years. The span of her career at QC includes service in the Office of the Dean of Students, the Office of the President, and the Office of the Provost.

We invite you to attend a reception in honor of Sandra’s retirement on Wednesday, March 1 at 3 pm in the Music Building Atrium. If you plan to attend, please RSVP here by Wednesday, February 22.

On behalf of my colleagues in the Provost’s Office and the many on campus who have worked with Sandra over the years, we thank her for her incredible dedication and contributions to the QC community.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

This spring, CUNY’s Office of Transformation will welcome a new cohort of faculty Career Success Fellows. Queens College has the opportunity to participate in this initiative.

CUNY seeks a total of 50 new Career Success Fellows in Spring 2023, with two fellows per CUNY campus, one representing Liberal Arts, Humanities, Education, or Social Sciences, and one representing Science, Technology, Engineering, and Mathematics (STEM), Healthcare, or Business & Accounting. This fellowship is for faculty focused on students and student success.

Fellows will:

• take part in a collaborative professional development program on Monday, April 17, 2023 (10 am to 12 noon on Zoom) and Monday, April 24, 2023 (10 am to 12:30 pm at 205 East 42nd Street, NY, NY 10017).
• be actively engaged as campus leaders and cross-CUNY liaisons, including spearheading local events, from Spring 2023 through June 2024.

Interested faculty can apply here. The application deadline for the Career Success Fellows is close of business on Friday, March 3, 2023. For more information about this opportunity, including eligibility requirements and compensation, please review the Request for Applications.

If you have any questions, please email transformation@cuny.edu.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

If the college is closed to in-person activities due to weather or other emergency conditions, teaching activities should be conducted remotely for the duration of the closure, consistent with CUNY practice. Faculty who are unable to conduct classes remotely must contact their department chair to determine alternative options and communicate their plan to students via the learning management system and other appropriate means.

You can find out if Queens College will be closed due to a snowstorm or other emergency conditions by going to the www.qc.cuny.edu/alert web page. See the message sent to the campus about emergency notifications here.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

Dear Faculty:

Final examination week runs from December 15-21, with final grades due by December 27. The academic calendar is set by CUNY and can be accessed here. As a reminder, Queens College has posted guidance around final examinations, underscoring best practices and alignment with CUNY policy. 

Late grade submission results in critical information flowing to students in a less-than-timely manner, causes downstream hardships for students and academic support personnel and systems, and ultimately impacts student progress in a negative manner. 

With that being noted, COVID is still with us, as are other respiratory viruses, all of which will likely increase in their incidence and severity across the winter months. Please develop a contingency plan for students who cannot come to campus for COVID-related reasons (see CUNY guidance here) at a time that a final examination is scheduled. Should you require some leniency in grade submission for students who test positive, or for grade submission delays arising from COVID illness on your part, please contact Registrar Jim Curry (james.curry@qc.cuny.edu) and copy Associate Provost Meghan Healey (meghan.healey@qc.cuny.edu) as soon as feasible to alert them to the situation so that they can work with you and ensure the impact on students is minimized.

If you need to report a case of COVID, please do so via the Coronavirus Exposure Reporting Form here.  

Thank you, and I wish you a joyous—and healthy—holiday season.

Patricia

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

It is understood that religious observance may impact class attendance, participation in examinations, and study or work requirements on particular days. Appropriate arrangements will be made to provide an equivalent opportunity to register for classes or make up any examination, study, or work requirements students may have missed because of such absence. Students should provide advance notice to their professors of any religious commitments and indicate when such observance and commitments will conflict with class attendance or other college responsibilities. Faculty will reasonably accommodate students’ religious commitments, provided that advance notice of these commitments is given by the student. To the extent possible, faculty will refrain from scheduling tests on such class days. The student may also contact the Office of Student Affairs to initiate such accommodations.

These provisions are explained in the University Policies section of the Queens College Undergraduate Bulletin (https://qc-undergraduate.catalog.cuny.edu) and the Graduate Bulletin (https://qc-graduate.catalog.cuny.edu).

If a faculty member does not accommodate a student’s request with regard to examinations, assignments, or quizzes missed for reason of a religious holiday or observance, students may pursue refused requests for such accommodation with the department chairperson and the chief diversity officer. See Religious Accommodations procedures, found at https://bit.ly/38Chw7m.

Consistent with Education Law 224, students will not be expelled or refused admission because they are unable, due to their religious beliefs, to attend classes or participate in an examination, study, or work requirements on particular day(s).

You may view CUNY’s Religions and Ethnic Holiday calendar at https://www.cuny.edu/current-students/student-affairs/religious-ethnic-holiday-calendar/.

Thank you for your cooperation.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

What a lovely time of year to be on the Queens College campus. The foliage is ablaze with autumn colors, and I am enjoying the cool air during my laps around the track.

Over my years as an administrator as well as in my previous life as a faculty member, I’ve learned that effective communication is key. It is something I’m continuously working on. I believe that the launch of monthly Academic Affairs Update will help to establish a regular venue for conveying information that affects the academic enterprise at Queens College. While it’s not possible for me, as an individual with limited capacity, to know and convey the vast amount of information that might be of interest, I do hope that these Updates will become a predictable and welcome addition to your inbox each month.

Good communication requires a solid foundation, and strong relationships are the basis of that foundation. Building these relationships has been a major focus of my time and attention during these early months. Across the course of this academic year, I will meet one on one with each department chair. The purpose of these meetings is to get to know those dedicated individuals who, in my estimation, have the most difficult—and the most important—job in all of academic administration. Department chairs: You have my admiration, respect, and support, and I am truly enjoying getting to know you. I’ve also traveled to Manhattan to spend the day with Anthony Tamburri, dean of the John D. Calandra Italian American Institute and Soniya Munshi, who is the interim executive director of the Asian American / Asian Research Institute. Last but not least, this year I am supporting our sister institution, the Inter-American University of Puerto Rico – Guayama Campus, and the Middle States Commission on Higher Education by leading a reaccreditation team. I trust that all of these relationships, whether local, city-wide, or regional, will serve to strengthen and enhance the fabric of our Queens College community.

Another important way in which we communicate is through our web pages, and I will be the first to admit that the Office of the Provost web pages need some TLC. To that end, I have assembled a working collaboration between my staff and the ITS team to enhance our online presence and ensure that the material posted is accessible, accurate, and useful. Stay tuned.

Let me take a moment to share some updates on personnel changes in the Office of the Provost. As of July, Meghan Healey has stepped into the large (and stylish) shoes left by Alicia Alvero, to serve as the Interim Associate Provost for Academic and Faculty Affairs (those of you who know Meghan know that she has her own collection of very stylish footwear). Also joining us is Minonska Castellanos, who will assist Associate Provost Healey and serve as a resource for department chairs with respect to three-year adjunct appointments, faculty workload, and many other faculty affairs matters. Pat O’Connell’s role has been elevated to executive director of QC Global, and I look forward to his leadership as Queens College continues to make inroads in the international education and global partnerships space. And it is with a keen mixture of pride and sadness that we bid adieu to Richard Cardenas, who has recently begun his new job at CUNY’s Office of Academic Affairs.

In closing, I want to take a moment to thank everyone for your kind notes and words of welcome. After just a few short months, Queens College is beginning to feel like home.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

Are you interested in creating impactful global learning for your students? Do you want to connect with faculty across national borders?

The Office of the Provost is pleased to announce the 2022-2023 Collaborative Online International Learning (COIL) Faculty Fellowships. In keeping with the international goals of Queens College and working closely with the Center for Excellence in Teaching, Learning & Leadership, the fellowships will offer select faculty the opportunity to learn about COIL, develop strategies for incorporating it into their courses, advance research with international colleagues, and expand QC’s global presence.

Adding a COIL component to your course offers your students an opportunity to interact globally through virtual exchange without additional costs associated with physical mobility. While the COIL component takes place solely online, your course may be face-to-face, hybrid or fully online. Courses may be existing courses or new courses.

Interested Queens College faculty from all disciplines are invited to learn more about COIL here: https://qc.cuny.edu/coil.

The application deadline to be part of the 2022-2023 cohort with a $600 stipend is October 4 at 5 pm. Apply at https://forms.office.com/r/s5b1VX5Uss.

For more information on the COIL Faculty Fellowship structure, eligibility, and application, go to https://www.qc.cuny.edu/coil/2022-2023/.

Please direct any questions to COIL Coordinator, Prof. Schiro Withanachchi at schiro.withanachchi@qc.cuny.edu.

From: Patricia Price, Interim Provost & Senior Vice President for Academic Affairs

Are you interested in creating impactful global learning for your students? Do you want to connect with faculty across national borders?

The Office of the Provost is pleased to announce the 2022-2023 Collaborative Online International Learning (COIL) Faculty Fellowships. In keeping with the international goals of Queens College and working closely with the Center for Excellence in Teaching, Learning & Leadership, the fellowships will offer select faculty the opportunity to learn about COIL, develop strategies for incorporating it into their courses, advance research with international colleagues, and expand QC’s global presence.

Adding a COIL component to your course offers your students an opportunity to interact globally through virtual exchange without additional costs associated with physical mobility. While the COIL component takes place solely online, your course may be face-to-face, hybrid or fully online. Courses may be existing courses or new courses.

Interested Queens College faculty from all disciplines are invited to learn more about COIL here: https://qc.cuny.edu/coil.

The application deadline to be part of the 2022-2023 cohort with a $600 stipend is October 4 at 5 pm. Apply athttps://forms.office.com/r/s5b1VX5Uss.

For more information on the COIL Faculty Fellowship structure, eligibility, and application, go to https://www.qc.cuny.edu/coil/2022-2023/.

Please direct any questions to COIL Coordinator, Prof. Schiro Withanachchi at schiro.withanachchi@qc.cuny.edu.

From: Patricia Price, Interim Provost &Senior Vice President for Academic Affairs, and Zeco Krcic, Assistant Vice President for Facilities, Planning & Operations

We trust you are enjoying the start of the fall semester. CUNY’s Executive Vice Chancellor and University Provost, Wendy Hensel, has assembled the list of FAQs included below to assist in addressing questions that may arise concerning campus access.

As previously messaged, Assistant Vice President for Facilities, Planning and Operations Zeco Krcic is coordinating Queens College campus access. Please direct any questions to ReturntoQC2022@qc.cuny.edu. You are also encouraged to attend today’s virtual campus access briefing that will take place at 3pm. RSVP at https://bit.ly/3QzOrgT. Information on how to join the briefing will be shared with you after you RSVP.

CUNY – Return to Campus FAQs – Fall 2022

Office of the Executive Vice Chancellor and University Provost – Wendy Hensel

(8/23/2022)

Student Questions

For the most up-to-date information on CUNY COVID-19 guidelines, including key information for students, refer to the CUNY website.

Q: I am a returning student. Do I need to have a negative COVID test before classes start?

A: It depends.

• All students living in dormitories are required to take a COVID test at one of the CUNY testing site locations before moving in.
• All athletes are required to take a COVID test at one of the CUNY testing site locations before classes start.
• Students attending in-person classes or on-campus activities should take a COVID test before the first day of classes. However, students do not need to upload or disclose the results. If you have a positive test, you should not come to campus.
• Students who are taking online classes with no in-person component and will not be on campus are not required to take a test before classes start.

Q: How would I know if I’ve been randomly selected for testing and what do I do if I have been selected?

A: You will receive an email from “cleared4work.com” informing you of your selection. The email will be sent to your preferred email address (as indicated in CUNYfirst). You must take a COVID-19 test at any CUNY testing site within 14 days of the notification. Failure to do so will prevent you from coming onto campus.

Q: I’ve heard that the COVID booster will be required for participation in on-campus classes and activities. Is this true? If so, what is the deadline to comply?

A: CUNY encourages all members of the CUNY community to be vaccinated and boosted, but receiving a booster is not currently required for in-person course registration.

Q: My religious/medical exemption was rejected. Is it true that I cannot appeal?

A: All decisions of the committee are final and not subject to appeal. However, you are permitted to reapply if new documentation and information should become available.

Faculty Questions

Q: I know I can’t require students in my class to wear a mask, but I would like to request that they do so. Is that okay?

A: No. Mask wearing is optional on campus. Because of the authority faculty has in a classroom, a request may be interpreted as a requirement. However, you may inform your class that you (the professor) will be wearing a mask and explain why. For example, “I live with an immunocompromised person and will be wearing a mask in class to keep you and my loved ones safe.”

Q: The CDC recently changed COVID guidelines. Is CUNY following these new CDC guidelines?

A: Please refer to the CUNY COVID-19 site for regular updates to the guidelines.

Q: Can I switch my course modality from the one listed in CUNYfirst?

A: No. Course modality cannot be changed at any time after students have registered.

Q: I am not vaccinated and I do not have a religious or medical exemption. May I keep my Fall 2022 teaching assignment? What if I’m teaching an online class?

A: CUNY requires that all faculty be fully vaccinated to maintain employment (unless they have requested and been granted a religious or medical exemption).

Q: Can offices have reduced hours or coverage?

A: No, all offices must provide coverage during regular operating hours. Remote work agreements may not reduce hours of operation.

Q: Are gathering and meeting spaces open for use? (e.g. cafes, libraries, lounges, etc.)

A: Yes, all gathering and meeting spaces are open for use. Please refer to specific campus sites for specific information on hours of availability.

Q: What is the CUNY policy on student COVID-related absences when syllabi may state that attendance is required?

A: Faculty should show the same flexibility they normally would for any student illness/medical absence.

Administrator Questions

Q: Are Department/College Personnel & Budget committees permitted to hold virtual meetings for Fall 2022/Spring 2023?

A: Meetings can continue to take place virtually as long as Governor Hochul’s legislation extending virtual public meetings is in place. Any changes to the legislation will be conveyed to the campus’s executive offices.

Q: Will random testing of vaccinated members of the community continue?

A: CUNY’s random testing protocol is still in place. If anything changes, the CUNY community will be notified and the CUNY COVID-19 site will be updated.

Q: Will colleges be allowed to pivot to online instruction if there is COVID or Monkeypox incline in outbreaks?

A: CUNY will continue to monitor COVID & Monkeypox outbreaks and will provide guidance on any possible changes to course modality. Campuses may not pivot to online instruction without consultation with CUNY OAA/EVC Hensel.

Q: Are there any expectations of report monitoring for Monkeypox similar to what is already in place for the COVID pandemic?

A: At this time CUNY is not required to report monitoring for Monkeypox. If anything changes, campuses will be notified and the CUNY COVID-19 site will be updated.

Q: Many faculty and students may have ignored random testing over the summer and are no longer eligible to enter campus until they test and get a negative result, which may take several days. Will there be any grace period to allow faculty and students to enter campus once they test but are waiting for results?

A: It was assumed that those who did not respond to their Random Testing invitation during the summer were not on campus. As a result, CUNY removed them from the campus restriction list and entered them into the Fall Random Testing pool. They should have access to campus when they arrive. When they are called for random testing in the fall, failure to comply will result in their access pass being denied.