2011-2012 Midyear Progress Reports

 

Goal #1.1: Accelerated Studies in Associate Programs (ASAP)

Team leader: John Mogulescu

Additional team members: Donna Linderman

 

Summary: This group continues to serve current and incoming fall 2011 students with funding from CEO and other external sources, emphasizing expedited completion of developmental coursework and rigorous program evaluation. Additionally, the group is working to begin to scale the program to serve more students at current colleges and identify essential program elements found to be most beneficial for adoption across CUNY. Examples include mandatory advisement, consolidated class schedules with cohort model, immediate and continuous developmental course taking, and incentives for full-time enrollment and winter and summer course taking.

 

Progress toward success indicators:

Plans to expand ASAP to 4,000 students by 2014 were announced in October 2011 by Chancellor Goldstein. Expansion planning teams have been formed at each community college consisting of ASAP directors, faculty and key administrators who are developing spring/summer action plans due January 15th to the University Director. Action plans will address fall 2012 recruitment needs (1,500 new students across all six colleges), strategies to heighten faculty engagement, and summer program planning. ASAP college directors and Central Office ASAP staff members have also met regularly to develop adjustments to delivery methods of key ASAP services, program staff roles and responsibilities, and strategies to streamline data management.

 

Current ASAP cohorts continue to be monitored closely and are performing well. The fall 2009 ASAP cohort realized a two-year graduation rate of 27.5% vs. 7.2% for a comparison group. 

 

Plans and timeline:

ASAP is also poised to launch a citywide outreach and awareness campaign in January 2012.  Approximately 300 target high schools, community based organizations that send large numbers of students to CUNY community colleges have been identified. The outreach campaign will increase awareness about ASAP and improve the number of students who complete all steps to college enrollment in timely manner. Outreach teams and awareness materials integrate former and current ASAP students and include a social media and videos.

 

ASAP will release a major report in January 2012 with final three- and four-year outcomes for the fall 2007 ASAP cohort, two-year outcomes for the fall 2009 cohort, results from a regression analysis that examines predictors of two-year graduation rates, major program accomplishments, a technical appendix from Metis Associates, and ASAP updates.

Back to Goals Chart >>

 

Goal #1.2: Work with DOE through Graduate NYC! to increase the number of students who meet proficiency standards upon entry and to increase graduation rates at CUNY

Team leader: John Mogulescu

Additional team members: Cass Conrad, Melinda Mack, Steering Committee

 

Summary: This team is working to develop a comprehensive action plan to better align CUNY and DOE systems; outline and implement blueprint to increase number of students who meet proficiency standards upon entry and to increase graduation rates at CUNY; and secure external funding.

 

Progress toward success indicators:

  • By July 2011, the Graduate NYC project teams developed a series of reports, analyses and recommendations for policy and practice changes. These deliverables have informed the creation of the 2011-2012 projects. These projects include the development of an early academic intervention for high school students; an intensive teacher and faculty curriculum alignment pilot; development of an online community-based organization program directory; and an intensive professional development opportunity for professionals working in transition programs throughout the city.
  • Graduate NYC! conducted focus groups of high school and college students and their families in August, 2011. The findings of these focus groups were presented to senior leadership at CUNY and DOE in October, 2011, and will inform the development of broader public awareness campaign set to launch late spring 2012.
  • Internal and external metrics to measure the initiatives’ progress and report success on an annual basis were presented to CUNY and DOE in November 2011. The final metrics will be released in February 2012.
  • The development of the crucial algorithm to match DOE and CUNY student level data was completed and fully automated in December 2011. The next step is the development of a data warehouse for the matched dataset which will be completed by summer 2012).

 

Plans and timeline

  • Graduate NYC! is hosting the National League of Cities and the Bill and Melinda Gates Foundation CLIP grantees in January 2012 to share New York City best practices, and engage in cross-site learning.
  • Graduate NYC! and the Steering Committee are continuing the development of a community engagement strategy around “doubling the numbers,” including developing a fundraising strategy that would add value to the broader community’s support college completion. This strategy is expected to be completed by spring 2012.
  • Development of the four major Graduate NYC! projects is under way, and plans are expected by February 2012. Project launch dates are expected to be: early academic intervention for high school students (summer 2012); an intensive teacher and faculty curriculum alignment pilot (summer 2012); an online community-based organization program directory (May 2012); and an intensive professional development opportunity for professionals working in transition programs throughout the city (March 2012).

Back to Goals Chart >>

 

Goal #1.3: Implement and monitor Continuing Education’s Ensuring Program Quality Initiative 

Team leader: John Mogulescu

Additional team members: Suri Duitch, Shayne Spaulding 

 

Summary: The work of this group includes adopting CE program quality framework; implementing program quality assessment strategies described in program quality users’ manual for workforce and professional development programs; implementing reporting process for colleges; and supporting campuses in their benchmarking and improvement efforts through technical assistance.

 

Progress toward success indicators :

CE program quality framework has been adopted by the University Continuing Education (CE) Administrators’ Council. Instructor observations, a standardized syllabus structure and uniform approach to student course evaluations have been developed for workforce and professional development programs. During the fall 2011 semester, seven colleges piloted at least two of the three assessment tools. A reporting process has been developed and is currently under revision by the CE Program Quality working group leading this process.

 

Plans and timeline:

During the spring 2012 semester, the Program Quality users’ manual, including the above-mentioned assessment tools, will be implemented and adopted as the preferred quality assurance guide by the CE Council for all workforce and professional development programs run through continuing education schools and divisions at the CUNY colleges. The central office will collect data on the implementation of program quality tools across CUNY. The Program Quality working group and central office CE staff will continue to provide technical assistance to all participating colleges throughout the implementation and reporting process.

Back to Goals Chart >>

 

Goal #1.4: Expand CUNY Start accelerated developmental education programs

Team leader: John Mogulescu

Additional team members: Suri Duitch, Mia Simon, Leslee Oppenheim

 

Summary: This team is working to expand CUNY Start to three additional colleges and increase enrollment across all seven participating colleges. The team is also working to ensure that individual programs work productively with all relevant campus offices so that prospective students are informed about the program, and to develop a plan for long-term evaluation of the program.

 

Progress toward success indicators :

In fall 2011, CUNY Start expanded beyond its initial small pilots at four colleges, to three additional colleges and substantially increased program enrollment at the pilot site colleges as well. The program enrolled a total of 688 students with significant remedial needs.  CUNY Start programs have formed productive relationships with college admissions, testing and enrollment offices and developed effective student referral and recruitment processes.

 

A Research Analyst was hired in October 2011 to help develop and plan for a long-term evaluation of CUNY Start, but has recently left the program. A search is under way to replace him.  A preliminary proposal for evaluating the program has been drafted and is currently under review.

 

Plans and timeline:

  • Fall 2011 CUNY Start students will be completing their program in January and February, when final CAT results will be available.
  • Recruitment for spring 2012 is underway and expected to be completed by January 31 to allow 650 new CUNY Start students to enter the program by February.
  • A search for a new Research Analyst is underway and expected to be completed by February.
  • Data collection and analysis will continue to be supported by OAA staff until a new staff member can be hired and trained. The program will implement both a comparison group evaluation study and a longitudinal evaluation.
  • The program will train a new group of reading, writing and math instructors as well as additional academic counselors to provide backup to the current sites and to support any further expansions of the program.

Back to Goals Chart >>


Goal #1.5: Establish curricular profile for CUNY and develop recommendations for streamlining the review of new academic programs

Team leader: Julia Wrigley

Additional team members: Erin Croke, David Crook, Cheryl Littman, Ken Norz, Ekaterina Sukhanova, Karrin Wilks

 

Summary: CUNY colleges develop roughly 50 new academic programs a year. To establish a context for the review of these programs, trends in CUNY’s curriculum across colleges will be charted and a curricular profile of each college will be developed. The extent to which new academic programs have met enrollment expectations will be assessed. The academic review process will be evaluated to insure that it works as efficiently and usefully as possible in guiding curricular development.

 

Progress toward success indicators:

  • The Office of Academic Review and Articulation prepared charts detailing the enrollment projections contained in new program proposals over the period from X to Y; these projections were then compared with enrollments in each of the academic years from the initiation of the new program. The data show that enrollment projections are often inaccurate, usually overestimating enrollment but sometimes significantly underestimating it.
  • Data on academic programs of different levels (e.g., associate, master’s, and doctoral) across colleges are being reviewed to chart overall growth (or decline) patterns in programs and to consider possible curricular opportunities. Discussed so far have been dual BA/MA programs (most of which have not been successful in terms of enrollment) and master’s programs. Enrollment in CUNY master’s programs is heavily concentrated in those in teacher education and business, with many master’s programs in other areas enrolling only small numbers of students unless they have a particular curricular hook or lead fairly directly into jobs. OIRA will conduct analyses of students enrolled in CUNY master’s programs to evaluate the nature of the recruitment pool.

 

Plans and timeline:

Other academic programs will be discussed with an eye to understanding the direction of change and possible curricular opportunities. Within this broad context, the process for reviewing new academic programs will be considered and recommendations for streamlining the review process will be developed, along with ways of regularly assessing the success of new programs.

Back to Goals Chart >>

 

Goal # 1.6: Align CUNY’s nursing programs with professional trends and increase the University’s capacity to enroll and graduate students at the baccalaureate level.

Team leader: William Ebenstein

Additional team members: John Mogulescu, Julia Wrigley

 

Summary: The team seeks to: 1) increase the CUNY-wide percentage of BS nurse graduates as a percentage of all undergraduate nurse graduates; 2) develop AAS/BS dual degree programs in nursing; and 3) develop an online RN-BS program at SPS.

 

Progress toward success indicators:

  • The percentage of BS nurse graduates as a percentage of all undergraduate nurse graduates increased from 33% in 2009-10 to 36% in 2010-11; the percentage has steadily increased from 25% in 2006-07.
  • The QCC-Hunter AAS/BS dual degree program enrolled its first cohort; LOIs for dual degrees between the AAS programs at BCC, Hostos, and LaGuardia CC and the BS at Lehman are completed.
  • Program and curriculum committees for an online RN-BS program at SPS have been appointed and an LOI is being prepared.

 

Plans and timeline:

  • Curriculum development related to the dual degree and online programs will continue.
Back to Goals Chart >>

 

 

 

 

Goal #1.7: Design and administer an instrument to assess the status of campus-based simulation centers in order to enhance the use of technology in nurse education.

Team leader: William Ebenstein

Additional team member: Julia Wrigley

 

Summary: The team seeks to produce a report with recommendations related to CUNY’s integration of simulation into the nursing curriculum and future directions in the use of this instructional technology.

 

Progress toward success indicators:

  • A workplan has been developed in collaboration with the advisory board of CUNY’s Nursing Education Consortium in Technology.

 

Plans and timeline:

  • The expectation is that the instrument will be developed and administered before the end of the spring semester.
Back to Goals Chart >>

 

 

 


Goal #1.8:  Enhance SEEK/CD program data and program effectiveness.

Team leader: Cheryl Williams

Additional team members: Shelley Ast, Laurie Beck, David Crook, Frances Kingston

 

Summary:

This team’s work includes conducting a formal assessment of SEEK and CD program effectiveness and establishing a CUNY-wide SEEK/CD Assessment Team.

 

Progress toward success indicators:

  • Conducted campus visits to each SEEK and CD program to determine the efficacy of assessment activities in place and to gather input from the Programs in terms of their goals to enhance student academic outcomes, and program resources and needs.
  • Developed protocols and infrastructure to support program effectiveness efforts, e.g. designed and administered an on-line survey for directors to establish baseline academic support resources in each SEEK or CD program; built a data-sharing website using Share Point; produced data tables showing student graduation, retention and credit accumulation outcomes and shared with campus programs; and set membership for the SEEK/CD Assessment Committee.
  • Secured grant funding from HESC for 9 campus and OSP based projects which will begin in spring 2012 and which are designed to improve retention and success rates of program students. The total award is $401,000. Seven of the projects focus on improving student performance in developmental skills.
  • Began review of fall 2010 student performance data. Notable outcomes include: at 4 senior and 2 community colleges the percentage of incoming freshmen who completed their first semester with GPAs of 2.0 or higher was better for Program students than for regularly admitted students, a reflection of the value of the summer immersion efforts.  The SEEK 6 year graduation rates went up 2.40 percentage points (+1% point for regulars). Howeve,r SEEK graduation rates still lag regulars by 12.5 percentage points. CD 3 year graduation rates increased by 1.3% points and lead those of regulars by 3.6% points.

 

Plans and timeline: 

The resignation of the research specialist presents a challenge in terms of leadership of the assessment efforts, but offers an opportunity to redefine the position such that the role will center more on data analysis and program effectiveness. By mid- February, the OSP will fill the position with the revised focus in mind. In the interim, the COSA Director of Effectiveness & Development will assist.

Back to Goals Chart >>


Goal #1.9: Increase online and hybrid courses in CUNY

Team leader: George Otte

Additional team members: Michael Corrente, John Mogulescu

 

Summary: This group is working to refine and extend the piloted certification process for online and hybrid instructors. Other work includes overseeing and following up on the piloting of hybrid courses at the 15 campuses participating in the Hybrid Initiative, and fostering the offering of more online courses and online degrees.

 

Progress toward success indicators:

  • Since January 2011, there have been three certification workshops on online and hybrid teaching for CUNY faculty with over 300 registrants. The latest version is offered by Susan Ko, new Director of Faculty Development for the School of Professional Studies (and former Executive Director of the Center for Teaching and Learning at University of Maryland University College).
  • A meeting of campus representatives for the 15 campuses participating in the Hybrid Initiative was held in November (following up on one in April). Campus targets in both waves are for the most part being met, including further dissemination (particularly for Wave 1 participants, now at the end of the planned funding cycle).
  • The offering of SPS online general education courses to the larger University community focused on six high-enrollment and widely accepted courses for the Fall 2011 term. Enrollments did not justify separate sections, but did total over 70 students.
  • Two new online baccalaureate degrees (Sociology and Health Information Management) were successfully launched at SPS this fall; an online BA in Psychology is meeting enrollment targets for its spring launch.

 

Plans and timeline:

  • Plans are to hold two more certification workshops before the start of the next academic year, one in late spring; one over the summer. More advanced and focused workshops are also planned.
  • Possibilities are being explored for further dissemination of hybrid instruction, including central support for that.
  • The offering of online general education courses will be pursued and expanded, necessarily influenced by the progress of the Pathways Initiative.
  • Fall 2012 launches are planned for two new online degrees at SPS: an MS in Information Systems and a BA in Disability Studies.

 

Comments and questions may be directed to George Otte at George.Otte@mail.cuny.edu.

  Back to Goals Chart >>


Goal #1.10: Improve and enhance quality of teacher preparation programs and align these programs with current national professional goals and standards.

Team leader: Joan Lucariello

Additional team members: David Crook, Cheryl Littman, Jennifer Sloan

 

Summary: The team works to enhance clinically-rich teacher preparation and enhance and increase CUNY partnership relations related to teacher preparation.

 

Progress toward success indicators:

  • CUNY will be receiving teacher performance data on all its graduates (and on non-CUNY grads) teaching in NYC DOE schools from '05 onward. These data will be used to try to identify links between teaching performance and characteristics of candidate (teacher) and/or candidate program of study, and to implement any indicated changes in program and/or admissions.
  • A partnership between CUNY and Math for America (MfA) has been formed, which will: A. Improve the quality and preparation of our secondary ed math teaching candidates through MfA Fellowships at CUNY – Fellows will be recruited each year (from a strong pool in math) and placed at CCNY for a one year master’s degree, where a new curriculum is being developed for them. B. Improve the Quality of Student-Teaching Experience - Many MfA Master Teachers drawn from all of our campuses will serve as cooperating teachers for CUNY student-teacher placements, thereby strengthening our candidates’ clinical preparation. C. Provide Induction Support to new CUNY Math Teachers - MfA provides stipends and professional development in its “Early Career Fellowship" Program. One-third of the fellowships will be targeted for teachers who are CUNY graduates.
  • CUNY’s long-standing (15yrs.+) Partnership with Lincoln Center Institute (LCI) has been entirely reconfigured in the new contract period to focus on evidence-based research on the impacts of LCI experiences on our teacher candidates and graduates (e.g., on their curricular units and assignments; the learning of their pupils). This effort entails rich professional development for our Ed School faculty by building their research capacity (they are now participating in research design seminars that will assist in the conduct of their research), grounding their teaching practices in an evidentiary base, and linking their teaching practices to the Common Core State Standards and to assessment frameworks of teacher effectiveness.

 

Plans and timeline

  • Submit proposal to NYSED in Feb 2012 for Race to the Top (RTTT) funds to enhance the professional development of CUNY (cross-campus) teacher education faculty in the areas of clinically-rich preparation, Common Core curriculum (and related assessments), and differentiated, data-driven instruction. Developing our faculty to better prepare teacher candidates in these areas should enhance teacher quality and retention of those candidates when they become teachers of record in the classroom.
  • Analyze CUNY teacher retention data received from NYCDOE and use results to improve preparation programs.
  • Formulate plans, and implement them, related to the RTTT funds for faculty professional development.

Back to Goals Chart >>

 

Goal #2.1: In keeping with the framework of the Decade of Science, enhance research commercialization and economic development

Team leader: Gillian Small/Zeev Dagan

Additional team members: John Blaho

 

Summary: This team works to increase tech transfer efforts and support faculty in areas of entrepreneurship and in forming and gaining support for new start-up companies.

 

Progress toward success indicators and future plans:

  • Coordinating efforts of the Technology Commercialization Office (TCO) and CUNY CAT to increase collaborations with industry and educate faculty regarding start-up companies and applying for SBIR/STTR grants.
  • The CUNY CAT and the Field Center for Entrepreneurship at Baruch College hosted a CUNY Entrepreneurship Workshop Series in September and October 2011.  The goal was to teach faculty about the steps involved in starting up a company, obtaining funding, etc.
  • The CUNY CAT has partnered with the NYC regional technology development center, ITAC, to offer SBIR 101 lectures at CUNY campuses.
  • We are in the process of developing a new CUNY Center for Innovation & Entrepreneurship to place all of the services and support under one umbrella at the University. We recently secured $2 million in capital funds from the City Council to outfit external space for the center – we are now actively seeking an appropriate site in a location close to the ASRC.
  • We are considering to also create "satellite" Innovation Centers that will be tightly linked to the main CUNY Center for Innovation & Entrepreneurship and focus on educational (E.g., CUNY Engineering Entrepreneurship Center@CCNY) and regional areas (CUNY Innovation Satellite Centers at CSI and Queens College).
  • We have hosted and will continue to host numerous "Technology Showcases" in which we invite major commercial sponsors to visit CUNY campuses and showcase science and technology presentations by select research faculty.  These efforts are the first step in initiating Sponsored Research Projects.
  • We have partnered and will continue to partner with the NYC Investment Fund to host "Venture Showcases" in which CUNY Start-up companies in various sectors give their elevator pitches to rooms full of VCs and industrial investors.

Back to Goals Chart >>

 

Goal #2.2: Create mechanisms to support increased inter-campus research collaborations

Team leader: Gillian Small

Additional team members: Avrom Caplan, Eduardo Martí

 

Summary: This team seeks to increase the submission of collaborative, cross-campus external grant applications.

 

Progress toward success indicators and plans:

 

  • The Office of the Vice Chancellor for Research—as part of its Community College Collaborative Incentive Research Grant (C3IRG) program—held a grant-writing workshop entitled Building the Foundations for Pedagogical Research on January 5 2012 at the Borough of Manhattan Community College.  In addition, members of the Research Office visited each community college campus during fall 2011 to promote and discuss the C3IRG program as well as outline external funding opportunities for CC faculty.

 

  • The Office of the Vice Chancellor for Research is planning a Nanoscience Workshop for senior college faculty for fall 2012.  This will be the fourth in a series of University-wide workshops addressing disciplines linked to the founding of the Advanced Science Research Center (ASRC).  The one-day events function as a showcase for nanoscience research at CUNY with short talks given by faculty, and a poster session for students and postdocs. The goal of the workshop is to build community among CUNY faculty working in nanoscience by fostering research collaborations and raising awareness about external funding opportunities.

 

  • On its website, in its newsletter, and on the CUNY Newswire, the Office of the Vice Chancellor for Research promotes on an ongoing basis its internal funding programs that encourage and support cross-campus collaborative research: the CUNY Collaborative Incentive Research Grant (CIRG) and the Community College Collaborative Incentive Research Grant (C3IRG).

  Back to Goals Chart >>

 

Goal #2.3: Enhance research, including by graduate students and undergraduates

Team leader: Gillian Small

Additional team member: Avrom Caplan

 

Summary: This team works to increase the number of relevant grant applications and publications, focuses on faculty research fellowships, sponsors research conferences, and concentrates on improved IRB and dissertation proposals (graduate students).

 

Progress toward success indicators and plans:

 

  • We continue to carry out or sponsor grant-writing seminar/workshops at the campuses.  The seminars were focused on preparing a proposal for specific federal agencies (NIH, NSF).

 

  • To incentivize junior faculty to apply to the NSF CAREER Award, we again offered a 10% match for successful proposals. Mentoring workshops were provided for faculty whose projects were not funded last year and many resubmitted proposals for the July 2011 deadline – thus far three faculty have received a 2012 CAREER grant.

 

  • The second CUNY summer undergraduate research program (C-SURP) took place June – August 2011.  A Sloan Foundation proposal to support junior researchers in the STEM disciplines was submitted in spring 2011.  The proposal was funded for just over $1million and part of this award will provide funding to expand the number of students participating in the C-SURP program.

 

  • We launched a call for the third annual Nobel Science Challenge to CUNY undergraduates and essays are currently being evaluated.

 

  • A proposal was submitted to the Council for Undergraduate Research to institutionalize undergraduate research at CUNY. The proposal was successful and CUR representatives will be coming to CUNY to run a 2-3 day workshop on undergraduate research in April, 2012.  All senior colleges will be represented at the workshop.

Back to Goals Chart >>


 

 

Goal #2.4: In keeping with the framework of the Decade of Science, take next steps on ASRC

Team leader: Gillian Small

Additional team members: (Development, Facilities)

 

Summary: This team continues to plan for the Advanced Science Research Center (ASRC).

 

Progress toward success indicators and plans:

 

  • Projected completion date is 2014, therefore we are ramping up efforts to identify equipment items to be included in the building.

 

  • An advanced science seminar series began in January 2011.  With the input of the ASRC Advisory Committee, distinguished scientists in each of the ASRC science areas are being identified and several were invited to give talks in the series. The speakers are invited to spend a day with CUNY faculty and students and to give a talk at the Graduate Center in the afternoon. There is approximately one seminar each month.  

 

  • An external advisory committee has been formed to help with planning and recruiting.
Back to Goals Chart >>

 

Goal #2.5 Strengthen research compliance oversight & support.

Team leader: Gillian Small

Additional team members: Farida Lada

 

Summary: We plan to restructure CUNY IRBs,  roll out new software, andd evelop export control plan (including on-going training).

 

Progress toward success indicators and plans

IRB Restructuring

  • Converted the College-specific IRBs into a CUNY HRPP Program; the program streamlines all human subject review policies and procedures and will introduce education and quality improvement components.
  • Launched 5 University Integrated IRBs (UI-IRBs) to replace the 21 College-specific IRBs; UI-IRBs will review all human subjects research for all CUNY Colleges.
  • Launched new software system, IRB Net, for IRB submissions, reviews and record keeping; the software will permit more efficient IRB processing and reporting.
  • Hired an IRB Administrator to support the newly established CUNY-UI IRBs.

Export control plan

  • Signed a contract with an expert consultant to advice on the development of CUNY’s export control plan
  • In the process of establishing the CUNY export control plan and an informational web site for researchers regarding export control regulations and their application to research activities.

Back to Goals Chart >>

 

Goal #3.1:  Improve accountability of SEEK/CD academic support and counseling services

Team leader: Cheryl Williams

Additional team members: Shelley Ast, Frances Kingston, [Program staff from the colleges]

 

Summary:

This team is developing a process to review and begin to revise the SEEK Guidelines. Additional work includes overseeing the establishment of a CUNY SEEK/CD student organization.

 

Progress toward success indicators:

  • The OSP staff have reviewed guidelines, enrollment patterns, and student performance data of other opportunity programs (EOP, HEOP, EOF, ASAP) and are generating questions that will inform discussions and ultimate recommendations.
  • Developed an on-line survey for Directors to identify program resources and perceived levels of support from campus offices.
  • Held a Directors Retreat in November 2011. The major deliverables were:  setting the priorities for the period of the next Master Plan and establishing a committee structure of directors and other program professionals who will work on the Guidelines revision.  
  • Met with student alumni of the SEEK/CD Student Leadership Academy and secured their commitment to establish a cross campus SEEK and College Discovery Student Organization. They were tasked with developing the first draft of:  a mission/vision statement; a set of attainable, focused goals; and a plan for an organizational structure. 
  • The OSP received a grant from HESC to fund the Spring 2012 Student Leadership Academy (SLA) and the student organization.

 

Plans and timeline:

The OSP and Program Directors will set a meeting schedule, task force goals, and timeline for the Guidelines Revision by the February 2012 meeting.  Systems leaders from EOP and HEOP have agreed to consult on the project and will serve in that capacity throughout the spring semester. The first draft of the new Guidelines will be due in June 2012. 

Back to Goals Chart >>


Goal #3.2: Increase Student Success in Math

Team leader: Alexandra W. Logue

Additional team members: David Crook, Curtis Kendrick, Joan Lucariello, Sherri Ondrus, and Mari Watanabe

Summary: We have identified many evidence-supported techniques for increasing student success in math, and are working now to increase their use.  In addition, we are continuing to make policy changes that should increase student success in math.

Progress toward success indicators and next steps

  • The 10 math research projects funded by the Office of Academic Affairs have been completed, and reports on them received, edited, and placed on the website. A printed booklet of these results is being prepared for wide dissemination.  The results for one study have been accepted for publication, and the results of several projects are already being presented at conferences.
  • The Academic Commons math faculty group will begin a blog in spring 2012.
  • A pilot test will begin spring 2012 of making online math tutoring available.
  • A pilot test of using the CLA to assess quantitative reasoning, as well as other aspects of general education, will be conducted spring 2012.
  • Nominations have been solicited for the third round of awards for Math faculty who have developed evidence-supported techniques for increasing student success in math.
  • For alignment of the CUNY and DOE curricula, see report on Goal 1.2.
  • Techniques for increasing student learning in math and other subjects have been compiled, posted on the web, and printed as a booklet. The booklet will be widely distributed in spring 2012.
  • A committee of math faculty has decided on a common, CUNY-wide, course exam for elementary algebra (the last remedial course), and common standards for the grading of this exam. The exam will be first used in spring 2012.
  • We are planning a fall 2012 pilot test of a program that will assess college readiness in the 11th grade using Regents exams. Students assessed as college ready would then be able to take the new CUNY Common Core courses for college credit (see goal 7.1).  Students assessed as not college ready would then receive workshops or catch-up courses prior to graduating high school.
  • We are planning another mathematics conference this spring that will focus on communicating, to all math faculty, techniques that have been demonstrated to increase student success in math.

Back to Goals Chart >>

 

Goal #3.3 Statistics Experiment

Team leader: Joan Lucariello

Additional team members: Alexandra Logue, Mari Watanabe, OIRA staff

 

Summary: This research, being led by Bill Bowen and Ithaka S+R (Tom Nygren, Matt Chingos), compares student learning and satisfaction and college costs across an online intro stats course [developed by the Open Learning Initiative (OLI) at Carnegie-Mellon University] and a traditional face-to-face (FTF) intro stats course (identified, at each campus, to be a sufficient match to the online course). Three CUNY campuses are involved in this research – Baruch, CCNY, BMCC. Campuses at SUNY and UMD are also participating in the Bowen-Ithaka experiment. The design entails random assignment of students into the different course versions (online and FTF).

 

Progress toward success indicators:

  • A spring 2011 pilot was conducted at the three campuses. Bowen and Ithaka reported combined results, across all the institutions, from the Spring 2011 pilot, in November 2011. One major finding was that course drop out did not differ significantly across the hybrid and traditional version.

 

  • The Fall 2011 experiment was conducted. One key revision for the Fall experiment included a re-description of the OLI course as a “hybrid” (instead of purely online). Study enrollment was sufficient at each CUNY institution and random assignment was conducted. OIRA has been making the data uniform and de-identifying it. OIRA is also facilitating data transfer to Ithaka and most of the data has already been transferred. A report on this experiment will be forthcoming this spring.

 

Plans and timeline:

CUNY retained its right to publish off these data. We will be studying Ithaka’s reports of the data and determine if there are any additional analyses we would like to run on the CUNY data and, if so, conduct those.

Back to Goals Chart >>

 

Goal #3.4 Promote information literacy system-wide 

Team leader: Curtis Kendrick

Additional team members: Shamiana Pond, Karrin Wilks (LILAC, Council of Chief Librarians)

 

Summary: This team is working to fulfill the CUNY Critical Thinking Skills Initiative (CTSI), sponsored by Verizon Foundation grant, and secure additional funding; better integrate work of CUNY/DOE High School to College Transition Group within the Graduate NYC Initiative; plan and conduct workshop for teachers, librarians, and graduate education students; draft CUNY-wide IL standards at the BA/BS level, similar to what has been done through the 60-credit level; and survey Library faculty regarding current IL assessment practices at the colleges.

 

Progress toward success indicators:

  • The LILAC Assessment Subcommittee is launching an online survey on formal assessment efforts of student learning. The findings from this survey will determine the nature and extent of existing assessment practices in order to develop and promote LILAC assessment tools. The survey will inquire about what tools are being used for the assessment of student learning, the follow through for improved student learning based on findings in assessment, and more. 
  • A session was conducted, “Creditable Strategies 2: Credit Bearing Information Literacy Courses in CUNY,” to discuss structures and strategies for creating and implementing information literacy courses. 
  • An information literacy blog has been established on the Academic Commons, (http://infolit.commons.gc.cuny.edu) that includes a list of CUNY IL Tools and Resources. 
  • The Critical Thinking Skills Initiative was piloted and the preliminary results comparing pre/post test scores on the ETS iSkills test are very promising.  An analysis is being done of the current online tutorial topics to identify those which need to be updated, and to determine what new information literacy topics should be added and develop tools for them.
  • The CUNY/DOE Library Task Force: High School to College Transition has proposed to develop an interactive professional development series including secondary teachers, college faculty, and librarians in both systems about the skills students need to be college and career ready. 

 

Plans and timeline

  • Conduct survey to gather information about the assessment projects – February 2012;
  • Secure funding for CUNY/DOE program – February 2012;
  • Implement CUNY/DOE program – Spring 2012;
  • Hold program: “Workplace Readiness?  Gaps in critical thinking skills of early career professionals,” – April 2012;
  • Develop plan for next generation online information literacy tutorial – Spring 2012;
  • Hold program: “Knowledge in the Digital Age 2012: The Googlization of Everything” with speaker Dr. Siva Vaidhyanathan – May 2012

Back to Goals Chart >>

 

Goal #3.5: Improve Accountability of CUE Programs

Team leader: Karrin Wilks

Additional team members: Erin Croke, Cheryl Williams, Julia Wrigley [CUE Committee, Immersion Coordinators, WAC Coordinators]

 

Summary: This group is working to refine the CUE funding model and reporting system to support programs with demonstrated effectiveness in improving student success and to Implement evaluation strategies for key CUE-funded programs.

 

Progress toward indicators and next steps:

  • confirmed target programs: immersion, academic support, first-year programs/ learning communities, writing across the curriculum, and faculty development/ Centers for Teaching and Learning
  • developed and posted first set of standard reports on immersion outcomes using new centralized data collection and analysis system
  • summarized and posted data from spring 2011 survey of WAC programs, with a focus on evaluating the impact of writing-intensive courses
  • analyzed annual CUE funding reports using revised format based on outcomes
  • drafted survey to collect baseline data on academic support services programs across CUNY

 

Plans and timeline:

  • work with CUE Committee to refine annual report template to reflect program evaluation indicators by target program category (March-May 2012)
  • continue immersion data analysis and program evaluation (ongoing, see below)
  • continue work with WAC Coordinators to focus on improving outcomes in writing-intensive courses (March-May 2012)
  • implement survey to collect and analyze baseline data on academic support services across CUNY (January 2012)
  • host CUNY-wide academic support services forum (March 2012)
  • working with CUE and based on the findings from the forum, make recommendations for improving academic support services (May 2012)

Back to Goals Chart >>


Goal #3.6: Strengthen Work of CUNY Centers for Teaching and Learning

Team leader: Karrin Wilks

Additional team members: Mari Watanabe, CTL Directors

 

Summary:  The CTL Directors are developing strategies to implement the recommendations from the 2011 OAA analysis of CUNY Centers for Teaching and Learning.

 

Progress toward indicators and future plans:

Identified priority initiatives for 2011-2012:            

  • Develop CUNY-wide, data-based faculty development evaluation models and indicators
  • Design and implement CUNY-wide (or cross-college) faculty development offerings to support adjuncts, possibly focused on asynchronous models
  • Establish CUNY-wide (or cross-college) faculty cohorts working on shared teaching/ learning problems
  • Develop plan for CUNY-hosted journal on the Scholarship of Urban Teaching and Learning

 

Identified shared teaching/ learning problems as candidates for CUNY-wide or cross-college learning communities: 

  • Improving remedial outcomes
  • Promoting successful transitions from two to four-year programs
  • Working with diverse populations, promoting cultural competence, fostering culturally responsive instruction
  • Affective issues, motivation, self-regulated learning
  • Reading across the curriculum, academic literacy
  • Transfer of skills
  • Cross-disciplinary learning
  • Encouraging faculty growth and development

 

Shared models for evaluating impact of faculty development activities, including robust methodology at LaGuardia that includes assessment of student outcomes based on curricular/ instructional redesign of targeted courses

 

Plans and timeline:

  • Hold CTL Directors’ retreat (January 2012)
  • Finalize proposal for Scholarship of Urban Teaching and Learning journal, for consideration and review by OAA (March 2012)
  • Develop strategies for supporting and implementing cross-campus faculty development (June 2012)
Back to Goals Chart >>

 

Goal #3.7 : Implement Collegiate Learning Assessment (CLA)

Team leader: David Crook

Additional team members: Raymond Moy, Karrin Wilks


Summary: The Assessment Task Force has recommended adoption of the CLA as a standardized assessment of learning outcomes at CUNY’s undergraduate institutions. We will complete an implementation report, plan and execute a pilot of the CLA at four colleges in Spring 2012, procure the CLA for fall 2012 administration, and for the full fall 2012 administration, develop guidelines and procedures for drawing samples, administering the exam, and gathering and reporting the data. We hope to gain buy-in from academic administration and faculty for use of the CLA both for assessment and accountability. 


Progress toward success indicators:

  • The implementation report has been completed and will be disseminated shortly.   
  • Four colleges have agreed to pilot the CLA in spring 2012:  LaGuardia, BCC, Brooklyn, and City. Planning for the pilot is well under way: a planning template has been prepared and circulated to each campus.  Plans for recruiting students, providing incentives, communicating with students, and record keeping are in progress. 
  • For the fall 2012 administration a case statement for single source procurement has been made but not yet advanced to the NYS Comptroller. We are acquiring a license for Hobson’s Retain for use in recruiting student test takers. 

 

Plans and timeline:

  • February-April 2012:  conduct pilot administration of the CLA
  • Spring-Summer 2012:  complete procurement of CLA for fall admin
  • May 2012:  Analyze recruitment experience from pilot
  • Summer 2012:  Prepare guidelines for full fall administration
  • April-July 2012:  Prepare resource package of informational materials for administrators and faculty. 
  • Fall 2012:  Administer the test to samples of 100 freshmen at each of 18 undergraduate institutions.

Back to Goals Chart >>


Goal #3.8: Working with a panel of math faculty, develop common standards for arithmetic and elementary algebra

Team leader: David Crook

Additional team members: Raymond Moy, Karrin Wilks, Joan Lucariello


Summary: This team is working to develop common standards and specifications for departmental examinations in arithmetic and elementary algebra.


Progress toward success indicators:

  • The math panel has completed its work, delivering in December 2011 a set of recommendations to the Executive Vice Chancellor defining college readiness in mathematics at CUNY in terms of a set of arithmetic and algebra topics that students should master before taking credit courses in math. The Panel recommended a single exam consisting largely of elementary algebra, with some arithmetic topics.
  • Those recommendations are now being reviewed.
  • In the meantime, OIRA and members of the panel are planning the logistics of implementing a common departmental final in May 2012.  A review of testing software is underway.    

 

Plans and timeline:

  • January 2012:  Respond to the Panel’s recommendations. Disseminate new policy. 
  • January 2012:  Convene a panel of math faculty to write a bank of test questions. 
  • February-April: Develop test questions.
  • January-April: Assuming a paper and pencil administration of the exam in May, procure the necessary scan sheets; plan production and dissemination of alternative test forms.   Work out logistics of test administration and security. 
  • January-April: Complete review of testing software; begin procurement process. 
  • May:  First administration of new common departmental exams at all associate-granting colleges. 
  • December 2012: Implement testing software. 

Back to Goals Chart >>


Goal #3.9: Increase Student Success in Reading and Writing

Team leader: Karrin Wilks

Additional team members: Gayle Cooper, Erin Croke, David Crook, Ljubica Depovic, Rebecca Leece, Raymond Moy, Leslee Oppenheim, Lauren Rubin

 

Summary:  The OAA Reading Group is working with groups of faculty at the appropriate campuses to evaluate the effectiveness of CUNY’s approach to developmental reading, with particular attention to different curricular and pedagogical models, and the adequacy of the current basic reading assessment to gauge readiness for reading tasks required in introductory and general education courses.    

 

Progress toward indicators and future plans:

  • Established OAA steering committee
  • Reviewed system-level data on developmental reading outcomes, and relevant reports and research
  • Catalogued CUNY remedial curriculum/ course sequences
  • Supported CUNY “best practices in reading and writing instruction” conference (held October 29)
  • Created structure to solicit faculty input through visits to the colleges (visited BMCC November 9, visited Kingsborough December 14)
  • Initiated review/ discussion of alternatives to current reading assessment

 

Plans and timeline:

  • Meet with reading faculty from all community colleges and Graduate Center (January-February 2012)
  • Meet with representatives from NYCDOE (March 2012)
  • Make recommendations for improving developmental reading curriculum, instruction and assessment (May 2012)

Back to Goals Chart >>


Goal #4.1: Increase Participation in Summer and Winter Immersion

Team leader: Karrin Wilks

Additional team members: Lisa Bauer, Erin Croke, Cheryl Williams, Julia Wrigley, Immersion Directors

 

Summary: The OAA Working Group and the Immersion Directors are analyzing immersion enrollment and completion data, the effectiveness of immersion programs in supporting students’ exit from remediation, immersion program models, and the capacity for immersion to expand by individual campus.

 

Progress toward indicators:

  • Established standard and centralized data collection and analysis system to evaluate immersion programs
  • Determined percentage of first-time freshmen with remedial need who participated in immersion (vs. those who did not)
  • Designed annual immersion program evaluation report format including longitudinal analysis
  • Catalogued immersion models and innovations
  • Completed capacity analysis for summer 2011, identifying areas of greatest and unmet need
  • Initiated focused curricular and pedagogical analysis of immersion programs by content area
  • Initiated analysis of local policies and practices to increase participation in immersion (e.g., CSI policy requiring immersion for students with two remedial math needs; CSI policy required continuous enrollment in remedial course work in order to participate in a second immersion session)
  • Working with ASAP expansion planning team to ensure access to immersion for targeted ASAP students (which will increase immersion participation overall)
  • Implemented survey on targeted immersion expansion

 

Plans and timeline:

  • Analyze and report findings from survey on targeted immersion expansion, including cost of various expansion models (February 2012)
  • Develop comprehensive ongoing immersion data analysis plan (February 2012)
  • Identify models of promise (April 2012)
  • Make specific recommendations for expansion (April 2012)

Back to Goals Chart >>


Goal #4.2: Remediation progress policy

Team leader: Julia Wrigley

Additional team members: David Crook, Robert Ptachik, Karrin Wilks

 

Summary: This group is focusing on the number and percentage of eligible students pursuing remediation continuously until complete, including summer and winter immersion. The group is also is also working to establish a CUNY-wide policy on continuous progress and enforce it with registration stops.

 

Progress toward success indicators:

  • The Working Group decided to focus on remediation progress during the academic year, as summer immersion is being analyzed by another Working Group and the current demand for summer immersion outstrips the supply. It was also unclear how a policy of requiring summer immersion of all students with remedial needs could be enforced, and a mandatory policy might best be reserved for students in special programs or with distinctive needs. The Goal 4.2 Working Group will focus on analyzing student patterns of enrollment in remediation classes during the academic year (including winter immersion).
  • OIRA has developed an initial analysis of student enrollment patterns in remedial courses during Fall 2010. That analysis shows that the great majority of students with remedial needs do enroll in a remedial course during their first semester, with 85% of CUNY’s 16,857 students with remedial needs doing so in Fall 2010. Of these 14,319 students, 60% passed the remedial course they took or they passed the test. The analysis done so far cannot distinguish between these two conditions, but it does show that many students are successful in at least one of these regards.
  • The analysis also shows, however, that many of the students have a long path ahead of them, as by the start of the Spring 2011 semester, only 2,442 of the 16,857 students with initial remedial need had become fully proficient (either through course-taking in Fall 2010 or in winter immersion). This perhaps is not surprising, as many students have multiple remedial needs. The analysis also shows that winter immersion is not being widely utilized, with only 9% of students with remedial need enrolling (of these 65.5% passed the test).

 

Plans and timeline:

OIRA will refine the data analysis to clarify the paths of students with multiple remedial needs and to distinguish between successful completion of the remedial course and of the test. The expanded analysis will also provide insight into student progress toward exit from remediation over a longer time period. This will lay the groundwork for development of an informed recommendation regarding continuous mandatory enrollment in academic year remedial courses.

Back to Goals Chart >>

 

Goal #4.3: Early Assessment of College Readiness

Team leader: Eric Hofmann

Additional team members: Cass Conrad, David Crook, Joan Lucariello, Karrin Wilks, Julia Wrigley

 

Summary: After assessing the college readiness of high school juniors, plan for a 2012-13 pilot program that provides non-college-ready students with special instruction to become college-ready before graduating high school. Provide guidance for college-ready students to take College Now courses from the CUNY Common Core.

 

Progress toward success indicators:

  • EVC Logue met with the DOE Deputy Chancellor Suransky and agreed that administrators from both institutions would collaborate on this project. EVC Logue also spoke with NY State Education officials, who suggested the project use Regents scores as an indicator of college readiness.
  • Several OAA team members and DOE administrators met with Allison Jones, the former assistant vice chancellor of academic affairs at California State University, to learn how he helped coordinate and advocate for that system’s Early Assessment Program (EAP), a state-wide partnership between the K-12, CSU and community college systems that aims to have California high school graduates enter the CSU or community colleges fully prepared to do college-level work.
  • In coordination with DOE through Graduate NYC!, Conrad, Crook, Hofmann and Wilks have met with DOE administrators, analysts, and program staff to examine data relevant to the project, e.g. the number of rising seniors in the DOE 2011 graduation cohort who, based on Regents scores, are likely to need remediation but are on-track to graduate. The team determined that the pilot should focus on students in a targeted academic range rather than a school’s entire grade cohort. 
  • This same DOE-CUNY team has reviewed the outcomes of several CUNY programs that support students with developmental education needs, including the University Summer Immersion Programs (USIP), At Home in College, and College Now. The team has requested similar information about President’s Prep at Kingsborough and Immersion at York. All these programs will serve collectively as models for the pilot.

 

Plans and timeline: Before consulting a larger group regarding program design, the DOE-CUNY team will establish the central features of the intervention model.  A reconstituted planning team will soon begin working on details for summer and fall pilots, with a focus on the potential for deeper diagnostic testing, strengthened advisement with regard to the placement exams, and school selection. The team will also consider the pathways this program might create to existing opportunities (e.g. College Now and USIP) and start planning around the budget and sustainability. The University Budget Office will review the budget and work with OAA to identify potential funding sources.  Finally, the OAA and DOE team will develop a curriculum and professional development structure for the remedial intervention; the specific college-credit intervention will be determined by the existing College Now partnerships in the schools selected for the pilot.

Back to Goals Chart >>


 

Goal #4.4: Implement an early alert system to identify students early in the semester who are at risk for failure

Team leader: Frank Sanchez

Additional team members: Richard Alvarez, David Crook, Cheryl Williams, Dominique Ditommaso, Laurie Beck

 

Summary: This goal calls for, by December 2011, the identification of an early contact/ early alert product that can accommodate the CUNY system. By March 2012, this goal requires the development of an early contact/early alert implementation plan for launching fall 2012 pilot. (Please note: this goal has been revised since the original writing of the OAA goals to combine early alert and early contact plans.)

 

Progress toward success indicators

Product : The team has decided to build on efforts already under way in Enrollment Management and has identified Hobson’s Retain as the early contact/early alert software product most appropriate for the CUNY environment.

 

Implementation Plan :

  • Identify campuses to pilot the early contact/early alert model

The team agreed that four colleges (two senior and two community colleges) should be selected to pilot the early contact/early alert model. Factors to consider in the selection of the colleges include: need, interest/college buy-in and capacity/infrastructure. Colleges under final consideration are: Borough of Manhattan Community College, College of Staten Island, Hostos and John Jay. This list has not been finalized and may change.

  • Establish an advisory panel to help design and implement the plan

The team agreed that an advisory panel be formed to help the team and the colleges design and implement the early contact/early alert pilot. The advisory panel will be comprised of members of the CUNY community, including those at the pilot colleges and those from other colleges and the Central Office, who have first-hand knowledge with early contact and early alert systems – both the technical aspects as well as the substantive issues. In addition, both the team and the panel will reach out to experts from outside the CUNY system.

 

Team members have begun reaching out to some individuals already suggested for the panel to discuss the project and interest in serving on the advisory panel.

 

Plans and timeline

  • The team plans to meet again in January to finalize the pilot colleges and identify names for the advisory panel. Assignments will be made to team members in regard to outreach to confirm participation.
  • By March, the team, in consultation with the advisory panel, will develop an early contact/early alert system plan to be supported by Hobson’s Retain.
  • March – August: Team and Advisory Panel will work with individual colleges to tailor the plan to their individual institution.
  • Fall 2012: Implement an early contact/early alert system at each of the four pilot colleges.
Back to Goals Chart >>

 

Goal #4.5: Establish call center(s) available to campuses.

 

As noted in the previous report, this goal has been combined with #4.4.

Back to Goals Chart >>

 

Goal #5.1 – Begin to increase retention of CUNY graduates in the teaching profession in NYC high-need schools

Team leader: Joan Lucariello

Additional team members: David Crook, Cheryl Littman, Jennifer Sloan

 

Summary:

This team is working to obtain relevant and propose strategies.

 

Progress toward success indicators and plans:

 

Obtain Data on Retention: In the coming months, CUNY will receive NYCDOE retention data from ’05 onward on CUNY (and non-CUNY) grads teaching in NYC schools. This will enable our establishing baseline measures and targets for improvement of retention. Heretofore, CUNY had no such data available.

 

Strategies to Improve Retention

  • Conduct program analysis in light of the retention data to see which CUNY preparation programs, and which candidate characteristics, lead to greater retention and support and replicate those programs and features.

 

  • A major proposal will be submitted to NYSED in Feb 2012 for RTTT funds to enhance the professional development of CUNY (cross-campus) teacher education faculty in the areas of clinically-rich preparation, Common Core curriculum (and related assessments), and differentiated, data-driven instruction. Developing our faculty to better prepare teacher candidates in these areas should lead to improved retention of those candidates when they become teachers of record in the classroom.

 

  • A partnership between CUNY and Math for America (MFA) has been formed, which will assist retention of math teachers in three ways:
  1. A.    Improve the quality and preparation of our secondary ed math teaching candidates through MfA Fellowships at CUNY Fellows would be recruited by MƒA each year and placed at CCNY for a one year master’s degree. MƒA attracts some of the best math candidates nationally who will become part of our teacher prep candidate pool. These candidates receive several years of financial and professional development support once they become classroom teachers. Selective recruitment and such support should increase their retention.
  2. B.    Improve the Quality of our Student-Teaching Experience - many MfA Master Teachers will serve as cooperating teachers for CUNY student-teacher placements thereby strengthening the clinical preparation of our candidates, which should increase retention.
  3. C.    Provide Induction Experiences to new CUNY Math Teachers – MƒA provides professional support and growth opportunities, through its “Early Career Fellowship,” to current new teachers of secondary mathematics. One-third of these fellowships would be targeted for CUNY graduates.


Back to Goals Chart >>

 


Goal #6.1: Enhance Academic Advising

Team leaders: Karrin Wilks, Donna Linderman

Additional team members: Frank Sanchez, Academic Advisement Study Group (Otilia Abraham, Michele Cuomo, Jason Finkelstein, Cynthia Jones, Dan Lemons, Mitchell Levy, Freda McLean, Jean Richard, Sharon Ricks, Zuleika Rodriguez, Elizabeth Schaible, Laura Tesman, Sumaya Villanueva, Rob Whittaker, Case Willoughby)

 

Summary: This group analyzes current advisement services and resources and issuing recommendations for improving academic advising across CUNY, for students with fewer than 30 credits and for those with more than 30 credits. 

 

Progress toward indicators and future plans:

  • Established the Academic Advisement Study Group with representatives from academic and student affairs across CUNY
  • Developed a charge for the group:
  • Review findings from Graduate NYC! Survey and Catalogue of CUNY Advisement.         
  • Analyze advising models currently in place and those in development, including:

-       for new/ incoming students (including the role of orientation)

-       for general education course-taking (related to Pathways)

-       for first-year students

-       for second-year students

-       for academically at-risk students

-       for students in special programs (ie: CD/SEEK, ASAP, Macaulay)

-       for students intending to transfer

-       use of peer mentors

-       use of technology to assist advising

-       for community college students vs. senior college students

-       for students in particular majors (including pre-professional and liberal arts)

-       for students nearing graduation

  • Collect information about how advising systems are evaluated across CUNY.
  • Collect information about how advising systems are evaluated outside of CUNY.
  • Analyze the adequacy of current resources allocated to academic advising. 
  • By April 2012, draft recommendations to improve academic advising across CUNY for students with fewer than 30 credits and for students with more than 30 credits

  Back to Goals Chart >>


 

Goal #6.2: Division of Student Affairs Strategic Plan

Team leader: Frank Sanchez

Additional team members: Student Affairs Leadership Team

 

Summary: The intent of this goal is to develop a Strategic Plan by August 15, 2012.  This plan will include a clearly articulated vision, mission and core values as well as identified priorities and action items.  This process will involve the Vice Presidents of Student Affairs across the system as well as COSA leadership and students.

 

Progress toward success indicators

 

Product: The Council of Chief Student Affairs Officers had a retreat where we discussed the top priorities of Student Affairs across the system.  Seven priorities where identified including:

  1. 1.     Student Success
  2. 2.     Enhancing Campus Life and Quality Student Engagement
  3. 3.     Technology
  4. 4.     Assessment and Effectiveness
  5. 5.     Professional Development
  6. 6.     Policies and Procedures
  7. 7.     Entrepreneurial Practices and Resource Generation

 

Implementation Plan: The Strategic Plan will outline individuals responsible for action items as well as measureable outcomes.  Each director in COSA will be responsible for developing their own vision, mission and core values along with action items due July 15, 2012.

 

Plans and timeline:

  • Finalized COSA vision, mission, core values and priorities by February 1, 2012
  • Submission of unit director’s vision, mission and core values by March 1, 2012
  • Completion of action plan draft for all units by May 1, 2012
  • Completion of all unit action plans by July 15, 2012
  • Completion of COSA Strategic Plan and dissemination by August 15, 2012.
Back to Goals Chart >>

 

Goal #6.3: Student Affairs Assessment/Effectiveness Plan

Team leader: Frank Sanchez

Additional team members:  Paulette Dalpes, Berenecea Johnson-Eanes, Student Affairs Leadership Team

 

Summary: The purpose of this goal is to establish a culture of evidence across Student Affairs Divisions by creating an assessment plan and model.  This plan will identify key measures by function unit and establish expectations for data collection and reporting.

 

Progress toward success indicators:

Product: Unit councils are engaged with identifying and recommending effectiveness measures.  National experts, Dr. Jillian Kinzie and Dr. Trudy Banta have been identified as consultants that can assist Vice Presidents with campus implementation as well as guidance for central administration.

 

Implementation Plan: All unit councils will be asked to finalize recommended effectiveness measures and the central office will determine, in consultation with national experts, the best strategy to centrally coordinate this data collection, use and dissemination.

 

Plans and timeline:

  • Either Dr. Kinzie or Dr. Banta will provide a workshop/consultation with VPSAs on April 13, 2012.
  • Unit councils will submit recommended effectiveness measures by June 1, 2012.
  • COSA will recommend a coordinated model/scorecard by September 1, 2012 with the first report occurring September 1, 2013.

Back to Goals Chart >>


Goal #7.1: Complete Board-Mandated Steps for the First Year of the Pathways (Transfer) Project

Team leader:  Alexandra Logue

Team members: Erin Croke, Erika Dreifus, Bob Ptachik, and Julia Wrigley

 

Summary: Since the passage of the Pathways resolution this past June by the Board of Trustees, significant progress has been made, consistent with the timeline specified in the resolution.  CUNY is establishing a rigorous curriculum that will enable student transfer and advanced study.

 

Progress toward success indicators:

  • Task Force (Steering Committee and Working Committee) established and began meeting in summer 2011 to create CUNY’s new Common Core.  Task Force consisted of 47 faculty, 4 students, and 3 campus-based administrators, chaired by Law School Dean Michelle Anderson.
  • Task Force released drafts of its recommendations for CUNY’s new Common Core to the entire CUNY Community, beginning in October, 2011.
  • Task Force submitted recommendations to the Chancellor on December 1, 2011.
  • Chancellor accepted Task Force’s recommendations on December 12, 2011.
  • Faculty committees established for each of the 7 largest transfer majors, with the combined committees chaired by Graduate Center President Bill Kelly. Major committees began meeting in October 2011 to decide on the first 3-6 courses that will lead into each of these majors, and that will be available on each campus offering this major.
  • Pathways website (www.cuny.edu/pathways) completely redesigned in order to keep community completely informed about the progress of all aspects of the Pathways initiative.

 

Plans and timeline:

  • Each campus is identifying a main point of contact for Pathways implementation.
  • This January, 2012, CUNY-wide implementation meetings will start involving the main point of contact and relevant other campus members representing areas such as academics, registrar, advising, computer information systems, etc.
  • A few additional major committees will be added in January or February 2012.
  • The CUNY-wide committee that will assess each potential Common Core course to see whether or not it will satisfy the learning outcomes is being established and will start meeting early 2012.
  • Campus implementation plans are due April 1, 2012, including campus applications for central office funds to help with payment for the additional work for Pathways.
  • The first majors committees recommendations are due May 1, 2012.
  • All significant course changes and new courses for offering in fall 2013 must be submitted to the January 2013 Chancellors University Report (December 2012 deadline).
  • April 2013 registration starts for the first Pathways courses.
  • September 2013 the first Pathways courses are offered.
Back to Goals Chart >>

 

Goal #7.2: Rationalize and implement system-wide policies via new Office of University Registrar

Team leader: Robert Ptachik

Additional team members: Annamarie Bianco (CIS)

(CIS)

 

Summary: This group continues to rationalize and implement system-wide policies via the Office of University Registrar. Work includes mediating the standardization goals of the integrated university and CUNYfirst project student records component with the business practices of the college's registrar offices and, along with OIRA, collecting University-wide, college-based data to facilitate more accurate enrollment planning.

 

Progress toward success indicators:

  • University-wide policy to manage duplicate ID student records as well as coding USIP participation in CUNYfirst Campus Solutions (CS) was put into effect. 
  • The University Registrar continues to convene and chair the Council of Registrars and through this council has accomplished the first enhancement modification to the CF transcript. 
  • The University Registrar in collaboration with the core CUNYfirst team of Subject Matter Experts (SMEs) has supported the planned transition for wave 2, 3, and 4 implementations.  University-wide policies and procedures continue to be developed.

 

Plans and timeline:

Priorities for the coming year include standardizing process for continued maintenance of CUNYfirst configurations and processes and collaborating with CUNYfirst production support and Human Capital Management (HCM) to develop a standardized business policy regarding duplicate records that cross CS and HCM.  The University Registrar, in collaboration with the colleges and special advisor ex-Provost Evangelos Gizis, will be working on the implementation strategy for CUNY Pathways.   Future work includes increased central coordination of Gainful Employment, National Student Clearinghouse, veterans’ transfer information, and configuration of new general education information under Pathways.

Back to Goals Chart >>


Goal #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. 

Team leader: John Mogulescu

Additional team members: Other members of John Mogulescu’s staff

 

Summary: This goal’s focus includes the amount and renewal of external funding, city and state satisfaction with projects, and number of people served.

 

Progress toward indicators:

  • In the first six months of FY 12, we have raised $58.7 million to continue to serve the diverse population of New York City in the areas of K-12 education, literacy/GED preparation, health and social services, workforce development, and the arts.

 

Plans and timeline: During the remainder of the fiscal year, we will continue the activities supported by this funding, meet established performance outcomes, and develop new projects to be funded.

Back to Goals Chart >>

 

Goal #8.2: Work with the Associate Vice Chancellor for Budget and Finance to modify tuition and fee structures to better support student academic success

Team leader: Robert Ptachik

Additional team members: Robert Maruca, Jim Murphy, [Budget & Finance]

 

Summary: This team is working to ensure that tuition and fee structures credit accumulation and enhance retention and graduation rates.

 

Progress toward success indicators and plans: During this past year there have been discussions about tuition policy, including a session at the CUNY Financial Conference focused on tuition and fers.  OAA is in the process of preparing a statement on the issue that will be shared with senior finance officials.  One objective is to consider, within a given revenue level, whether there are alternative tuition structures that will provide an incentive for students to take more credits during a particular academic year.

Back to Goals Chart >>


Goal #9.1: Increase effectiveness of CUNY’s libraries

Team leader: Curtis Kendrick

Additional team members: Dean Bryan, Marsha Clark, CIS, Council of Chief Librarians

 

Summary: This team’s goals include: working with CIS to ensure that hardware and network infrastructure is adequate for the needs of CUNY's libraries for the needs of CUNY's students, faculty, and staff; securing approvals and allocate funding to migrate to vendor hosted environment for mission critical library systems; recruiting successfully for two vacant systems librarian positions; completing negotiations with OCLC for a contract for services; begin plans for migration to RDA (Resource Description and Access), the new cataloging standard replacing AACR2 (Anglo-American Cataloging Rules 2); re-indexing production catalog using parallel indexing methodology, and prepare for reclamation project to harmonize records and holdings in Aleph with those of WorldCat;  assessing and developing CUNY’s digital library collections; advancing a culture of assessment within CUNY’s libraries; and promoting awareness among CUNY faculty, administrators, students and staff about developments in areas such as to copyright, open access, scholarly communication, and institutional repositories.

 

Progress toward success indicators:

Library system will be migrated to new servers, work tentatively scheduled to take place January 2012. Working with Ex Libris, library system vendor, on service level agreement for moving to vendor hosted environment for mission critical library systems. Two candidates identified for systems librarian vacancies, one offer letter to go out this week and another “soon”. In final stages of negotiations with OCLC for contract.  Parallel indexing methodology is being tested and CUNY has secured agreement from OCLC to conduct a reclamation project at no additional cost.  Implemented bX recommender service.  Conducted study of cost per use of electronic resources, continued to build digital library collection with addition of Jstor IX and additional volumes from Gale Virtual Reference Library. Received commitment from IT Steering Committee to fund “discovery service” for three years. Librarians from across CUNY met to discuss assessment activities, library statistics committee and library assessment committee continue to be active. Subgroup of Council of Chief Librarians working on libraries section of CUNY Master Plan. Several libraries participated in Open Access Week activities during October. Working with UFS to plan for how best to respond to their resolution calling for a CUNY-wide institutional repository.

 

Plans and timeline:

  • Complete draft of library section of master plan – January 2012
  • Sign contract with OCLC – February 2012
  • Implement Insight reporting system -- March 2012
  • Train new systems librarians – March/April 2012
  • Engage in procurement for library discovery system -- April 2012
  • Negotiate service level agreement with Ex Libris for hosting system – Spring 2012

Back to Goals Chart >>


Goal #9.2: Submit 2012-2016 Master Plan to the NYS Education Department

Team leader: Alexandra Logue

Additional team members: Erika Dreifus, Julia Wrigley (Stephanie Benjamin)

Summary: We have received guidelines for the Master Plan from the New York State Regents, and have solicited input from every campus, the UFS, the Chancellor and his cabinet, and many others.  Further, we have received a one-month extension on the Master Plan deadline from New York State so that we can submit the Master Plan after approval by the CUNY Board at their June 2012 meeting.  Unlike previous Master Plans, a major focus of this Master Plan will be the financial stability that CUNY will enjoy over the next four years, and the resultant enablement of long-term planning.

Progress toward success indicators and plans:

A first draft will be completed by the end of January. Following internal review and editing, a subsequent draft will be shared with the entire CUNY community. 

Back to Goals Chart >>

 

Goal #9.3  Effect Academic Affairs Section of CUNYfirst

Team leader: Robert Ptachik

Additional team members: David Crook (CIS, Deputy COO)

 

Summary: This team is working with CUNYfirst technical team and subject matter experts to implement campus solutions module in as many CUNY colleges as can benefit.  Wave 2 (BCC, Hostos, KCC, Lehman, LaGuardia, CUNY Law School and New Community College) are to have staged implementation, with KCC and LaGuardia coming on board in early July 2012, the others in March 2012.

 

Progress toward success indicators:

  • Vanguard colleges (Queens and Queensborough) are now starting second year on campus solutions. Standard functions such as registration and grading continue to go quite well.  The areas of student financials, financial aid, and admissions, where native PeopleSoft is not being used, but interfaces with existing legacy systems are in place are running more smoothly than last year. Nonetheless, the objective is to move to native PeopleSoft functionality as soon as possible. At this time, the expectation is that native PeopleSoft financial aid will be introduced at Queens, Queensborough and New Community College in spring 2012. 
  • Data conversion for wave 2 colleges is much improved over the starting condition for wave 1, and should result in smoother openings for this round of colleges.

 

Plans and timeline:

In addition to wave 2 go-live mentioned above, colleges are preparing for wave 3 and 4 go-lives scheduled for fall 2012 and spring and fall 2013.  Wave 2 colleges will implement native financial aid in March 2013.  A pilot project for admission—an on-line application for graduate study—is being planned for fall 2013.

Back to Goals Chart >>

 

Goal #9.4: Modernize admissions data systems

Team leader: Robert Ptachik

Additional team members: (CIS)

 

Summary: Through the CUNYfirst project or other means, this group aims to establish a plan to modernize admissions data systems including customer relations management, on-line intelligent application, decision engine, and student database component.

 

Progress toward success indicators:

  • Increasing success in implementation of CRM system (Hobsons EMT) for prospects and admitted students.  The system is now being used to some degree by all of our undergraduate colleges.  Dramatic decrease in mailing and printing costs as communication moves to electronic means.  High demand baccalaureate programs are now able to compete with private and other public sector peers in communication methodologies.  Early steps towards implementing Hobsons Retain (for currently enrolled students) and Graduate EMT.  Hunter College is the pilot institution for Retain.
  • Progress towards other portions of the project has been unacceptably slow.  Little has been done in the area of decision engine and admissions database development.  Project has recently been given higher priority by Oracle and more progress is expected over the next several months.

 

Plans and timeline:

  • Go-live date for the admissions systems is now the fall 2014 admissions cycle, which means system has to be fully tested by summer 2013.  An on-line application for graduate study is being planned as a pilot for the fall 2013 admissions cycle. 
  • Expect that Hobsons Retain will be made available to all CUNY colleges over the next two years.

Back to Goals Chart >>

 

Goal #9.5: Increase effective administrative oversight of SEEK/CD

Team leader: Cheryl Williams

Other team members: Shelley Ast, Michael Corrente, Frank Sanchez, Bob Maruca

 

Summary: This group is working to implement the recommendations resulting from the 2011 SEEK Internal Audit, create a template for and pilot an electronic expenditure report and develop practices and protocols that improve the SEEK/CD enrollment management process.

 

Progress toward success indicators:

  • Created the SEEK/CD Enrollment Committee which has met four times since July.
  • Established a uniform disbursement schedule for Special Programs financial aid that has enabled better prediction of expenditures.
  • Developed an enrollment management formula designed to keep program enrollments at budgeted levels, potentially eliminating instances of over enrollment that result in budget shortfalls and reductions in student support services.
  • Created and implemented an electronic Freshman Enrollment report in fall 2011 that reduced reporting errors and made submission easier.
  • Designed a template for an electronic expenditure report that will better align University and Special Programs budget categories and provide the level of detail recommended in the audit. Currently vetting the template with UOFB, program directors, and OAA budget.
  • Secured access to regular University financial aid and budget reports and developing monitoring protocols as a means of increasing OSP oversight of these two areas so that needed interventions can be more timely.
  • Communicated(ing) the enrollment management changes widely so as to enhance implementation.

Plans and timeline:

The SEEK/CD Enrollment Management Committee will meet monthly during Spring 2012. Issues under review include: reviewing transfer practices, refining the enrollment projection formula, fine tuning the budget allocation process, establishing a threshold for per student funding, establishing resource expectations for colleges that wish to exceed their budgeted enrollments. A second team, led by the OSP and consisting of SEEK and CD professionals will begin meeting to discuss programmatic issues related to enrollment management issues. These include: maintaining the SEEK/CD missions, determining metrics of effectiveness, prioritizing resources, rethinking the admissions process to enhance program "fit." The program team will meet every two months, starting in February.

Back to Goals Chart >>

 

Goal #9.6: With CIS, develop the decision support infrastructure at CUNY

Team leader: David Crook and Les Jacobs

Additional team members:  Ariel Cohen, Suman Taneja (CIS), Cheryl Littman, Judith Ullman (CIS), James Russell (CIS)

 

Summary:  This team’s work includes: procuring business intelligence software; beginning system design; beginning to validate data drawn from source systems; participating in the planning of the statewide P-20 data structure; and contributing the necessary data.

 

Progress toward success indicators:

  • OIRA collaborated with CIS and other stakeholders to develop 4 reporting problems for use by vendors in demonstrating their software.  These “proof-of-concept” problems are designed to show the ability of the software to extract data from Peoplesoft, integrate it in a relational database, structure it for reporting purposes, and create reports both for system and for the campuses. 
  • CIS provided access to the relevant data to two competing vendors. 
  • A selection panel is being created.
  • Review of the response of the two vendors to the proof of concept problems is set for late January, followed by selection of the successful vendor. 
  • In fall 2011, OIRA worked with SUNY and the SED project leader to design the P-20 data warehouse and the extracts that will feed it as well as the data needed to match K-12 and higher education records.

 

Plans and timeline:

  • February 2012:  Review Panel views demos by competing BI vendors and recommends a product.  
  • February- September 2012:  Finalizing the BI procurement (negotiations with vendor over price and contractual terms;  review by NYS Comptroller; etc. etc)
  • February 2012:  Design of P-20 warehouse to be finalized.
  • March 2012:  CUNY to provide initial installment of data for matching higher ed and K-12 data. 
  • Summer 2012:  Preparation of data that will feed the warehouse will be complete.   

Back to Goals Chart >>

           
Goal # 9.7: As part of the Graduate NYC! Initiative, continue construction of a data warehouse containing DOE and CUNY data. 

Team leader: David Crook, with Ailish Brady, of the DOE

Additional team members: Colin Chellman, Cheryl Littman, Michelle Paladino (DOE)

 

Summary: This team is working complete the matching engine, design the data warehouse, populate key tables, design reports, and otherwise support data needs of the Graduate NYC! Project. 

 

Progress toward success indicators:

  • Work on matching engine completed. 
  • DOE is preparing data from 1993 forward to be incorporated into the warehouse.  CUNY will add data from 2000 to the present.  Load to begin once DOE data have been received.  
  • Recruitment of a database designer and project manager is under way. 
  • Project plan is nearly complete. 

 

Plans and timeline:

  • February 2012:  Complete load of DOE and CUNY data.
  • April 2012:  Hire database designer and project manager.
  • June 2012:  Complete design of data warehouse.
  • Summer 2012: Load data and design first reports. 

Back to Goals Chart >>