Below, you will find a chart explaining the central goals and projects of the Office of Academic Affairs for 2012-2013 and links to final progress reports for each.

We welcome feedback on our Office's work. Please direct your comments to Erika Dreifus, OAA Director of Communications. Download a complete set of 2012-2013 Goals and Year-end Progress Reports. <pdf>

PMP Goals
PMP Objectives OAA Goals Success Indicators Team Members
Raise Academic Quality, Improve Student Success
1. Strengthen CUNY flagship and college priority programs, and continuously update curricula and program mix 1.1. Accelerated Study in Associate Programs (ASAP) Scale the program to serve more students (over 4,000 students in 2014). Continue to identify essential program elements found to be most beneficial for adoption across CUNY. Continue to serve current and incoming fall 2012 students, emphasizing expedited completion of developmental coursework and rigorous program evaluation. *Mogulescu, Linderman, Wilks, Wrigley
  1.2 Work with NYC DOE through Graduate NYC! to increase the number of students who meet proficiency standards upon entry and to increase graduation rates at CUNY Implement curricular units aligned to the Common Core State Standards developed collaboratively by CUNY and DOE faculty. Launch an Internet-based portal, NYC College Line, to provide detailed information and resources on college access and support services for NYC students, families, and professionals. Develop and launch an Innovation Fund to support promising programs that enhance high school students' college completion rates. Secure additional external funding to support the initiative. *Mogulescu, Conrad, Mack, Steering Committee
  1.3 Expand CUNY Start accelerated developmental education programs Continue to expand CUNY Start in FY13, allowing it to grow from serving 1,250 in FY12 to at least 1,850 students. Conduct an initial evaluation, comparing performance of participating students to similar students taking regular college remedial coursework, both in terms of success in completing remediation and success in progress toward degree completion. Plan for longer term evaluation, and for further significant expansion in FY14. Consider requiring CUNY Start for certain students. *Mogulescu, Duitch, Oppenheim, Simon
  1.4 Establish curricular profiles for the colleges and also create a system for "closing the loop" on academic program reviews CUNY colleges typically establish more than 50 new academic programs a year and revise the registration of more than 300 other programs. To provide a context for reviews of proposed programs, curricular profiles of the colleges will be charted and the success rates of new programs in relation to their projected enrollment targets will be assessed. *Wrigley, Croke, Crook, Sukhanova, Norz, Wilks, Zoe
  1.5 To align CUNY's nursing programs with professional trends, increase the University's capacity to enroll and graduate students at the baccalaureate level Increase the CUNY-wide percentage of BS to AAS nursing graduates. Develop AAS/BS dual degree programs in nursing. Develop online RN-BS program at SPS. *Ebenstein, Mogulescu, Wrigley
  1.6 Based on a recent assessment of CUNY Nursing Programs, design and implement a University-wide nursing faculty development initiative Nursing faculty will participate in a series of workshops, seminars, and online courses in areas such as simulation, informatics, and inter-professional education. Using assessments/evaluations, observe improvements in knowledge and competencies. *Ebenstein, Wrigley
  1.7 Enhance SEEK/CD student academic performance outcomes Establish SEEK/CD Program Assessment Committee that will include directors, counselors, and academic support coordinators. Establish baseline student performance on selected measures; identify and implement best practices for universal adoption; and develop learning outcomes for each practice. *Williams,
Kingston (directors, counselors, academic support coordinators)
  1.8 Increase online and hybrid courses in CUNY Ensure that there is an appropriate and accurate metric for measuring the percentage of instructional (student) FTEs offered partially or totally online. Extend the University-wide training workshops for online and hybrid instructors. Oversee and follow up on the Hybrid Initiative. Foster the offering of more online courses and online degrees. Create and launch an online general education core curriculum. *Otte, Corrente, Mogulescu, Zoe
  1.9 Improve and enhance quality of teacher preparation programs and align those programs with current national professional goals and standards Enhance clinically-rich teacher preparation. Integrate Common Core State Standards into our teacher preparation programs. Enhance and increase CUNY partnership relations related to teacher preparation to improve teacher preparation. *Lucariello, Ko
2. Attract and nurture a strong faculty that is recognized for excellent teaching, scholarship, and creative activity 2.1 In keeping with the framework of the Decade of Science, enhance research innovation, commercialization and economic development. Increased tech commercialization efforts, establish CUNY Hub for innovation and entrepreneurship, and help form and support start-up companies. *Small, Blaho,
  2.2 Create mechanisms to support increased collaborative research projects both within CUNY and with external partners. Increased submission of collaborative cross-campus external grant proposals *Small, Caplan,
  2.3 Enhance research, including by graduate students and undergraduates. Increased number of relevant grant applications and research publications. Institutionalize undergraduate research across CUNY. *Small, Caplan,
  2.4 In keeping with the framework of the Decade of Science, take next steps on ASRC Identify potential directors of five areas. Continue seminar series. Build up fund-raising campaign. *Small,
  2.5 Strengthen research compliance oversight & support. Continue to strengthen CUNY IRBs. Roll out export control plan and training. Enhance responsible conduct of research training. *Small, Lada
  2.6 Faculty professional development in connection with NYS Regents Reform Agenda (teacher education) Develop and promote University faculty (Ed School and Arts & Sciences) professional development on enhanced clinical skills, data-driven instruction, and college readiness. Implement activities related to MOU with SED. *Lucariello, Ko, Maruca
3. Ensure that all students receive a quality general education and effective instruction 3.1 Improve SEEK/CD academic support and counseling service delivery. Finalize revision of SEEK Guidelines. Pilot Retain early alert system and configure applications to support SEEK/CD initiatives; assess effectiveness. Promulgate new Special Programs transfer policy. *Williams, Ast, Kingston, Sanchez
  3.2 Increase student success in math Repeat math faculty awards each spring. Continue to disseminate results of funded math projects. Increase awareness/usage of math pedagogical techniques and resources. Assess results of math online tutoring. Identify additional methods of enhancing student success in math and effect, where possible. *Logue, Crook, Kendrick, Lucariello, Watanabe
  3.3 Develop guidelines for assessing general education outcomes In extensive consultation with the campuses, draft CUNY-wide general guidelines for assessing the learning outcomes established for the 30-credit common core. Adopt University-wide, general guidelines *Wilks, Croke (CUE Committee, Assessment Council
  3.4 Improve accountability of CUE-funded academic support services Refine CUE funding model and reporting system to support programs with demonstrated effectiveness in improving student success. Implement evaluation strategies for key CUE-funded programs, including immersion, academic support services, first-year programs, and WAC. Focus particularly on immersion programs, to identify/expand effective models and to increase student participation. *Wilks, Croke, Williams, Wrigley
(CUE Committee, Immersion Coordinators, WAC Coordinators)
  3.5 Pilot cross-campus CTL seminars designed to bridge the gap between cognitive research and instructional practice Conduct faculty development seminars that explore key aspects of learning and the research that supports them using existing meetings/conferences as much as possible. Faculty will implement new teaching strategies the following semester. Develop a model that can be replicated and expanded to help faculty address complex learning issues through applied cognitive research. Increase distribution and use of Lucariello/Watanabe booklet. **Wilks (CTL Directors)
  3.6 Increase student success in reading and writing Establish a study group to evaluate the effectiveness of CUNY's approach to developmental reading. Analyze student outcomes based on different curricular and pedagogical models with particular attention to reading as a stand-alone course vs. in combination with writing, reading course sequences, and reading in relation to ESL. Review the current basic reading assessment, particularly in relation to readiness for reading tasks required in introductory and general education courses. Recommend University actions based on findings. *Wilks, OAA reps TBD, faculty and campus administrators TBD.
4. Increase retention and graduation rates and ensure students make timely progress toward degree completion 4.1 Increase participation in summer and winter immersion Develop annual report on number and percentage of eligible new and continuing students who enroll in and successfully exit remediation. Develop more sophisticated research approach to identify immersion models that are particularly effective for targeted groups of students. *Wilks, Bauer, Croke, Ko, (Immersion Directors
  4.2 Remediation progress policy Number and percentage of eligible students with remedial needs pursuing remediation continuously until complete, focusing on academic year remediation (with data to be integrated with immersion data). Establish CUNY-wide policy. Enforce with registration stops *Wrigley, Croke, Crook, Ptachik, Wilks
  4.3 Implementation of College Focus Pilot program in which high school students who are not college-ready receive special instruction to become college-ready before graduation, with a summer program for rising seniors and an academic-year program for seniors. Provide College Now courses from the CUNY Common Core for students who are determined to be college ready if they complete College Focus successfully *Hofmann, Crook, Lucariello, Wilks, Wrigley
  4.4 Employ high school grades for remediation placement Determine feasibility of using high school grades, in addition to COMPASS test scores, for placing students into or out of remediation. Execute pilot test of new placement algorithm and observe improved placement accuracy (increased student success). *Crook, Moy, Norton, Pondish, Uber
  4.5 Conduct math remediation experiment (Spencer grant) Complete pilot, assess results, and revise procedures as needed. Plan to conduct full experiment in fall 2013. Pilot successfully completed by December 2012; results assessed and procedures revised by March 2013; full experiment first steps under way starting March 2013. *Logue, Watanabe, Kapp, Maruca
  4.6 Student success research and development fund Create a "Student Success Research and Development Fund" within the OAA lump sums to provide funding to the colleges to pilot, test, and evaluate student success initiatives that would be rigorously tested using random assignment trials or other appropriate means of evaluation. *Maruca, Crook, Chellman, Littman, Lucariello, Watanabe, Wilks, Wrigley, Zoe
  4.7 Implement Retain early alert system to identify students early in the semester who are at risk for failure. By September 15, 2012, 20% of the 19 undergraduate campuses will be using Retain, and by December 2012 this number will increase to 47%. During the fall of 2012, launch a pilot of Retain's Early Alert function on at least one campus. *Sanchez, Alvarez, Crook, Dalpes
  4.8 Establish call center(s) available to campuses. Identify special populations (veterans, students with disabilities, international students) to launch, by September 2012, an early contact pilot program. Assess impact of pilot on student retention and satisfaction by February 2013. *Sanchez, Alvarez, Dalpes, DiTommaso, Williams
Enhance Financial And Management Effectiveness
5. Improve post-graduate outcomes 5.1 Begin to increase retention of CUNY graduates in the teaching profession in NYC high-need schools. Analyze teacher performance data (obtained from the NYCDOE) on CUNY graduates and engage in program revisions based on results. Enhance teacher preparation related to clinical skills. *Lucariello, Crook, Chellman, Sloan
6. Improve quality of student academic support services 6.1 Enhance academic advising Building on the work of the 2011-12 Advisement Study Group, develop recommendations for improving academic advisement CUNY-wide. *Wilks, Sanchez, Linderman
  6.2 Best practices in student affairs Establish list of best practices in student affairs that should be in place at every campus regardless of the campus's resources, institution type, or campus organization. Establish expectations regarding these practices, determine their prevalence, and take action to ensure their presence on every campus. *Sanchez, Beck, Dalpes, Wilks
  6.3 Student Affairs assessment/effectiveness plan Develop and implement a quality indicator system across the Division of Student Affairs functional units. *Sanchez, Beck, Dalpes
7. Increase or maintain access and enrollment; facilitate movement of eligible students to and among CUNY campuses 7.1 Complete Board-mandated steps for the second year of the Pathways (Transfer) Project Ensure at least 50% of courses submitted to CCCRC by 9/30/12, and 100% by December 2012. Ensure Fall 2013 courses ready for registration by March 2013 and that students register. Ensure all software and systems ready. Provide training for advisors and others. Implement communication plan. Count numbers of students who opt in and out. *Logue, Baker, Croke, Crook, Dreifus, Kapp, Ptachik, Wrigley
  7.2 Incentivize students to register for an average of 30 credits or more in each academic year. Align tuition and fee structures with increased credit accumulation. Analyze data and adjust advising structures. Implement an intervention specifically for students entering 3rd semester. *Ptachik, Murphy (Budget & Finance)
  7.3 Implement CUNY CareerPATH ($20M US Department of Labor-funded program to support adult students in career advancement and successful transition into college) In partnership with Kingsborough Community College, support program implementation and build capacity to serve adult students at eight participating colleges (six community colleges, CSI, and NYCCT). Support student transitions into career advancement and degree programs using occupationally-focused training and education programs, skill-building for college-level academic work, robust support services, and stronger connections between academic departments and other college offices. *Mogulescu, Duitch, Richardson, Spaulding (Labrador)
  7.4 Develop a framework for evaluating and implementing recommendations of the CUNY Jobs Task Force Use findings of CUNY Jobs Task Force to develop plan for building CUNY's capacity to align CUNY's degree, certificate, and other workforce preparation programs to the workplace competencies valued by employers across multiple sectors. *Mogulescu, Duitch, Richardson, Spaulding
8. Increase revenues and decrease expenses 8.1 Continue to serve the City of New York through projects and partnerships with City and State agencies, and generate external funds to support these efforts. Amount and renewal of external funding. City and state satisfaction with projects. Number of people served. *Mogulescu and other members of his staff
9. Improve administrative services 9.1 Increase effectiveness of CUNY's libraries Continue to evaluate move to vendor hosted support for mission critical library systems. Work with CIS to ensure that hardware and network infrastructure is adequate for the needs of CUNY's libraries and for the needs of CUNY's students, faculty and staff. Work to integrate information literacy across the CUNY curriculum, develop information literacy support materials including assessment tools, and sponsor information literacy related professional development activities. Determine Phase 2 plans for the DOE/CUNY Library Collaborative and align with Graduate NYC project. Work with colleagues in procurement and legal offices to rationalize procurement processes. Advocate for role in statewide efforts towards procurement reform, either directly or collectively via the New York State Higher Education Initiative. Assist UFS with development of institutional repository.
*Kendrick, Bryan, Clark (CIS, Council of Chief Librarians, Library Committees)
  9.2 Develop and implement productivity measures for CUNY colleges. Review existing productivity measures that have been developed in the U.S., determine if one (or more) of those or a new one(s) should be used at CUNY, and pilot test that measure(s) with at least one college. *Littman, Chellman, Kendrick, Maruca
  9.3 Effect Academic Affairs Sections of CUNY First Work with CUNYfirst technical team and subject matter experts to implement campus solutions module in as many CUNY colleges as can benefit. *Ptachik, Crook(CIS, Deputy COO)
  9.4 Modernize admissions data systems Through the CUNYfirst project or other means, implement system to modernize admissions data systems including customer relations management, on-line intelligent application, decision engine, and student data-base components. *Ptachik, (CIS)
  9.5 Increase effective administrative oversight of SEEK/CD Refine SEEK/CD funding model to better align program size and effectiveness with available NYS (SEEK) and campus resources. Building on success of Baruch SEEK UMLA, develop and pilot new recruitment/admission model to address precipitous decline in URMs, particularly blacks, at selective colleges. *Williams, Ast, Haldane, Kingston, Maruca, Murphy (Abata)
  9.6 With CIS, continue to develop the decision support infrastructure at CUNY Continue development of business intelligence functionality integrating legacy and CUNY First data. Expand the ability to produce analyses and reports based on daily-refreshed data from both sources. On the statewide P-20 data warehouse project, continue to meet the evolving specification for raw data extracts from CUNY's data, as well as build the additional structures needed to meet the analytical needs of the state. Make daily updated reports on enrollment available to users at the central office and the campus. Enable policy analysts using the P-20 data warehouse to track students through grades K-12 into CUNY and report on academic outcomes. *Crook, Chellman, Littman, and CIS
  9.7 As part of the Graduate NYC! Initiative, complete construction of a data warehouse containing DOE and CUNY data Complete the design of the data warehouse. Populate key tables. Design reports. Support the data needs of the Graduate NYC! Project. Enable data analysts at the NYCDOE and CUNY OIRA to track students from grades 9-12 to CUNY and to prepare accountability reports and analyses supporting policy decisions of the two organizations *Crook (with Kurzweil and Paladino of the NYCDOE), Chellman, Littman


2011-2012 Goals Chart

2010-2011 Goals Chart

2008-2009 Goals Chart

2009-2010 Goals Chart