Academics

FACULTY

Guttman’s faculty members are committed to student centered teaching and to working collaboratively with colleagues to encourage and celebrate student success. As experts in their fields, faculty introduce students to the purpose, methods and content of various disciplines. As teachers, they model habits, strategies and ways of knowing that contribute to student achievement in the classroom and beyond. Faculty members make subject matter engaging, awaken student curiosity, and invite students to participate in broader academic and civic conversations. Faculty offices are located on the sixth floor.

EDUCATIONAL MODEL

The design of Guttman Community College focuses on supporting students as they pursue their associate degree. Students benefit from an educational model that responds to their unique academic and personal needs. Defining features of the college include:

• Individual and group admissions meetings to help students understand the unique features of the college prior to enrollment

• A mandatory bridge program that builds community, prepares students for the academic work they will encounter at Guttman, and supports students as they transition to college

• Full-year, first-year learning communities that create a socially and academically supportive environment while fostering cross-disciplinary thinking and analytical reasoning

• Full-time attendance in the first year to help students gain momentum as they begin to earn college credits

• Statistics as the backbone of the mathematical curriculum

• A commitment to experiential learning within New York City to engage students and connect them with city resources

• Fully integrated use of technology including computers in every classroom, an extensive electronic library collection, and a focus on online pedagogy

• The opportunity for internships and/or capstone experiences

• A modified quarter system (the “12/6”) to improve retention and speed credit accumulation

• Structured progress in guided pathways to speed completion

• Integration of Student Success Advocates, Career Strategists, Peer Mentors, and Tutors into the entire academic experience

Guttman LEARNING OUTCOMES

Guttman Learning Outcomes (GLOs) encourage students to aim high and provide them with a framework for their entire educational experience, connecting learning inside and outside of the classroom. The GLOs support the college’s mission and represent its core learning values.

From the time they enter Guttman Community College, students will have the opportunity to demonstrate progress in achieving these GLOs in their courses and in co-curricular activities. The GLOs will be addressed across the educational experience from the First-Year Experience to the Programs of Study. They will also be will be assessed in students’ coursework and co-curricular activities throughout the educational experience, and these assessments findings will be used to continually improve the educational experience for students.

1. Written, Oral, and Digital Communication

These skills address your ability to effectively argue and communicate ideas through written, oral, and digital mediums. Expert practitioners of these skills will take into consideration their audience and use appropriate grammatical, organizational, presentation, and stylistic conventions to convey meaning in a persuasive way. They cite relevant information from appropriate sources consistently within each assignment.

• Effective Communication

• Argumentation

• Evaluation and Use of Sources

2. Quantitative Reasoning and the Use of Digital Technologies

These skills address your ability to use numbers and technology to analyze and solve problems. Here, the word “problem” does not refer to a source of distress or social tension; it refers to a question with a solution as the word “problem” is often used in STEM disciplines. Expert practitioners of these skills will make effective use of quantitative data (including categorical variables) and quantitative methods to analyze an issue or address a problem. They will use the unique and specific features of current digital technologies such as Excel, PowerPoint, and multimedia web sites to complete tasks effectively. These skills are not exclusively practiced in STEM courses.

• Quantitative Data Analysis

• Quantitative Problem-Solving

• Application of Digital Technologies

3. Critical Thinking and Problem Solving

These skills address your ability to use information, research, and data to effectively identify and solve problems. Expert practitioners of these skills will develop thoughtful hypotheses and detailed plans to research these hypotheses. They will decipher relationships between complex ideas, and propose novel solutions to real-world problems. By real-world problems, we mean problems that arise from actual events or situations in society at large as opposed to problems contrived for a specific classroom setting.

• Developing a Research Plan

• Analysis of Ideas

• Real-World Problem Solving

4. Integrative Knowledge

Integrative learning is the process of making connections between ideas and experiences from different contexts in order to leverage knowledge in new and more meaningful ways. This rubric, especially skill D1, is informed by Boix-Mansilla’s1 notion of “integrative leverage”, which suggests that quality work integrates different disciplines/methodologies “to generate a new and preferred understanding”. Expert practitioners of these skills will integrate knowledge and modes of thinking from multiple disciplines or perspectives. They will situate issues in broader contexts, and relate them to their own lived experiences. In particular, integrative knowledge is not exclusive to curricular experiences; it also applies to co-curricular experiences like student leadership, peer mentoring, tutoring, etc In this rubric, we use the word perspectives to refer to perspectives of specific cultures or stakeholders, as opposed to disciplinary perspectives. We use the word methodologies to refer to the approaches that different fields use to ask or answer questions.

• Synthesize Methodologies

• Connections to Personal Experience

• Contextualize an Issue

5. Global Learning and Civic Engagement

These skills address your ability to evaluate and engage with global and civic issues in a complex, interdependent world. Expert practitioners of these skills demonstrate an awareness of how a variety of dynamic contexts shape global and/or civic issues. They will explore the social impact of ethical dilemmas, and reflect on the impact their experiences make on the world.

• Evaluating Global and Civic Contexts

• Ethical Reasoning and Social Responsibility

• Global and Civic Engagement

ACADEMIC TECHNOLOGY

In order to enhance teaching and learning, the College offers several academic technology resources for students and faculty. These resources support the success of students in both in-person and remote coursework.

Blackboard

Blackboard is an online course management system that enables instructors to provide students with course documents, online assignments and assessments, individual grades and other learning materials and tools. These online materials and activities can complement face-to-face teaching and can be used to develop hybrid or online courses. CUNY automatically generates a Blackboard course for every class taught at Guttman. Instructors and students can access Blackboard through the MyGuttman portal or directly through CUNYfirst.

Starfish

Starfish is a student retention and success system designed to promote student engagement and connection to the community. Appointment scheduling and communication tools are used to help students stay on track. The platform also provides early alerts/warnings and case management for advisors, faculty, and staff. All full- and part-time faculty are expected to use Starfish regularly to award kudos, raise flags, and refer students to various support services at the College. Professional development is available online or in person.

To prepare for remote course delivery during the Fall I 2020 semester in the wider context of the COVID-19 pandemic, Guttman faculty and Advising Staff completed a four-week Online Course Development Program on best practices in online instruction. This training expanded on the Online Teaching Essentials Foundational Workshop offered by the CUNY School of Professional Studies by incorporating discussion, assignments, and resources on trauma; Culturally Responsive Pedagogy (CRP); Universal Design for Learning (UDL) and neurodiversity; as well as embedding open educational resources (OER) and information literacy within courses. The Online Course Development Program ensures that all faculty and advising staff are prepared to offer asynchronous, online courses on Blackboard that are in line with Guttman’s Instructional Principles and our commitment to teaching excellence.

RECORDING OF REMOTE CLASSES

For Faculty:

Faculty utilizing Zoom, Blackboard Collaborate and other digital technology to deliver course curriculum/material must be sensitive to issues of privacy. Faculty offering classes through web conferencing digital technology like Zoom:

1)      Must not record a student in a class session without the student’s consent.* To obtain consent, faculty who wish to record their class sessions must provide the following announcement, in emails, and/or class syllabus, to enrolled students and verbally at the opening of the first class session:

Students who participate in this class with their camera on or use a profile image are agreeing to have their video or image recorded solely for the purpose of creating a record for students enrolled in the class to refer to, including those enrolled students who are unable to attend live. If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Students who un-mute during class and participate orally are agreeing to have their voices recorded. If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the "chat" feature, which allows students to type questions and comments live.

2)      Must not use class recordings as a means of determining class attendance and are reminded that CUNY is classified by the U.S. Department of Education as a non-attendance taking institution. Doubts faculty may have regarding the identity of participants should be alleviated if faculty offer their classes through applications and resources that have been licensed by CUNY Central or their college and require a CUNY/College ID for login, thereby giving reasonable assurance that participants are CUNY students.

*For the avoidance of doubt, the prohibition on recording without consent does not apply to audio or video lectures of the faculty member only and that do not include a student participation component.

For Students:

1)      CUNY discourages students from recording the sessions unless such recording is part of a reasonable accommodation under the law or is not prohibited by campus policy.

VERIFICATION OF STUDENT IDENTITY IN ONLINE COURSES AT GUTTMAN

Verification of student identity is the confirmation of two conditions: 1) that the correct student has access to the course for which they are registered; and 2) that this individual is indeed performing the work for the duration of the entire course. Fully online courses at Guttman Community College are set up and conducted to meet both conditions in ways that meet or exceed established practice in classroom-based courses.

CUNY offers a unified CUNY Login service that provides a set of account credentials (username and password) for many University-wide applications, including Blackboard, which is CUNY’s current learning management system (LMS). Underpinning the credentials for these applications is an EMPLID, a unique identification number assigned to every CUNY student, faculty, and staff member in CUNYfirst, the University’s Enterprise Resource Planning system.

All students participating in fully online instruction offered at Guttman must log in to their Blackboard course sites using their CUNY login credentials. To ensure compliance with FERPA privacy rules and National Institute of Standards and Technology (NIST) cybersecurity recommendations, strict access controls that include full encryption are in place for all Blackboard access.

This secure login is a student’s only means of access to the LMS. Students are registered for their online courses through CUNYfirst, which imports registration information directly into the LMS without any action on the part of students, faculty, or staff beyond the regular registration process. Only duly registered students and the instructor of record appear on the roster of any online course. Furthermore, every action within a course site registers on the extensive tracking features of Blackboard, which records the time and duration of every user action by a user and the part of the site involved, even if a student does not post. 

Supplementing these technical means of verifying student identity and activity is the extent of student and faculty interaction that characterizes online instruction at Guttman. Students introduce themselves, often through sharing prior knowledge and current interest in a course’s subject, and may write multiple posts weekly, including responses to classmates as well to the instructor’s prompts and discussion questions. Students may also maintain individual or group journals, blogs, and/or wikis, or post videos for assignments and discussion. Such intentional interaction creates a high degree of familiarity and even intimacy within each course. Both student orientation and faculty development stress the importance of “social presence” through self-presentation and interaction, including but not limited to:

• use of student photos and videos, especially in self-introductions

• participation in learning communities

• work in groups and teams

• plagiarism checkers (to ensure work that the work submitted by the student is the student's own)

• synchronous ("real-time") conferencing (by both voice and video)

• asynchronous conferencing (by both voice and video)

Though not all of the above tools and practices are implemented in every online course, instructors select and apply those best suited to creating and fostering interpersonal connections in their specific courses (e.g., work in teams and group projects as well as supervision of such work). As a result, the means of verifying student identity in online instruction rival or surpass those used in in-person instruction.

FIRST-YEAR EXPERIENCE

Bridge Program

Joining Guttman Community College represents an exciting new beginning and a journey of self-discovery. To prepare for success in their transition to college, all incoming first-year students are required to complete the Bridge Program, including all assignments, in order to enroll in classes during the following semester. During the 2021-2022 academic year, Bridge will be held remotely.

During Bridge, students are introduced to Guttman’s academic expectations while practicing the strategies and study skills needed to meet them. Participants explore their strengths and challenges as learners, practice academic and professional goal-setting, and gain an understanding of the resources available at the College.

Bridge is also an opportunity to virtually meet and work with Guttman faculty, fellow classmates, and staff, such as the advisor – Student Success Advocate – who provides guidance and support throughout the entire First-Year Experience. Overall, the Program is designed for students to become immersed in the Guttman community through remote learning.

Bridge Program content includes:

• Academic modules that explore the meaning and construction of community through qualitative and quantitative research

• Assignments in which students author multiple texts, including poetry, analytical writing, reflections, and blogposts

• Self-assessments that identify educational goals and guide students in creating action plans to achieve them

Workshops on mindfulness, time management, professional communication, and various academic skills

Bridge Learning Outcomes

By the end of Bridge, students will be able to:

• Identify academic and social skills needed for a successful transition to college;

• Describe how one’s social identities (e.g., race, ethnicity, gender, class) intersect with one’s identity as a college student and as a contributing member of the Guttman community;

• Apply critical thinking skills by reading and analyzing texts;

• Conduct research by identifying and using textual and quantitative data; and

Use Blackboard, Starfish, Guttman email, and other online platforms to engage in Program activities and communicate with faculty, staff, and classmates.

First-Year Experience

The First-Year Experience (FYE) at Guttman Community College is a comprehensive model for academic access and future success fully aligned with the inclusive, equitable mission of the College. In our First-Year Experience, students are required to enroll full-time and take a core set of classes. In these courses, students examine current world issues and use New York City as a living text and laboratory, thus connecting information and concepts across multiple disciplines, contexts, and perspectives. This immersive approach equips Guttman scholars with the foundation of knowledge and skills essential to their intellectual, social, civic, and professional endeavors in and beyond the classroom. Coursework is integrated with academic advising and an array of support services. In addition, students develop constructive, self-directed academic and social relationships by participating in a diverse learning community of faculty, advisors, and peers, guided and cultivated by instructional teams.

The Instructional Team is the professional learning community that provides instruction, advisement, mentorship, and support in the multiple academic learning communities where our first-year students learn and develop. Teams comprise faculty teaching selected First-Year Experience (FYE) courses, the advisors who guide students throughout the first year, and staff from different on-campus support resources. They meet weekly to discuss student progress and collaborate to address student needs and enable the achievement of their goals.

Philosophy

The First-Year Experience (FYE) at Guttman Community College is the springboard for our students’ future success in higher education and the professions, leveraging the social, emotional, and cognitive dimensions of learning to promote the development of the whole student. Embracing cutting-edge best practices and a robust, integrative curriculum, the FYE program establishes an inclusive, rigorous model for Guttman students to become confident owners and authors of their educational, professional, and life paths.

To promote career readiness within the curriculum, the FYE implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:

• Critical Thinking/Problem Solving

• Oral/Written Communication

• Teamwork/Collaboration

• Digital Technology

• Leadership

• Professionalism/Work Ethic

• Career Management

• Global/Intercultural Fluency

First-Year Experience Learning Outcomes

Upon completion of all FYE requirements, students will:

• Engage in critical thinking and reflective learning, showing the ability to make informed choices and persist academically;

• Develop and demonstrate responsibility for independent and collaborative learning;

• Approach personal development as a lifelong, self-directed process, involving goal-setting, planning, time management, and self-motivation;

• Gain proficiency in the practices of information literacy – to locate, evaluate, and use relevant and needed information effectively;

• Construct new knowledge in various capacities, including numerical, verbal, technological, digital, and creative;

• Integrate and apply knowledge and skills from different disciplines and multiple, diverse perspectives in intentional and deliberate ways;

• Identify and use specific skills, resources, and strategies proactively and purposefully

• Communicate clearly and effectively in written and oral forms, in person and digitally, including to articulate personal and social values; and

• Explore how social identities (e.g., race, ethnicity, gender, class) intersect with identity as a student at Guttman.

First-Year Experience Requirements

Refer to individual course descriptions for further information.

• AMST 103: Introduction to Social Justice (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

• ENGL 103: Composition I (3 cr.) OR ENGL 103: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• MATH 103: Statistics (3 cr.) OR MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.) 

• SOSC 111: Ethnographies of Work I (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

• FYS 101: Learning about Being a Successful Student I (LaBSS I) (0 cr.)

• FYS 102: Learning about Being a Successful Student II (LaBSS II) (0 cr.)

CUNY COMMON CORE REQUIREMENTS AT GUTTMAN COMMUNITY COLLEGE

In Fall 2013, CUNY implemented the Pathways initiative across its undergraduate colleges. Pathways has established a new system of general education requirements and new transfer guidelines across the University–and by doing so has reinforced CUNY’s educational excellence while easing student transfer between CUNY colleges. The centerpiece of this initiative is a 30-credit general education Common Core. Each CUNY college also requires bachelor’s-degree students to take another 6 to 12 credits of general education through the College Option. Importantly, once fulfilled at one CUNY college, these general education credits will carry over seamlessly if a student transfers to another CUNY college. More information about how credits transfer in the Pathways curriculum structure for CUNY and non-CUNY Associate and Bachelor degree holders can be found on CUNY’s Pathways website.

*Some majors, such as Human Services, require a different Pathways approved “STEM variant” course to satisfy the Life and Physical Sciences required core course. The STEM variant courses are BIOL 122 Introduction to Life and Environmental Science, BIOL 211 General Biology I, BIOL 212 Human Biology, CHEM 110 Introduction to Chemistry, and CHEM 211 General Chemistry I.

PROGRAMS OF STUDY

Stella and Charles Guttman Community College follows a “guided pathways” model. We offer few majors with limited electives in order to streamline student progress towards degree completion. The entire first year is a carefully planned series of courses that fulfill most of the CUNY Common Core requirements, after which students declare their majors and proceed into focused Program of Study coursework.

A.A. Business Administration

Under the guidance of an exceptional faculty, the Business Administration Program prepares students to think critically, work effectively in teams, create and explore new opportunities to innovate while discovering opportunities to grow, get involved, make a difference and achieve dreams. An Associate degree in Business Administration enables graduates to apply critical thinking skills to real-world business problems, develop a global mindset, and think strategically in complex and diverse settings. This positions Business Administration students for admission and successful transfer to highly competitive Bachelor programs, as well as their future professions and workplaces.

Business Administration students develop knowledge of accounting, economics, business law, and ethical business practices through coursework and experiences exposing them to concepts and principles of finance, marketing, operations, and international business. Students also gain proficiency in upper level mathematics courses. In addition, the National Association of College and Employers (NACE) Career Competencies are embedded within the Program to best prepare students for careers in the field.

Guttman’s emphasis on experiential and applied learning brings the business world into the classroom, allowing students to gain communication, interpersonal, and leadership skills in order to integrate knowledge across the curriculum and acquire marketable job skills. Through this process, students learn to use technology to solve business problems, make business decisions, and enhance their analytical skills.

A.A. Human Services

The Human Services Program delivers a structured combination of academics and supervised clinical experiences that instills knowledge, skills, and values essential to the field. Furthermore, it offers a gateway to advanced educational opportunities and meaningful careers in social work, health care, community advocacy, rehabilitation, education, and law. The curriculum and career-oriented fieldwork are oriented to addressing human needs and improving, often transforming lives through prevention and remediation. Theory and practice are effectively balanced to empower our students to meet their educational and career goals.

An interdisciplinary Liberal Arts curriculum provides the basis for understanding the issues that shape and constrain communities. To supplement this culturally engaging and intellectually stimulating foundation, Human Services majors take courses in social work theory and practice, sociology, anthropology, and political science. Further, a special topics course and electives allow students to delve deeply into areas of individual interest, such as substance abuse, disabilities, child welfare, or immigration. In addition to rigorous coursework honing academic skills, the Program cultivates student capacities for asking questions, communicating effectively, and offering appropriate counsel.

Students in the Program are immersed in service learning and experiential education through intensive, prolonged fieldwork experiences in preparation to enter the human services workforce. During year-long fieldwork placements in human service organizations – including hospitals, clinics, service facilities, and government agencies – students begin integrating and applying the content covered in the classroom. Our outstanding, expert faculty is dedicated to student-centered teaching and creating an inclusive, supportive, and collaborative learning environment by being accessible, building positive relationships, and providing mentorship. The Human Services Program thus fosters the intellectual, cultural, social, and emotional development of our students and enhances their personal and professional growth.

A.A.S. Information Technology

Using interdisciplinary and experiential approaches, the Information Technology (IT) Program lays a solid technological and digital knowledge base leading to further study and professional advancement in this competitive field. Students work with outstanding exceptional, experienced faculty to demystify and navigate the world of technology as well as to envision their futures in IT. Blending theory and practice, the inclusive, high-impact curriculum ensures consistent opportunities for students to experience and apply the information and skills they acquire.

Information Technology majors explore and learn fundamental aspects of web design, database management, programming, security, communication networks, and more. In addition to identifying the structures and functions of various multimedia systems, students expand their abilities to select, create, apply, integrate, and administer them. Complementing curricular emphasis on applied knowledge, the Program provides students exciting opportunities and essential support for internships and certification.

Innovative and applied learning and valuable practical experiences develop student familiarity with the industry, giving them an edge in their continued IT education and enhancing their job qualifications. Thus equipped with information, skills, experiences in the workplace, and industry certifications, IT graduates are poised to thrive upon transfer to a baccalaureate program and entering an intellectually and financially rewarding career.

A.A. Liberal Arts and Sciences

An Associate degree in the Liberal Arts and Sciences is expressly designed to prepare our graduates for successful transfer, progress in higher education, and careers in a rapidly evolving, global workforce.

To reinforce a solid general education that emphasizes communication skills, critical thinking, and complex problem-solving abilities, using pedagogies of equity, the Program offers two distinct tracks: Science & Math (LAS-Science & Math) and Social Sciences and Humanities (LAS-SSHU). Both tracks culminate in a robust Capstone experience, giving students the opportunity to apply academic knowledge to addressing contemporary issues.

Students pursuing the Science & Math track acquire a fundamental background in the life and physical sciences in preparation for smooth transfer to a baccalaureate program. Course-based undergraduate research and laboratory experiences are hallmarks of the Science & Math track – students participate in at least one every semester. Science & Math graduates with sights on advanced studies in the medical sciences are well-positioned to pursue their aspirations.

Using approaches from a range of social sciences and humanities, the LAS-SSHU track invites students to deepen their engagement with academic while fostering their development as active citizens in a diverse, democratic society. A selection of courses on specialized topics, where students interact closely with expert faculty, impart the conceptual tools and varied skills required for excellence in further education and their chosen professions.

A.A. Urban Studies

Taught by experienced, dynamic faculty, the Urban Studies Program offers an intellectually rigorous foundation in the disciplines that focus on contemporary city life, urban culture, and urbanization, with emphasis on equality, diversity, inclusion, environmental sustainability and social justice. Through the lenses of history and literature, sociology and anthropology, political science and economics, psychology and environmental science, students explore the foundations, structures, and character of cities while considering their future development. The theoretical frameworks, conceptual tools, and research methods the Program instills provide a solid background for careers in urban policy, government, law, civil/public service and administration, real estate, journalism, community organizing, and regional or urban planning.

Using New York City as its laboratory, the Program guides students in navigating urban systems such as housing, transportation, health care, and education. As they investigate municipal structures and local communities, students develop analytical and practical skills and perspectives on urban development. Moreover, Urban Studies majors perform fieldwork in urban communities and the organizations serving them first-hand, allowing students to preview socially and environmentally relevant careers they can pursue upon transfer to a baccalaureate program.

Urban Studies is integral in the contemporary global context. By applying interdisciplinary analysis and research skills to the long-term vision of social change, economic development, and environmental sustainability, students learn to view cities as living organisms that have wide-ranging impacts not only on urban residents, but also the population of the world and international markets, movements, and trends. This broad perspective informs the deep, nuanced understanding of modern cities and strategic, critical thinking that Urban Studies graduates carry into further higher education and both public and private sector professions.

A.A. BUSINESS ADMINISTRATION

TOTAL CREDITS: 60-61

Program Code 34968; HEGIS Code 5004.00

Philosophy

The Business Administration Program develops intellectually curious students and prepares them for transfer to baccalaureate programs in Business Administration and/or employment in entry-level administrative and managerial positions in public or private enterprise.

To promote career readiness within the curriculum, the Program implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:

• Critical Thinking/Problem Solving

• Oral/Written Communication

• Teamwork/Collaboration

• Digital Technology

• Leadership

• Professionalism/Work Ethic

• Career Management

• Global/Intercultural Fluency

Program Learning Outcomes

Upon successful completion of the Business Administration Program, students will be able to:

• Research, critique and generate ideas using the principles and techniques of business;

• Explain how social, cultural, technological and regulatory forces affect a business organization;

• Recognize and classify diverse perspectives and demonstrate critical thinking when evaluating business environments;

• Identify and deconstruct challenges and opportunities facing businesses in the dynamic and diverse environment of New York City working individually and in teams; and

• Design practical, sustainable, efficient and ethically-responsible solutions to address business challenges.

Program Requirements

The associate degree in Business Administration (A.A.) requires the completion of 60 credits. Refer to course descriptions for information on pre-requisites and/or co-requisites. For more information on potential paths to degree completion, review the Business Administration Degree Map.

College Requirements

• Two (2) Writing Intensive courses

• A minimum 2.0 cumulative GPA

CUNY PATHWAYS COMMON CORE (30 cr.)

CUNY Required Core

English (6 cr.)

• ENGL 103+: Composition I (3 cr.) OR ENGL 103+: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• ENGL 203^: Composition II (3 cr.)
  

Mathematical and Quantitative Reasoning (3 cr.)

Select one of the following courses:

• MATH 103: Statistics (3 cr.)

• MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.)

• MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

§  Life and Physical Sciences (3 cr.)BIOL 122: Introduction to Life & Environmental Science (3 cr.)

CUNY Flexible Core (18 cr.)

U.S. Experience in Its Diversity (3 cr.)

• AMST 103: Introduction to Social Justice (3 cr.)

World Cultures and Global Issues (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

 
Creative Expression (3 cr.)

Select one of the following courses:

• ART 200: The Arts in New York City (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

 
Individual and Society (3 cr.)

• SOSC 111: Ethnographies of Work I (3 cr.)

 
Scientific World (3 cr.)

• CHEM 110: Introduction to Chemistry (3 cr.)

• SOCI 231: Introduction to Urban Community Health (3 cr.)

 
One additional course from the above areas (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

PROGRAM CORE (30-31 cr.)

Business Administration Course Requirements (30-31 cr.):

• ACCT 121: Principles of Accounting I (3 cr.)

• ACCT 223: Principles of Accounting II (3 cr.) OR MATH 210: Calculus (4 cr.)

• BUSI 102: Introduction to Business (3 cr.)

• BUSI 201*: Business Law & Ethics (3 cr.)

• ECON 201*: Macroeconomics (3 cr.)

• ECON 203*: Microeconomics (3 cr.)

• ECON 204^: Contemporary Economic Issues (3 cr.) OR BUSI 205: Quantitative Methods for Managerial Decisions (3 cr.) OR BUSI 243: Business Administration Internship (3 cr.)

• INFT 203*: Introduction to Management Information Systems (3 cr.)

• MATH 120/120.5++: College Algebra & Trigonometry (3 cr.)

• MATH 201++: Precalculus (3 cr.)

Business Administration Electives (0-6 cr.):

• GOVT 201: Urban Politics: New York City Government (3 cr.)

• GOVT 202: American Government & Politics (3 cr.)

• LASC 295: Issues in Global Learning (3 cr.)

• MATH 210: Calculus (4 cr.)

• SOCI 102: Introduction to Sociology (3 cr.)

• BUSI 298: Independent Study (1-3 cr.)

+ Students determined to be non-proficient in reading and writing by CUNY will be enrolled in ENGL 103 AND in a co-requisite, non-credit bearing support class, ENGL 103A.

^Writing Intensive Course
*CUNY Gateway Courses for Business Majors
++If a student has not completed College Algebra (or the equivalent) prior to entering Guttman Community College, they must take MATH 120/MATH 120.5. If they have not completed Precalculus (or the equivalent) prior to entering Guttman, the student must also take MATH 201. If a student enters Guttman with exemptions from one or both Mathematics requirements, they may take one (1) to two (2) electives as sufficient to meet the required total of 60 credits for the degree.

A.A. HUMAN SERVICES

TOTAL CREDITS: 60

Program Code 34972; HEGIS Code 5506.00

Philosophy

Human services professionals deal with psychologically, socially, medically, physically and economically vulnerable populations that need society’s protections. Human service workers are an important part of that protection and delivery of services and effect change at all levels of society to enhance the well-being of individuals, groups, communities and global systems. The Human Services Program at Guttman is dedicated to providing a supportive, collaborative and experiential learning environment and seeks to nurture and challenge students and to equip and prepare students with the basic knowledge, skills and values in human services to make a difference in the lives of the clients they serve.

At the core of our Program’s philosophy is a commitment to social justice, and service to others through strength-based models of ethical professional practice. The interdependent, dynamic and resilient nature of systems provides a conceptual framework for the curriculum.

The Human Services Program recognizes that education should reflect a student-centered process where students have opportunities for reflective learning along with knowledge and skill development. Intellectual inquiry immerses learners in multiple perspectives, theories, and disciplines, anchoring us in the diverse lived experiences of self and others. With a deep commitment to making a difference, students discover ways to intervene with individuals, groups, and communities and to facilitate processes for systems analysis, problem-solving, advocacy, and social change.

To promote career readiness within the curriculum, the Program implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:

• Critical Thinking/Problem Solving

• Oral/Written Communication

• Teamwork/Collaboration

• Digital Technology

• Leadership

• Professionalism/Work Ethic

• Career Management

• Global/Intercultural Fluency

Mission

In alignment with Guttman Community College’s mission statement, the Human Services Program provides an academically rigorous, experiential, and supportive learning environment that prepares graduates with the values, knowledge, and skills for pursuit of advanced education and professional career attainment. Our philosophy is guided by the profession’s principles of respecting the dignity and welfare of all people; promoting self-determination; honoring cultural diversity; advocating for social justice; and acting with integrity, genuineness, and objectivity. Graduates from the Human Service Program experience foundational training in assessment, counseling, advocacy, and program development, and apply ethical, evidence-based practices in work with individuals, groups, and organizations.

Program Learning Outcomes

Upon successful completion of the Human Services Program, students will be able to:

• Recognize the scope and principal features of the human services field of study, including its main modalities, employment opportunities, advanced degrees, and licensing/certification requirements;

• Identify values, beliefs, roles, skills, and strategies of human services work with individuals, families, groups, and communities;

• Demonstrate professional and ethical interactions within a variety of human services agencies;

• Analyze and interpret health and social welfare policies over time for applications in advocacy and social change; and

Identify, evaluate, and apply appropriate evidence-based research in everyday practice.

Program Requirements

The associate degree (A.A.) in Human Services requires the completion of 60 credits. Refer to course descriptions for information on pre-requisites and/or co-requisites. For more information on potential paths to degree completion, review the Human Services Degree Map.

College Requirements

• Two (2) Writing Intensive courses

• A minimum 2.0 cumulative GPA

CUNY PATHWAYS COMMON CORE (31 cr.)

CUNY Required Core (13 cr.)

English (6 cr.)

• ENGL 103+: Composition I (3 cr.) OR ENGL 103+: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• ENGL 203^: Composition II (3 cr.)

Mathematical and Quantitative Reasoning (3 cr.)

Select one of the following courses:

• MATH 103: Statistics (3 cr.)

• MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.)

• MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

 
Life and Physical Sciences (4 cr.)

• BIOL 212: Human Biology (4 cr.)

CUNY Flexible Core (18 cr.)

U.S. Experience in Its Diversity (3 cr.)

• AMST 103: Introduction to Social Justice (3 cr.)

 
World Cultures and Global Issues (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

 
Creative Expression (3 cr.)

Select one of the following courses:

• ART 200: The Arts in New York City (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

 
Individual and Society (3 cr.)

• SOSC 111: Ethnographies of Work I (3 cr.)

 
Scientific World (3 cr.)

• CHEM 110: Introduction to Chemistry (3 cr.)

• SOCI 231: Introduction to Urban Community Health (3 cr.)

 
One additional course from the above areas (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

PROGRAM CORE (29 cr.)

Human Services Course Requirements (23-26 cr.)

• GOVT 202: American Government & Politics (3 cr.)

• HSVC 103: Introduction to Human Services (3 cr.)

• HSVC 113: Methods of Intervention for the Human Services (2 cr.)

• HSVC 201: Fieldwork & Integrative Seminar I (3 cr.)

• HSVC 203: Fieldwork & Integrative Seminar II (3 cr.)

• HSVC 213^: Health and Human Services Policy (3 cr.)

• SOCI 102: Introduction to Sociology (3 cr.)

• SOCI 231*: Introduction to Urban Community Health (3 cr.)

• PSYC 101: Introduction to Psychology (3 cr.) 

Electives+ (3-6 cr.)

• HSVC 204: Special Topics in Fields of Practice (3 cr.)

• HSVC 223: Introduction to Disability Studies (3 cr.)

• HSVC 298: Independent Study (1, 2, or 3 cr.)

• INFT 203: Introduction to Management Information Systems (3 cr.)

• LASC 295: Issues in Global Learning (3 cr.)

• SOCI 201: Crime & Justice in Urban Society (3 cr.)

• SOCI 214: Social Determinants of Health (3 cr.)

• SOCI 203: Community Organizing (3 cr.)

• ANTH 101: Introduction of Cultural Anthropology (3 cr.)

• ANTH 201: Urban Anthropology (3 cr.)

• ANTH 227: Sexuality & Gender in Urban Life (3 cr.)

• ECON 223: Economics of Social Issues (3 cr.)

• GOVT 201: Urban Politics (3 cr.)

• PHIL 103: Introduction to Philosophical and Humanistic Thinking (3 cr.)

• PSYC 210: Social Psychology (3 cr.)

• PSYC 220: Child Psychology (3 cr.)

* If a student elects to take SOCI 231 to fulfill the CUNY Common Core Scientific World requirement, they must take two (2) electives to meet the required total of 60 credits for the degree. If they elect to take CHEM 110 to fulfill the CUNY Common Core Scientific World requirement, the student must take one (1) elective to meet the required total of 60 credits for the degree.

+ Students determined to be non-proficient in reading and writing by CUNY will be enrolled in ENGL 103 AND in a co-requisite, non-credit bearing support class, ENGL 103A.

^Writing Intensive Course

A.A.S. INFORMATION TECHNOLOGY

TOTAL CREDITS: 60

Program Code 34973; HEGIS Code 5103.00

Philosophy

The Information Technology Program prepares students for the technological workforce of tomorrow. To this end, we strive to enrich our students with basic and fundamental knowledge of the technologies that will govern our world of tomorrow and equip them with the skill and hands-on expertise needed at the workforce.

To promote career readiness within the curriculum, the Program implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:

• Critical Thinking/Problem Solving

• Oral/Written Communication

• Teamwork/Collaboration

• Digital Technology

• Leadership

• Professionalism/Work Ethic

• Career Management

• Global/Intercultural Fluency

Program Learning Outcomes

Upon successful completion of the Information Technology Program, students will be able to:

• Apply the principles of database management, computer and data communication networks, security, programming, web technology and software development to a given information technology problem;

• Demonstrate proficiency with basic hardware and software-related tasks, such as installing operating systems, assembling and disassembling a computer, installing software, setting up small networks, connecting peripherals;

• Illustrate how technology is used in a business setting;

• Apply technical knowledge and skills in devising solutions to business challenges;

• Analyze the effectiveness of various technologies in a business or information technology scenario; and

• Explain and apply professional and ethical behavior as promoted by international computing societies, such as ACM and AITP.

 
Program Requirements

The associate degree of Applied Science (A.A.S.) in Information Technology requires the completion of 60 credits. Refer to course descriptions for information on pre-requisites and/or co-requisites. For more information on potential paths to degree completion, review the Information Technology Degree Map.

 
College Requirements

• Two (2) Writing Intensive courses

• A minimum 2.0 cumulative GPA

CUNY PATHWAYS COMMON CORE (24 cr.)

CUNY Required Core (9 cr.)

English (6 cr.)

• ENGL 103+: Composition I (3 cr.) OR ENGL 103+: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• ENGL 203^: Composition II (3 cr.)

Mathematical and Quantitative Reasoning (3 cr.)

Select one of the following courses:

• MATH 103: Statistics (3 cr.)

• MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.)

• MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

CUNY Flexible Core (15 cr.)

U.S. Experience in Its Diversity (3 cr.)

• AMST 103: Introduction to Social Justice (3 cr.)

 
World Cultures and Global Issues (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

 
Creative Expression (3 cr.)

Select one of the following courses:

• ART 200: The Arts in New York City (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

 
Individual and Society (3 cr.)

• SOSC 111: Ethnographies of Work I (3 cr.)

 
One additional course from the above areas (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

PROGRAM CORE (36 cr.)

Information Technology Course Requirements (30 cr.)

• INFT 102: Hardware & Software (3 cr.)

• INFT 201: Networking & Data Communications (3 cr.)

• INFT 202: Database Management & Design (3 cr.)

• INFT 203: Introduction to Management Information Systems (3 cr.)

• INFT 211: Programming I (3 cr.)

• INFT 221: Web Technologies & Multimedia (3 cr.)

• INFT 223: Programming II (3 cr.)

• INFT 233^: Systems Analysis & Design (3 cr.)

• INFT 204: Internship in Information Technology (3 cr.) OR INFT 298: Independent Study in IT (3 cr.)

• MATH 120/120.5++: College Algebra & Trigonometry (3 cr.)

Electives++ (6-9 cr.)

• BUSI 102: Introduction to Business (3 cr.)

• BIOL 122: Introduction to Life & Environmental Science (3 cr.)

• BUSI 204: Fundamentals Project Management (3 cr.)

• INFT 213: Special Topics in Information Technology (3 cr.)

• MATH 201: Precalculus (3 cr.)

• MATH 210: Calculus (4 cr.)

+ Students determined to be non-proficient in reading and writing by CUNY will be enrolled in ENGL 103 AND in a co-requisite, non-credit bearing support class, ENGL 103A.

^Writing Intensive Course
++ If you have not completed College Algebra (or the equivalent) prior to entering Guttman Community College, you must take MATH 120/MATH 120.5 and two (2) electives. If you enter Guttman Community College with an exemption from MATH 120/MATH 120.5 you may take three (3) electives as sufficient to meet the required total of 60 credits for the degree.

A.A. LIBERAL ARTS AND SCIENCES

TOTAL CREDITS: 60-61

Program Code 34974; HEGIS Code 5649.00

Liberal Arts and Sciences – Science & Math Track (LAS-Science & Math)

Mission

In support of the mission of Guttman Community College, the Science & Math track of the Liberal Arts and Sciences program aims to:

• Create an environment that supports student success through instructor and advisor accessibility, small class sizes, well-supported lab facilities, creative and innovative pedagogy, and student academic support;

• Provide multi-modal education in a technologically modern, sustainable, student-centered environment;

• Create an atmosphere that cultivates student literacy and life-long interest in science through curricular and co-curricular activities, projects, and opportunities for student research;

• Provide a clear path to obtaining an Associate degree for students of widely diverse age, gender identity, background, ethnicity, culture, and socioeconomic status;

• Cultivate students’ understanding and appreciation for evidence- and logic-based reasoning both as a tool for academic success and scientific inquiry and as a critical tool for responsible civic life;

• Teach leadership by example through active faculty participation in shared governance, community engagement, professional accountability, and sustainable operations; and

• Support each faculty member’s maintenance of disciplinary expertise by engaging in professional development, collaborative opportunities, and by supporting the growth of our peers.

Program Learning Outcomes

Upon successful completion of the LAS-Science & Math track, students will be able to:

• Employ common laboratory procedures to study scientific phenomena.

• Analyze data collected to make conclusions about scientific phenomena.

• Employ college-level literacy practices in scientific disciplines, including using correct citation format.

• Retrieve relevant literature using appropriate scientific databases to analyze and understand scientific information.

• Engage in current scientific issues, demonstrate their knowledge and communicate with a range of audience.

• Develop skills to identify and analyze problems and apply scientific knowledge to solve them.

   

Program Requirements

Refer to course descriptions for pre-requisite, co-requisite, and/or pre-/co-requisite information. For more information on potential paths to degree completion, please review the LAS-Science & Math Degree Map.

College Requirements

• Two Writing Intensive courses

§  A minimum 2.0 cumulative GPA

CUNY PATHWAYS COMMON CORE (32 cr.)

CUNY Required Core (13 cr.)

English (6 cr.)

• ENGL 103+: Composition I (3 cr.) OR ENGL 103+: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• ENGL 203^: Composition II (3 cr.)

 
Mathematical and Quantitative Reasoning (3 cr.)

Select one of the following courses:

• MATH 103: Statistics (3 cr.)

• MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.)

• MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

 
Life and Physical Sciences (4 cr.)

• BIOL 211: General Biology I (4 cr.)

CUNY Flexible Core (19 cr.)

U.S. Experience in Its Diversity (3 cr.)

• AMST 103: Introduction to Social Justice (3 cr.)

 
World Cultures and Global Issues (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

 
Creative Expression (3 cr.)

Select one of the following courses:

• ART 200: The Arts in New York City (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

 
Individual and Society (3 cr.)

• SOSC 111: Ethnographies of Work I (3 cr.)

 
Scientific World (4 cr.)

• CHEM 211: General Chemistry I (4 cr.)

 
One additional course from the above areas (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

PROGRAM CORE (28 cr.) 

Science Track Requirements (21-22 cr.)

• BIOL 221: General Biology II (4 cr.) 

• CHEM 221: General Chemistry II (4 cr.)

• BIOL 251: Genetics (4 cr.) OR CHEM 241: Quantitative Analysis (4 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.) OR MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

• MATH 201: Pre-Calculus (3 cr.)

• BIOL 231^: Microbiology (4 cr.) OR LASC 254: Capstone Seminar in the Liberal Arts & Sciences (3 cr.)

Science Track Electives (7 cr.)

• BIOL 122: Introduction to Earth & Environmental Science (3 cr.)

• BIOL 251: Genetics (4 cr.)

• BIOL 231: Microbiology (4 cr.) 

• CHEM 110: Introduction to Chemistry (3 cr.)

• CHEM 120: Introduction to Biological Chemistry (3 cr.)

• CHEM 241: Analytical Chemistry (4 cr.) 

• INFT 102: Hardware & Software (3 cr.)

• SCI 215: Science & Society (3 cr.)

• LASC 298: Independent Study (1-3 cr.)

• MATH 210: Calculus (4 cr.) 

+ Students determined to be non-proficient in reading and writing by CUNY will be enrolled in ENGL 103 AND in a co-requisite, non-credit bearing support class, ENGL 103A.

^Writing Intensive Course

Liberal Arts and Sciences – Social Sciences and Humanities Track (LAS-SSHU)

Philosophy

The Social Sciences and Humanities track of the Liberal Arts and Sciences program is committed to creating independent critical thinkers and writers. In attaining the broad base of skills from social science and humanistic disciplines, graduates from the Guttman program in Liberal Arts and Sciences will be able to meet the challenges of today’s society through the application of evidence-based approaches to complex social and cultural issues.

To promote career readiness within the curriculum, the Program implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:

• Critical Thinking/Problem Solving

• Oral/Written Communication

• Teamwork/Collaboration

• Digital Technology

• Leadership

• Professionalism/Work Ethic

• Career Management

• Global/Intercultural Fluency

Program Learning Outcomes

Upon successful completion of the LAS-SSHU track, students will be able to:

• Distinguish the modes of inquiry used within liberal arts and social sciences disciplines (e.g., Anthropology, Economics, Psychology, Sociology, Literature, History, Philosophy, Art, and Music);

• Explain how differences of race, class, gender and sexuality have contributed to the development of contemporary problems of social and economic inequality;

• Combine methodologies from multiple disciplines to investigate large-scale questions about human behavior and society;

• Apply ethical understandings to contemporary social issues; and

• Construct effective research questions and apply principles of analysis and synthesis in conducting research.

Program Requirements

Refer to course descriptions for pre-requisite, co-requisite, and/or pre-/co-requisite information.

For more information on potential paths to degree completion, review the LAS-Social Science & Humanities Degree Map.

College Requirements

• Two Writing Intensive courses

§  A minimum 2.0 cumulative GPA

CUNY PATHWAYS COMMON CORE (30-31 cr.)

 
CUNY Required Core (12-13 cr.)

English (6 cr.)

• ENGL 103+: Composition I (3 cr.) OR ENGL 103+: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• ENGL 203^: Composition II (3 cr.)

 
Mathematical and Quantitative Reasoning (3 cr.)

Select one of the following courses:

• MATH 103: Statistics (3 cr.)

• MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.)

• MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

 
Life and Physical Sciences (3-4 cr.)

Select one of the following courses:

§  BIOL 122: Introduction to Life & Environmental Science (3 cr.)

§  BIOL 212: Human Biology (4 cr.)

CUNY Flexible Core (18 cr.)

U.S. Experience in Its Diversity (3 cr.)

• AMST 103: Introduction to Social Justice (3 cr.)

 
World Cultures and Global Issues (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

 
Creative Expression (3 cr.)

Select one of the following courses:

• ART 200: The Arts in New York City (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

 
Individual and Society (3 cr.)

• SOSC 111: Ethnographies of Work I (3 cr.)

 
Scientific World (3 cr.)

• CHEM 110: Introduction to Chemistry (3 cr.)

• SOCI 231: Introduction to Urban Community Health (3 cr.)

 
One additional course from the above areas (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

PROGRAM CORE (30 cr.)

Social Sciences and Humanities Track Requirements (24 cr.)

Social Sciences Requirements (9 cr.)

• ANTH 101: Introduction to Cultural Anthropology (3 cr.) OR SOCI 102: Introduction to Sociology (3 cr.)

• GOVT 202: American Government & Politics (3 cr.) OR ECON 223: Economics of Social Issues (3 cr.) 

• PSYC 101: Introduction to Psychology (3 cr.)

Humanities Requirements (12 cr.)

• COMM 102: Introduction to Media Studies (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.) OR ENGL 214: Twentieth Century American Literature: Introduction to Women Writers (3 cr.) OR ENGL 215: Topics in Literature (3 cr.)

• HIST 201: Who Built New York? New York City History (3 cr.) OR HIST 221: History of Urban Life (3 cr.)

• PHIL 103: Introduction to Philosophy (3 cr.)

General Requirements (3 cr.)

§  LASC 254^: Capstone Seminar in the Liberal Arts & Sciences (3 cr.)

Social Sciences and Humanities Track Electives (6 cr.)

Social Sciences Electives

• PSYC 210: Social Psychology (3 cr.)

• PSYC: 220: Child Psychology (3 cr.)

• GOVT 201: Urban Politics (3 cr.)

• GOVT 202: American Government & Politics (3 cr.)

• ECON 223: Economics of Social Issues (3 cr.)

• ANTH 201: Urban Anthropology: Poverty & Affluence (3 cr.)

• ANTH 227: Sexuality & Gender in Urban Life (3 cr.)

Humanities Electives

• COMM 101: Speech Communication (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

• ENGL 214: Twentieth Century American Literature: Introduction to Women Writers (3 cr.)

• ENGL 215: Topics in Literature (3 cr.)

• HIST 201: Who Built New York? New York City History (3 cr.)

• HIST 221: History of Urban Life (3 cr.)

• PHIL 201: Environmental Ethics (3 cr.)

General Electives

• LASC 243: Internship Seminar (3 cr.)

• LASC 298: Independent Study (1, 2, or 3 cr.)

+ Students determined to be non-proficient in reading and writing by CUNY will be enrolled in ENGL 103 AND in a co-requisite, non-credit bearing support class, ENGL 103A.

^Writing Intensive Course

A.A. URBAN STUDIES

TOTAL CREDITS: 60

Program Code 34975; HEGIS Code 5622.00

Philosophy

The Urban Studies Program empowers students to explore and understand the government, economics, services, and lived experiences of urban communities. Working individually and in teams, students engage with interdisciplinary concepts and practices of urban planning, social research, social justice, and the built environment. Students gain and create knowledge about how cities work so they can improve them.

To promote career readiness within the curriculum, the Program implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:

• Critical Thinking/Problem Solving

• Oral/Written Communication

• Teamwork/Collaboration

• Digital Technology

• Leadership

• Professionalism/Work Ethic

• Career Management

• Global/Intercultural Fluency

Program Learning Outcomes

Upon successful completion of the Urban Studies program, students will be able to:

§  Connect everyday urban experiences to theoretical perspectives/frameworks/lenses and research about cities

§  Conduct quantitative, qualitative, and secondary source research to investigate urban problems using various sources (e.g. planning documents, maps, census data, journals, magazines, newspapers, textbooks, photography, interviews, surveys)

§  Explain significant occurrences in urban history and their relevance to modern cities

§  Analyze how political structures, policy development, and governance processes operate in cities

§  Evaluate how multiple stakeholders (individuals/communities/institutions/government agencies) are affected by a particular issue and understand their perspectives

§  Analyze and engage the interdependence of critical urban social, economic, and environmental issues with an emphasis on social justice

Program Requirements

The associate degree (A.A.) in Urban Studies requires the completion of 60 credits. Refer to course descriptions for information on pre-requisites and/or co-requisites. For more information on potential paths to degree completion, review the Urban Studies Degree Map.

College Requirements

• Two (2) Writing Intensive courses

• A minimum 2.0 cumulative GPA 

CUNY PATHWAYS COMMON CORE (30 cr.)

CUNY Required Core (12 cr.)

English (6 cr.)

• ENGL 103+: Composition I (3 cr.) OR ENGL 103+: Composition I (3 cr.) AND ENGL 103A: Composition IA (0 cr.)

• ENGL 203^: Composition II (3 cr.)

 
Mathematical and Quantitative Reasoning (3 cr.)

Select one of the following courses:

• MATH 103: Statistics (3 cr.)

• MATH 103A: Statistics A (1.5 cr.) AND MATH 103B: Statistics B (1.5 cr.)

• MATH 120: College Algebra & Trigonometry (3 cr.)

• MATH 120.5: College Algebra & Trigonometry with Lab (3 cr.)

 
Life and Physical Sciences (3 cr.)

§  BIOL 122: Introduction to Life & Environmental Science (3 cr.)

CUNY Flexible Core (18 cr.)

U.S. Experience in Its Diversity (3 cr.)

• AMST 103: Introduction to Social Justice (3 cr.)

 
World Cultures and Global Issues (3 cr.)

• AMST 203: Civic Engagement in a Global Society (3 cr.)

 
Creative Expression (3 cr.)

Select one of the following courses:

• ART 200: The Arts in New York City (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

 
Individual and Society (3 cr.)

• SOSC 111: Ethnographies of Work I (3 cr.)

 
Scientific World (3 cr.)

• CHEM 110: Introduction to Chemistry (3 cr.)

• SOCI 231: Introduction to Urban Community Health (3 cr.)

 
One additional course from the above areas (3 cr.)

• SOSC 213: Ethnographies of Work II (3 cr.)

PROGRAM CORE (30 cr.)

Urban Studies Course Requirements (27 cr.)

• GOVT 201: Urban Politics: New York City Government (3 cr.) OR GOVT 202: American Government & Politics (3 cr.)

• GOVT 203: Introduction Urban Planning & Policy (3 cr.)

• HIST 221: History of Urban Life (3 cr.)

• SOCI 102: Introduction to Sociology (3 cr.)

• SOCI 201*: Crime & Justice in Urban Society (3 cr.) OR ANTH 227*: Sexuality & Gender in Urban Life (3 cr.)

• UBST 102: Introduction to Urban Studies (3 cr.)

• UBST 203: Race, Ethnicity & Community Development (3 cr.)

• UBST 225: Global Urbanisms (3 cr.)

• UBST 253^: Urban Research Seminar (3 cr.)

Electives (3 cr.)

• ECON 223: Economics of Social Issues (3 cr.)

• ENGL 211: Cities in Film & Literature (3 cr.)

• PHIL: 201: Environmental Ethics (3 cr.)

• LASC 295: Issues in Global Learning (3 cr.)

• MATH 120/120.5: College Algebra & Trigonometry (3 cr.)

• MATH 201: Precalculus (3 cr.)

• SOCI 201**: Crime & Justice in Urban Society (3 cr.) OR ANTH 227**: Sexuality & Gender in Urban Life (3 cr.)

• SOCI 231*: Introduction to Urban Community Health (3 cr.)

• UBST 204: Special Topics in Urban Studies (3 cr.)

• UBST 298: Independent Study (1, 2, or 3 cr.)

• ANTH 201: Urban Anthropology: Poverty & Affluence (3 cr.)

• HIST 201: Who Built New York? New York City History (3cr.)

*If a student takes CHEM 110 to fulfill their CUNY Common Core Scientific World requirement, they may take SOCI 231 as an elective.

+ Students determined to be non-proficient in reading and writing by CUNY will be enrolled in ENGL 103 AND in a co-requisite, non-credit bearing support class, ENGL 103A.

^Writing Intensive Course
** If a student elects to take SOCI 201 to fulfill the Urban Studies Course Requirement, they may take ANTH 227 as an elective. If they elect to take ANTH 227 to fulfill the Urban Studies Course Requirement, the student may take SOCI 201 as an elective.

ARTICULATION AGREEMENTS

Stella and Charles Guttman Community College has a General Education articulation with Lehman College as well as program of study specific articulation agreements, as follows. Speak to your SSA or Career Strategist for details.

Business Administration Program

Human Services Program

Information Technology Program

Liberal Arts & Sciences Program: Social Science & Humanities Track

Liberal Arts & Sciences Program: Science Track

Urban Studies Program

ACADEMIC POLICIES

Academic Integrity

Academic dishonesty is prohibited in The City University of New York. Penalties for academic dishonesty include academic sanctions, such as failing or otherwise reduced grades, and/or disciplinary sanctions, including suspension or expulsion. More Information can be found on the CUNY Manual of General Policy website.

Cheating

Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise.

Examples include:

a.       Copying from another student during an examination or allowing another to copy your work.

b.      Unauthorized collaboration on a take-home assignment or examination.

c.       Using notes during a closed book examination.

d.      Taking an examination for another student, or asking or allowing another student to take an examination for you.

e.       Changing a graded exam and returning it for more credit.

f.        Submitting substantial portions of the same paper to more than one course without consulting with each instructor.

g.      Preparing answers or writing notes in a blue book (exam booklet) before an examination.

h.      Allowing others to research and write assigned papers or do assigned projects, including using commercial term paper services.

i.        Giving assistance to acts of academic misconduct/dishonesty.

j.        Fabricating data (in whole or in part).

k.      Falsifying data (in whole or in part).

l.        Submitting someone else’s work as your own.

m.    Unauthorized use during an examination of any electronic devices such as cell phones, computers or other technologies to retrieve or send information. 

Plagiarism

Plagiarism is the act of presenting another person’s ideas, research or writings as your own.

Examples include:

a.       Copying another person’s actual words or images without the use of quotation marks and footnotes attributing the words to their source.

b.      Presenting another person’s ideas or theories in your own words without acknowledging the source.

a.       Failing to acknowledge collaborators on homework and laboratory assignments.

c.       Internet plagiarism, including submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the internet without citing the source, or “cutting & pasting” from various sources without proper attribution.

Obtaining Unfair Advantage

Obtaining unfair advantage is any action taken by a student that gives that student an unfair advantage in his/her academic work over another student, or an action taken by a student through which a student attempts to gain an unfair advantage in his or her academic work over another student.

Examples include:

a.       Stealing, reproducing, circulating or otherwise gaining advance access to examination materials.

b.      Depriving other students of access to library materials by stealing, destroying, defacing, or concealing them.

b.      Retaining, using or circulating examination materials which clearly indicate that they should be returned at the end of the exam.

a.       Intentionally obstructing or interfering with another student’s work.

Falsification of Records and Official Documents

Examples include:

a.       Forging signatures of authorization.

b.      Falsifying information on an official academic record.

b.      Falsifying information on an official document such as a grade report, letter of permission, drop/add form, ID card or other college document.

Academic Probation

The minimum cumulative GPA Standard for the purposes of determining Academic Probation and Dismissal is based upon the cumulative number of a student’s attempted credits, as follows:

Academic Probation and Dismissal will be determined at the end of each full semester. The full fall semester is defined as Fall I and Fall II. The full spring semester is defined as Spring I and Spring II. 

A student is entitled to a maximum of three consecutive semesters on Academic Probation, as outlined below, called (1) initial probation, (2) first continuing probation, and (3) second continuing probation.

While on academic probation, students may not register for more than twelve (12) academic credits per full semester.

All students on academic probation must meet with their advisor before registering for the next semester.

(1) Initial Probation Semester

If a student fails to earn the minimum cumulative GPA Standard by the end of a full semester, that student will be placed on Academic Probation.

During the initial probation semester, a student must earn the minimum cumulative GPA Standard by the end of the second session.

If, by the end of the second session of the initial probation semester, neither a student’s cumulative GPA nor semester GPA meets the minimum standard, the student will be dismissed from the College.

(2) First Continuing Probation Semester

If, by the end of the second session of their initial probation semester, a student’s cumulative GPA does not meet the minimum standard, but their semester GPA equals or exceeds the cumulative standard, they will automatically be placed on the first semester of continuing probation.

If, by the end of the second session of the first continuing probation semester, neither a student’s cumulative GPA nor semester GPA meets the minimum standard, the student will be dismissed from the College.

(3) Second Continuing Probation Semester

If, by the end of the second session of their first continuing probation semester, a student’s cumulative GPA does not meet the minimum standard, but their semester GPA equals or exceeds the cumulative standard, they will automatically be placed on the second semester of continuing probation.

If, by the end of the second session of their second continuing probation semester, a student’s cumulative GPA does not meet the minimum standard, whether or not their semester GPA equals or exceeds the minimum standard the student will be dismissed from the College.

Terms of Academic Probation

In addition to the GPA requirements outlined above, students on Academic Probation must adhere to the following terms:

1. Register for no more than 12 credits per full semester.

2. Engage in weekly academic support at the college.

3. Meet with an advisor before registering for the next semester.

Any student found to be in violation of these terms may be dismissed.

To exit from academic probation a student must earn the minimum cumulative GPA standard based on cumulative credits attempted.

Dismissal and Readmission

Academically dismissed students may not attend any Guttman classes for a minimum of one semester. A student who has been away from Guttman for one semester or more must follow all posted Guttman readmission deadlines and procedures if they wish to reenroll. Denials of readmission following academic dismissal may be appealed to the Provost.  Students who are readmitted to the college following academic dismissal will be immediately placed on first continuing probation.

Bridge Program Attendance

For the 2021-2022 academic year, the Guttman Bridge Program will be delivered online. The following outlines attendance expectations for this delivery format.

Participation in and fulfillment of all  Bridge modules and assignments through Blackboard are required in order to matriculate and move into the Fall semester at Guttman.

We encourage students to stay on track in the Bridge Program by completing the scheduled modules daily, a task we anticipate taking approximately 3-4 hours each day. All Bridge modules and assignments must be completed and submitted prior to the Bridge deadline.

If a student is unable to fulfill all of the requirements, they will not be permitted to enroll in the Fall semester to which they have been admitted. In such a case, a student may defer admission. If a student defers admission, they will be required to complete the Bridge Program that precedes the start of the next Fall semester.

In the event of an emergency or extenuating circumstances, students must provide the Bridge Care Team* with documentation for review and approval. All documentation must be sent to BridgeProgram@guttman.cuny.edu​.

Standard practice for the Bridge Program includes in-person instruction and participation. Following the 2021-2022 academic year, it is expected that we will return to the following attendance expectations aligned with in-person delivery. The following paragraphs describe the attendance expectations for in-person Bridge experiences.

Successful completion of the Guttman Bridge Program is required in order to continue in regular semester classes at Stella and Charles Guttman Community College. For this reason, faculty and members of the Bridge Care Team* monitor your attendance.

Regular and punctual attendance at and participation in all Bridge Program assignments and activities at Guttman Community College are required in order to matriculate and move into fall classes.  Absence or tardiness, which is defined as showing up after the scheduled start time of a class or activity, is a violation of this attendance policy. Severe tardiness to any activity is considered an absence. If you have missed a full day of Bridge, or after your second reported attendance policy violation, the Bridge Care Team will contact you to discuss the circumstances of your absence and how you will make up the activities that you missed.

In the event of an emergency or other serious, extenuating circumstance, you must provide the Bridge Care Team with documentation that they will review for approval. If you miss more than one day without approved documentation you will not be permitted to attend Guttman Community College in the fall. Please send all documentation to BridgeProgram@guttman.cuny.edu at least one day in advance, if possible.

If, as a result of your failure to adhere to the attendance policy, you are not permitted to attend in the fall semester to which you have been admitted, you may defer admission until the following fall. If you defer admission, you will be required to attend and participate fully in Summer Bridge the following summer.

*The Bridge Care Team is composed of the Bridge Coordinators and representatives of the Dean of Student Engagement and the Office of Academic Affairs.

Grading

Grading Glossary and Guidelines

Our faculty members will assign grades based on the glossary below. Each grade corresponds to a certain number of “quality points” that will be used to calculate the grade-point average, or GPA. In the case where a dash is in place of quality points, the grade will not be included in the GPA.

GRADE GLOSSARY

The following grade glossary is based on the definitions contained herein. Quality points are to be used to calculate the grade point average.

(GPA) or index. A dash “--” indicates that the grade does not carry a numerical value and is not to be included in the GPA. Plus (“+”) and minus (“-”) grades shall be interpreted as equivalent to “+0.3” and “-0.3”, except as noted.

GRADING GLOSSARY

Discontinued Grades

The following grade is no longer in use and have been removed from the legend of grade symbols.

Changes of Grade and Academic Appeals

There are two types of resolutions possible if a student wishes to contest the official final grade they were assigned for a course. The student may request a Change of Grade directly from an instructor. If the instructor does not agree that a change of grade is warranted, the student may appeal to the Committee on Academic Appeals (CAA) within thirty (30) days of receipt of the disputed grade. The CAA also reviews and decides other types of appeals, including readmission to the College.

Change of Grade 

A student should contact the instructor who assigned the official final grade they wish to dispute at the first opportunity after the grade is posted on CUNYFirst. The student may request a change of grade when they believe it was assigned as the result of:

• a recording error;

• a miscalculation of the grade based on the criteria provided in the course syllabus;

• failure to include all work submitted in the calculation of the grade; or

• an incorrect determination of the grade value of a particular assignment.

If the instructor agrees that the grade was assigned in error, they will submit a change of grade request to the Office of Academic Affairs (OAA). OAA will review the request for conformity to College policy. Upon approval by OAA, the change of grade will be forwarded to the Registrar for recording. The corrected grade will then appear in the student’s transcript.

Academic Appeal

Prior to filing an Academic Appeal for a change of grade, the student must first attempt to resolve the grade dispute through the Change of Grade process described above. If no resolution is reached, the student should speak with their Career Strategist or SSA, who will help to navigate the Academic Appeal process. All formal appeals must be in writing.

Academic Appeals are decided by the Committee on Academic Appeals (CAA), a body of Guttman faculty, staff, and leadership that meets monthly year-round, with additional meetings held if needed. The Committee reviews each case thoroughly, considering all of the information and supporting documentation provided. If more information or clarification is needed, the CAA will contact the student. All decisions made by the CAA regarding an Academic Appeal are final and must be communicated in writing.

The CAA is charged with reviewing appeals of the following types: 

• Academic probation, dismissal, and readmission to the College based on failure to make satisfactory academic progress, but exclusive of related matters involving academic integrity or alleged student misconduct;

• Course substitutions and course waivers;

• Withdrawal from courses, including retroactive withdrawals;

• The honors list and graduation honors;

• Courses on permit at other colleges;

• Extensions to a deadline to complete an INC grade; and

• Grade appeals.

To submit an Academic Appeal for a grade, the student should:

1. Make sure that their Academic Appeal form [insert link to PDF and remove this text/highlighting] is completed fully and accurately;

2. Include a statement that is written clearly and is grammatically correct. The statement should:

3. Outline the rationale for the request and include all pertinent information that could help the committee to understand the student’s viewpoint,

4. Avoid making disparaging remarks about the instructor or the course, and

5. Describe any extenuating circumstances/obstacles or hardships that may have negatively impacted the student’s performance in the course;

6. Attach supporting documentation to strengthen their case. Failure to provide adequate documentation may result in the delay or denial of an appeal. Providing the following materials is strongly recommended:

7. Course syllabus,

8. Any assignments that were turned in (with grades),

9. Any assignments that are in dispute, or that are the focus of the appeal,

10. Any records of grades (Blackboard, quizzes, tests, etc.),

11. Any correspondence between the student and the instructor, especially those regarding grades or assignments,

12. Any supporting evidence for why work was not completed or turned in late, and

13. Any supporting evidence for absences and/or missed tests/quizzes.

     
    For further information on the formal grade appeal process, please see Article I of Guttman Community College’s Student Grievance Procedures.

Grade of Incomplete (INC) 

Eligibility

An Incomplete (INC) grade is assigned when course requirements have not been completed due to circumstances beyond the student's control. To be eligible for an “INC”, the student must have completed at least 75% of the course requirements and, based on that work, be passing the course. There must also be the reasonable expectation that the student can complete the course requirements in the time allotted. An INC grade may also be assigned if a student is absent from the final exam for the course, again, for reasons beyond the student's control.

Completion

A student must submit all completed work no later than the end of the semester following the one in which the “INC” is assigned. Semester refers to the combination of Fall I and Fall II sessions or Spring I and Spring II sessions. When the course work is completed and the final grade received, the INC grade will be replaced with the grade earned. If coursework is not completed by the deadline, the grade of “INC” will automatically be converted to a “FIN” grade. The grade of “FIN” counts in the GPA as an “F.”   

Grade Point Average (GPA) Calculation

A student’s Grade Point Average (GPA) is calculated by dividing the total point value of grades earned by the total number of credits attempted. In the example below, 19.95 / 7.5 = 2.66. As shown in the Grading Glossary, 2.66 is within the range of a B- average.

Based on these grades, this hypothetical student has a GPA of B-. This is the result of dividing 19.95 total grade points earned by the total of 7.5 credits carried by the courses taken. The result, known as the quotient, is 2.66.

Dean’s List Criteria

Students may earn Dean's List designations at the end of each spring semester and fall semester as defined by the CUNY uniform academic calendar. Students must have earned a minimum of 9 credits and have a term GPA of 3.50 or above for the semester. Students with grades of “D,” “F,” “FIN,” “INC,” “WU,” or “NC” are not eligible for the Dean’s List. Students who earn Dean’s List designations will have the indicator recorded on their transcript. Independent Study Course

Guttman offers students the opportunity to pursue Independent Study courses. These courses feature individual design and initiative on the part of the student. 

Guidelines for Independent Study:

•         These courses may be taken by individual students or by a small group of students not to exceed six students.

•         The students must have completed the First-Year Experience Core courses and have a minimum GPA of 2.5.

•         These courses will be developed by the student(s) and the faculty member working together. They can be designed for anywhere from 1 to 3 credit hours and should use the guideline that each credit hour earned (in a twelve week session) requires approximately 3 hours per week of work on the part of the student (including meeting with the faculty member and working independently).

The Independent Study Form must be completed, approved, and filed with the Office of the Registrar prior to the end of the academic session previous to which the work will be completed.

Maximum Credit Load for Fall II and Spring II Sessions

Students may not register for more than two courses (not to exceed 9 credits or 9 equated credits) during a 6-week session (i.e., Fall II and Spring II). Exceptions may be granted through special permission. Students will not be eligible for an exemption in the first 6-week session of their first year.

In order to register for a third course during the 6-week session, students must obtain written and signed permission from the Dean of Academic Affairs. To be considered for a third course, students must have passed all developmental skills exams and have a GPA of 3.0.

Permit Students

Guttman Community College ePermit Policy

Guttman Community College students may take advantage of other CUNY courses on ePermit. To be eligible to take a course on permit at another CUNY college: 

- Students must have a 2.0 (or higher) cumulative grade point average.

- Students must currently be enrolled and in attendance at Guttman Community College.

- Students must have no negative service indicators (stops) on their record.

- The course must transfer back towards your Guttman degree.

- Students cannot elect to take course(s) for “Pass/Fail” or “Credit/No Credit” at the host college. A letter grade must be awarded (A, A-, B+, etc.).

- Students may take a maximum of two courses on permit per session.

- Approval of permit requests remains in the hands of the Division of Academic Affairs. If a request is denied, the student is notified electronically of the reason for the denial by email.

- All credits and grades for courses taken at the host institution on permit will be transferred to the student’s record and included in their cumulative grade point average here at Guttman.  NOTE: The maximum number of transfer credits is 30.

- Non-Degree students are not eligible to take a course on permit.

- Permits can only be approved for CUNY colleges, not for private or SUNY colleges.

 Students from other CUNY campuses who would like to enroll in a Guttman course on permit will require administrative approval from the Division of Academic Affairs. Students will be accepted during the last two weeks of the registration cycle.

Graduation

Graduation Requirements

Guttman Community College will confer degrees to students who satisfy the following requirements:

• Completion of the minimum number of credits for the degree as registered with the New York State Education

Department (NYSED).

• Completion of all College general education common core courses and completion of all courses in the

program of study as registered with NYSED except where substitutions or waivers have been granted.

• A minimum cumulative GPA of 2.00.

• The successful completion of at least 30 degree credits at Guttman Community College

• Satisfaction of all financial obligations to the College.

Graduation Honors

Students who earn a GPA of 3.50 or greater for credits received from Stella and Charles Guttman Community College will be awarded the designation “Graduating with Honors” upon graduation.

Readmission

Process

Students who have previously attended Guttman Community College, but have not been in attendance for one or more terms, and did not graduate from Guttman are eligible for readmission. Students must:

1. Clear all balances/negative holds/negative service indicators on their records.

2. Complete the Readmission Interest Form. After completion, a representative from the advisement team will review the student’s records and will be in contact with them regarding the next steps and the Readmission Application. Students who left the College on academic probation or following academic dismissal must submit an appeal letter along with their Readmission Application. This will be reviewed by the Committee on Academic Appeals. Students in good academic standing (cumulative GPA is 2.00 or higher) will ONLY have to submit the Readmission Application.

3. Pay the non-refundable $20 Readmission application processing fee.

4. Attend the mandatory Readmission Completion Day program.

Deadlines

Students should start the readmission process as early as possible. Those who submit an early interest form will be considered for readmission sooner. If the application is approved, students will then have earlier access to registration and the courses they need to continue with their degree. Deadlines are posted on the Guttman web site in the Registrar section.

Remediation

Exit from Remediation

Reading and Writing Proficiency

Initial proficiency for students entering Stella and Charles Guttman Community College will be determined by CUNY. Those students that CUNY deems as proficient will be considered so at Guttman Community College as well as at all other CUNY colleges. Students determined to be non-proficient will be enrolled in Composition I (ENGL 103) AND in a co-requisite, non-credit bearing support class (ENGL 103A). Students must earn a passing grade in ENGL 103 in order to be deemed Proficient.

Mathematical Proficiency and Placement

Mathematical Proficiency:

In order to graduate, Guttman students must successfully complete Statistics, either MATH 103 or MATH 103A + MATH 103B. All incoming first-year students who have demonstrated mathematical proficiency prior to the beginning of the Fall semester will be placed into Math 103. All other incoming first-year students will be placed into Math 103A.

Students may meet the proficiency requirement for mathematics by documenting any one of the following:

a.       SAT Math score of 500 or higher

b.      SAT Math Section (exam date March 2016 and thereafter), score of 530 or higher

c.       ACT Math score of 21 or higher

d.      NY State Regents:

o Common Core Regents: Score of 70 or higher in Algebra I or a score of 70 or higher in Geometry or a score of 65 or higher in Algebra 2.

o Score of 80 or higher in Integrated Algebra or Geometry or Algebra 2/Trigonometry AND successful completion of the Algebra 2/Trigonometry or higher-level course.

o Score of 75 or higher in one of the following:

·         Math A or Math B

·         Sequential II or Sequential III

Additionally, if a student does not meet the above requirements then CUNY calculates a math proficiency index. Any student with a math proficiency index score of 60 or higher will be placed into MATH 103. For more information on the math proficiency index, please see CUNY’s website: https://www.cuny.edu/academics/testing/testing-faqs/

Placement into College Algebra and Trigonometry:

Students in the Business, IT, and LASC-STEM programs will need to take additional mathematics course(s) for their Program of Study. In particular, these students will need to take a College Algebra and Trigonometry course, either MATH 120 or MATH 120.5.

A student places into MATH 120 if they meet any of the following qualifications:

(1)   The student meets any of the math proficiency requirements described above, i.e. any of the following:

a.       SAT Math score of 500 or higher

b.      SAT Math Section (exam date March 2016 and thereafter), score of 530 or higher

c.       ACT Math score of 21 or higher

d.      NY State Regents:

o Common Core Regents: Score of 70 or higher in Algebra I or a score of 70 or higher in Geometry or a score of 65 or higher in Algebra 2.

o Score of 80 or higher in Integrated Algebra or Geometry or Algebra 2/Trigonometry AND successful completion of the Algebra 2/Trigonometry or higher-level course.

o Score of 75 or higher in one of the following:

·         Math A or Math B

·         Sequential II or Sequential III

(2)   OR the student has a math proficiency index score of 60 or higher

(3)   OR the student received an A- or higher in MATH 103B

(4)   OR the student received a 50% or higher in MATH 120.5 on the common final exam.

While MATH 120 is offered in both the 12-week and the 6-week semesters, MATH 120.5 is only offered in the 12-week semesters. The fourth and final bullet point above regarding placement provides a way for students who fail MATH 120.5 to take MATH 120 in the 6-week semester rather than waiting until the subsequent 12-week semester to retake MATH 120.5. That is, if a student receives a 50% or higher in MATH 120.5 on the common final exam but fails MATH 120.5, they may take MATH 120 in a subsequent semester instead of retaking MATH 120.5. The two courses are equivalent for grade replacement purposes.

If a student does not place into MATH 120, they may instead take MATH 120.5.

Repeated Courses and Grades

In order to benefit from the F Repeat Policy, students who receive an “F,” “W,” “R,” “NC,” “WN,” “WU,” or "FIN" grade may choose to repeat the course. If students choose to repeat the course, they must do so at Guttman. If a student repeats a course in which an “F” or an administrative failing grade (“WU,” "FIN") was earned and earns a “C” or better during the retake semester, the initial grade of “F,” "WU," or "FIN" will remain on the transcript but will no longer be included in the GPA. Students may only delete sixteen failing credits from the GPA during their undergraduate enrollment at CUNY.

A student who earns a grade of "C-," "D+," or "D" may only repeat the course before completing a more advanced course in the discipline. Students who move on to complete an advanced course in the discipline will be unable to go back and repeat the course for which they earned a grade of "C-" or lower. If a student repeats a course, the original grade and the subsequent grade will be averaged. Students who received a grade of "C" or higher are not eligible to repeat that course.

For designated courses in the First Year Experience at Guttman Community College, students will receive a grade of "NC" in lieu of a grade of "F" or "FIN". A student must repeat the course if a grade of "NC" is received. If a student fails the course in any subsequent attempt, then the student will receive a grade of "F" instead of "NC". The "NC" indicates unsatisfactory completion of the course. The "NC" has no impact on the GPA but may negatively impact Federal and State Satisfactory Academic Progress calculations and may result in the loss of Federal or State financial aid.

If a student fails the same first-year course twice (i.e., one "NC" and one "F"), there will be an intervention by the Division of Student Engagement. The student may be allowed to repeat the course a third time under specified conditions. The “NC” is also used for administrative actions such as disciplinary dismissals.

Transfer Credit Evaluation

For each entering class at the College, the Division of Academic Affairs in coordination with Program and Area Coordinators will review all previous learning experiences that occurred prior to enrollment at Guttman. This includes previous coursework, exams completed, and other learning experiences within or outside of a college/university. 

For former Guttman students applying for readmission to Guttman, the Registrar will review only coursework that was completed at a CUNY institution during the semesters between previous Guttman enrollment and Guttman readmission.

To qualify for credit, the following grade/score conditions must apply:

Prior Coursework Completed

1. Coursework at CUNY, including College Now, must show a grade of D or better. 

2. College coursework completed during high school at a non-CUNY institution must show a grade of C or better.

Prior Exams Completed

1. An AP score of 3 or above

2. An AICE (Advanced International Certificate of Education) score of E or better (US equivalent to C or better)

3. A CLEP (College Level Examination Program) score of 50 or above

4. A DLPT (Defense Language Proficiency Test) score of 3 or above

5. A DSST (DANTES) score of 400 on Criterion Referenced test, or 45 on Norm Referenced test

6. An IB (International Baccalaureate) - Higher Level (HL) only score of 5 or better

7. An UEXCEL (Excelsior College Exams) grade of C or better 

If credit is awarded, it will appear on the Guttman transcript in conformance with CUNY policies for posting outside credit.  Courses accepted for transfer credit are not factored into any student’s grade-point average (GPA).

Appeals of the Transfer Credit Evaluation may be made to the Committee on Academic Appeals whose decision will be final.

Writing Intensive Courses 

Two Writing Intensive (WI) courses are required to graduate: ENGL 203 (for all students) and one other WI course in the student’s program of study.

The following courses are Writing Intensive:

• ENGL 203: Composition II

A “Pathways” approved course for all students in the general education curriculum

• LASC 254: Capstone Seminar in the Liberal Arts & Sciences

For students in the LAS-SSHU program of study

·         BIOL 231: Microbiology

For students in the LAS-Mathematics and Science program of study

• HSVC 213: Health & Human Services Policy

For students in the Human Services program of study

• INFT 233: Systems Analysis & Design

For students in the Information Technology program of study

• UBST 253: Urban Research Seminar

For students in the Urban Studies program of study

• ECON 204: Contemporary Economic Issues

For students in the Business Administration program of study

Features of a WI course:

1. Integration of low-stakes and high-stakes writing, with formal assignments counting for at least 20% of the final grade.

2. Integration of peer review in assignment workflow

3. Revision of graded work (into a longer, reorganized “finished” piece) built into assignment workflow

4. Integration of self-reflective or discipline-based writing.

5. This can include self-reflections as well as book reviews, job cover letters, college statements of purpose, business plans, or other professional assignments which integrate self-reflection into a broader writerly purpose based on the course.

6. Page Guidelines: 100-level courses should have, at minimum, 10 pages (approx. 2500 words) of informal writing and 10 pages of formal work; 200-level courses should have, at minimum, 15 pages (approx. 3750 words) of informal and formal writing each.

7. Reading and/or Research integrated into assignment workflow.

8. Reading and research assignments should be challenging and guided by in-class work, as relevant to the discipline of study.

9. An explicit information literacy component should be included for both 100- and 200-level courses. Examples include simple “research logs,” formal annotated bibliographies, or other discipline-specific reviews of primary and secondary material.

Advising

At Guttman, students work closely with an academic advisor from Summer Bridge straight through graduation. Advisors serve as educational planning, transfer, and career success coaches. In the first year, students are guided by a Student Success Advocate (SSA), who helps them make a smooth transition to college life. During the Summer Bridge program and throughout the first year, students meet with their SSA each week. Each House has its own SSA as part of the instructional teams.

Following the first year, students work with a Career Strategist, who supports them as they progress toward completing their degree and transitioning into a baccalaureate program and/or career. Career Strategists also host major-related activities, workshops, networking events, and offers college transfer support.

Peer Mentoring

The Peer Mentoring Program is an integral component of the academic and co-curricular student experience at Guttman Community College. All Peer Mentors help ease the transition from high school to college, and coach students through their continued educational career while at Guttman. Reporting to the Director and Associate Director of Mentoring & Student Success, Peer Mentors are visible, active, and invested in the development of an inclusive, academically-focused community.

Peer Mentors can be found throughout campus, from the Admissions Office to the Information Commons. Their primary responsibilities include giving tours of the College, responding to student questions, and providing focused academic support. Peer Mentors are active participants in New Student Orientation, the Summer Bridge Program, and first-year learning communities, and they plan and facilitate social and educational programs for the entire campus community. There are three types of Peer Mentors:

• Admissions & Access Peer Mentors

• First-Year Experience (FYE) Peer Mentors

• Meet-Up Peer Mentors

Admissions & Access Peer Mentor

Admissions & Access Peer Mentors guide prospective students and families through Guttman’s unique admissions process. These Peer Mentors coordinate and implement Admissions events including group information sessions, individual meetings, and campus tours. This includes weekly shifts, occasional evenings and select Saturdays. Individuals who enjoy public speaking, event management, with strong customer service skills, and desire a career in counseling, advising, communications or public relations are well suited for the Admissions role. 

First Year Experience (FYE) Peer Mentor

FYE Peer Mentors assist first-year students with study skills, time management, organization, collaboration strategies, general academic competencies, and using online resources. FYE Peer Mentors are available for one-on-one and small group meetings in the Den (Room 105). They also participate in weekly in-class Studio and/or LaBSS sessions that are designed to build academic, professional, and leadership skills. Individuals who enjoy public speaking, facilitation, collaborative group work, and desire a career in education or helping professions are well suited for the FYE role.

Meet-Up Peer Mentor

Meet-Up ASPMs are responsible for attending specific course sessions and modeling effective listening and participation, while also facilitating group work during in-class activities. Additionally, these Peer Mentors lead a weekly group study session (a Meet-Up) to provide academic support for a particular class or subject area. 

Ambassadors

Ambassadors are Peer Mentors who work 3-4 hours a week with their respective area in the Office of Student Engagement.

Transfer Ambassador

Transfer Ambassadors design and facilitate Transfer Bridge workshops for any student transferring to a senior college. They also lead Alumni Transition Touchpoints for Guttman graduates who have transferred to Baruch, Brooklyn, City Tech, Hunter, and Lehman College. These workshops/touch points cover tips on navigating academic and administrative matters at the senior college, time management and organizational skills, and getting involved on campus. Community College alumni who currently attend one of the above listed senior colleges, who are involved in campus life, who possess strong communication skills, and who desire a career in education or helping professions are well suited for the Transfer role.

Wellness Ambassador

Wellness Ambassadors are Peer Mentors who have an interest in promoting mental health and wellbeing at Guttman and serve as a Wellness resource for other peer mentors. Peer Mentors with the Wellness Ambassador designation will receive specialized training around mental health topics, making referrals, navigating sensitive conversations, and identifying and responding to individuals in distress. They will assist the Wellness Office in de-stigmatizing mental illness and counseling as well as support Wellness programs and initiatives. Research shows that students are more likely to first reach out to other students and peers for help. Wellness Ambassadors will serve as a link, connecting students to Wellness staff and promoting mental health and wellbeing at Guttman Community College.

Seven Ways Students Can Engage with Peer Mentors

Students are encouraged to connect with Peer Mentors inside and outside of the classroom before, during, and after their time at Guttman. Here are eight different ways students can access Peer Mentors: 

1. Admissions Events

Prospective students, families, and supporters meet our Admissions & Access Peer Mentors during campus tours, group information sessions, and committed student events. These events are designed to communicate the unique structure and expectations of Guttman Community College while creating a welcoming environment.

2. The Den

Located in the rear of the Information Commons (Room 105), the Den is a multi-purpose space that serves as a social and academic workspace for students. It is also the administrative home base for the entire peer mentor team. Students, faculty, and staff are encouraged to visit the Den on a regular basis to learn more about Peer Mentoring services and to connect with the Peer Mentoring program administrators. The Den is generally open between the hours of 9 am and 7 pm when classes are in session. 

3. In the Classroom

Peer Mentors are integral to many components of the first year experience including Studio and LaBSS (Learning about Being a Successful Student). In the classroom, Peer Mentors support instructor-led exercises, facilitate small group discussions, and lead academic skill-building activities.

4. Meet-Ups

Meet-Ups are collaborative group study sessions facilitated by peer mentors. All Guttman students are encouraged to attend Meet-Ups early in the semester to get ahead and stay ahead! Meet-Ups take place in the rear of the Information Commons and are offered for the following subjects: Algebra, Chemistry, Human Biology, Information Technology, Precalculus, Statistics and Writing. Students can sign-up for Meet-Ups on Starfish or simply drop in!

5. Direct Connect

A Direct Connect is a 30-minute one-on-one conversation with a Peer Mentor on various topics including time management, study skills and test-taking strategies, organizational tips, getting involved on and off campus, and utilizing Guttman resources. Students can sign-up for a Direct Connect on Starfish or simply stop by the Den (Room 105, Info Commons).

6. The Compass

The Compass is a student resource desk located in Guttman’s Atrium (first floor). Peer Mentors staff the Compass between the hours of 9 am and 7 pm when classes are in session. At the Compass students can check-out games for use in the Atrium and access information on upcoming campus events.  

7. Campus Programs

Peer Mentors support the implementation of various campus-wide programs throughout the academic year. They are participate New Student Orientation, Summer Bridge, and other Student Engagement sponsored events.

Contact Information

Email: PeerMentoring@guttman.cuny.edu

Website
Phone: 646-313-8149

Location: The Den (Room 104, Information Commons)

The Center for Career Preparation & Partnerships (CCPP)

The Center for Career Preparation & Partnerships (CCPP) works with industry and community organizations to develop internship and community service opportunities for Guttman students. 

CCPP is committed to positioning Guttman students for career success. Students should make an appointment with CCPP through Starfish for help with the following:

• Assistance with securing internships and part-time employment

• Community service projects and volunteer opportunities

• Company site visits and job shadowing

• Career and professional development workshops 

• Employer career panels each semester

• Industry networking events

• Resume writing and interview preparation

• Career exploration and advising appointments

Information Commons/Library

The Guttman Library is an inclusive and collaborative digital and physical​ space delivering extensive resources and services with a personal touch. The librarians and staff support the intellectual growth of our campus community and promote scholarly and professional success through access to resources, study environments, research services, and events.

Mission

The mission of the Library is to provide an intellectually supportive space that offers innovative and user-friendly services and programs to empower inquiry, study, collaboration, reading, and enhanced information literacy for lifelong learning.

Goals

The library aims to:

• Provide collections that are responsive to the curricular and pedagogical needs of the Guttman community

• Ensure equitable access to resources, services, and spaces (both digital and physical)

• Support individual and collective scholarship

• Build an inclusive community around academic and individual inquiry

• Offer innovative resources and access points for information literacy

• Lead efforts for Open Educational Resources and low/no-cost courses

Faculty Resources/Services

• Akademos

• CUNY Academic Works

• Information Literacy Toolkit

• Interlibrary Loan

• Library Instruction

• Support for OER creation

• Course Reserves

• NYPL Resources

Student Services

• Circulation

• Course Reserves/Textbooks

• Accessibility Offerings

• Accessing OneSearch and Library Resources Remotely (Off-Campus)

• CLICS/Request a Book from a CUNY Library

• Computer Access in the Library

• Copiers/Scanners

• NYPL  Resources

• Turnitin

• How-To Research Tutorials

Hours (posted on the Library website) during the academic semester include Monday through Saturday.

Textbooks

Guttman is participating in an initiative that promotes OER’s or Open Education Resources.  Cost free textbooks and low-to-no cost resources are designated for a select and growing number of courses.  When registering, students should look in CUNYfirst for “ZTC or Zero Textbook Cost Courses”.  Akademos also reflects this designation.

Guttman’s Library purchases copies of all required texts used in the classroom. Please check with the Library to confirm whether a specific book is available.  These books are available for two-hour loans.  A library barcode and student ID are required.

Students may purchase textbooks and course materials at the Guttman Online Bookstore & Marketplace  by logging with their CUNYfirst username and password. All courses, required materials, and pricing options are displayed in one easy-to-navigate page. Students can receive an average savings of 60% off list price when shopping the Marketplace, price match guarantee on all new books, free shipping on select orders over $49 (with an option to deliver home or to campus) and year-round online buyback where they can name the price.

Students may also purchase or rent books online from a variety of vendors. Students should first check with their instructors before purchasing a textbook to confirm the correct edition that is being used in the course. The City University of New York has compiled a helpful list of sites that offer students textbook savings.