2010-2011 Progress Reports

Goal #1.1: Continue planning for new community college

As reported midyear, the new community college project was transitioned to the new President, Scott Evenbeck. Senior University Dean John Mogulescu, previously team leader, will now serve in an advisory capacity. The Office of Academic Affairs will, therefore, no longer be reporting on this goal.

Back to Goals Chart >>


Goal #1.2: Accelerated Study in Associate Programs (ASAP)

Team leader: Mogulescu

Additional team members: Linderman, Ondrus

Summary: Continue to serve new and existing ASAP students and measure the success of the program with funding from CEO and other external sources. ASAP has also made a commitment to identify ways to not only scale the program but also make recommendations on most effective program elements that can be considered for adoption across CUNY to better serve all students.

Progress toward success indicators:

  • A new cohort of 564 low-income students with developmental needs began with ASAP in fall 2010 across six colleges supported with funding from the NYC Center for Economic Opportunity, the Helmsley Charitable Trust and the Robin Hood Foundation. ASAP is currently recruiting a new cohort of 350-400 new students with developmental needs for fall of 2011.
  • ASAP updated its three-year outcomes for the fall 2007 cohort. The ASAP fall 2007 cohort’s three-year graduation rate of 55 percent coupled with transfers to four year colleges raised the total three-year successful outcome to 63.1 percent vs. 44 percent for the comparison group.
  • ASAP graduates transferred within CUNY at a rate of 64 percent. The Transfer Scholarship has been expanded from four to six senior colleges and a new cohort of 48 ASAP graduates will be supported in their baccalaureate studies at CUNY beginning fall 2011.
  • MDRC plans publication by 2012 of its early findings random assignment study of ASAP involving a sample of 900 treatment and control group students at BMCC, LaGuardia and Kingsborough. MDRC is about to launch part two of an online survey of treatment and control group students and conducting implementation research at all three colleges.
  • Donna Linderman was a guest speaker for the Tennessee Board of Regents’ Accelerated Pathway Initiative in Nashville and Memphis in June 2011.
  • The ASAP fall 2009 cohort has a current projected 2-year graduation rate of 27-30% pending summer 2011 grades and confirmation of degree completion vs. 7% for a comparison group of similar students. The fall 2009 cohort is the first ASAP cohort admitted with developmental needs (76% at time of entry) and all students were low income. The comparison group had a similar profile of developmental need and income.


Updates on future plans and timeline: ASAP Director and Evaluation Specialist are currently working on an updated report on ASAP 3-year outcomes for the fall 2007 cohort using both National Clearinghouse and updated Optimal Full Matching outcomes (see above) and fall 2009 graduation data. An excerpted portion of this report will be submitted to a peer-reviewed journal for possible publication and to various education conferences for presentation. A proposal to the Association for Public Policy Analysis and Management (APPAM) Conference is pending.


Back to Goals Chart >>


Goal #1.3: Graduate NYC! College Readiness & Success Initiative

Team leader: Mogulescu

Team members: Conrad, Crook, Hofmann, Wilks, Lucariello, Mack, Wilks, Steering

Summary: Collaborative effort by CUNY and DOE to improve the college success rates of DOE graduates at CUNY

Progress toward success indicators:

  • In October 2010, the NYC College Readiness and Success effort was rebranded as Graduate NYC! College Readiness & Success Initiative. Graduate NYC! commissioned seven cross-institutional project-based teams in January, 2011. Each team was co-chaired by senior leaders from CUNY and DOE, and focused on an issue that is a significant challenge for CUNY, DOE and/or student-serving organizations throughout the city. Topics included Math Proficiency, Reading & Writing Proficiency, Transition Programs, External Awareness, Internal Advisement Capacity, FAFSA Completion, and Longitudinal Database Development.
  • In March 2011, Joan Lucariello and John Mogulescu gave an update on the structure and potential impact of Graduate NYC! at CUNY’s regularly scheduled Chief Academic Officers’ Meeting. As a result of the interest exhibited at the meeting, we launched a Graduate NYC! Advisory Group comprised of 8 CAOs who are interested in working with staff on their campuses to improve student success rates.
  • In April 2011, the program launched a speaker series titled the Graduate NYC! Community Best Practices Forums. These Forums are bi-monthly gatherings at which professionals from youth-serving organizations in NYC can learn more about the latest research and best practices in college readiness and success. By July 2011, the Graduate NYC project teams developed a series of reports, analyses and recommendations for policy and practice changes.


Plans and timeline:

  • Focus groups of high school and college students and their families will take place in August, 2011. The goal of these groups is to gain a better understanding of the way in which students and families learn about key factors related to college readiness and success. They will also explore the base knowledge that students have about sources of support in the college transition process.
  • Graduate NYC! staff are working to develop internal and external metrics to measure the initiatives’ progress and report success on an annual basis beginning November, 2011.
  • Graduate NYC! and the Working Group are in the process of determining an appropriate 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 September, 2011.
  • New project teams will be launched in fall 2011 focusing on developing teacher-faculty collaborative learning opportunities and assessing the feasibility of developing a citywide database of college transition programs.

 

Back to Goals Chart >>


Goal #1.4: Hold first CUNY Conference on Community Colleges

Team leader: Martí

Summary: This group is working to provide a venue for the dissemination of evidence-based, successful practices in community-college education, with an emphasis on pre-college preparation, early interventions that enhance degree completion, and data collection/analysis. The conference will aim toward bold and innovative approaches to improve student success.

Progress toward success indicators:

  • Branding for event completed with styling to be carried over into all materials related to the Colloquium.
  • All speakers, moderators, and introducers secured and confirmed.
  • Website for registration created and active for responses.
  • Personalized E-mail sent to 300 invitees.
  • Outreach for additional names for invitees made with expectation of another 200 suggested names to be submitted.
  • Program for event under development, with print ready materials being collected.


Plans and timeline:

  • Create online survey for all registrants to refine questions which will be posed to the speakers. June – July 2011
  • Create high quality webinar Colloquium component to accommodate those who cannot travel to New York. June – July 2011
  • Secure the Mayor as keynote. July 2011
  • Secure all sponsors. June – July 2011
  • Complete and Print Colloquium Program. July – August 2011

 

Back to Goals Chart >>


Goal #1.5: Align health professions programs with the new federal healthcare reform legislation

Team leader: Ebenstein

Additional team member: Wrigley

Summary: The team seeks to insure that programs are consistent with professional trends, labor market projections, and workforce provisions in the Patient Protection and Affordable Care Act.

Progress toward success indicators:

  • $500,000 in funding awarded from the City Council in 2010-11 to support Accelerated BS and the DNS programs in nursing.
  • $100,000 in funding awarded by NYC Workforce Development Corp. to conduct a workforce survey of Community Health Centers and a study of staffing patterns associated with other innovative models of care.
  • Labor market report on future jobs in Medical Laboratory Technology completed.
  • The SPS online BS in Health Information Management was approved by SED and students are being recruited.
  • The DNP program at Hunter was approved by SED and students are being recruited.
  • The BOT approved QCC-Hunter College AAS/BS dual degree program in nursing.
  • In partnership with the NYC Department of Health, AAS nursing and community health students were selected to participate in “patient navigator” programs at local hospitals.
  • National conference on community health workers was convened at LaGuardia CC.
  • CUNY is an active player in national, State and local coalitions of stakeholders that are analyzing the workforce provisions of the ACA, the Institute of Medicine recommendations on the Future of Nursing, and the recommendations of the NYS Medicaid Redesign Team, and proposing ways these should be implemented and funded.

Plans and timeline:
This broad goal will be replaced in 2011-2012 with a more specific focus on increasing the University’s capacity to enroll and graduate nursing students at the baccalaureate level.

Back to Goals Chart >>


Goal #1.6: Enhance the use of technology in nurse education and other health professions programs

Team leader: Ebenstein

Additional team member: Wrigley

Summary: The team seeks to increase CUNY capacity in nursing simulation, integrate electronic health records into the curriculum, and increase the number of online courses.

Progress toward success indicators:

  • Forty-three nursing faculty from 11 colleges are participating in CUNY’s Nursing Education Consortium in Technology which provides training in integrating the use of technology in nurse education.
  • Eight campus proposals for projects in simulation, electronic health records and telehealth were funded through an OAA RFP process.


Plans and timeline:
This broad goal will be replaced in 2011-2012 with a more specific focus on assessing the status of all campus-based simulation centers and producing a report with recommendations on the best ways to enhance the use of this instructional technology.

Back to Goals Chart >>


Goal #1.7: Enhance program data in the health professions

Team leader: Ebenstein

Additional team member: Wrigley

Summary: The team seeks to update and expand Annual Nursing Data Report and survey graduates of other health professions programs.

Progress toward success indicators:

  • Updated and expanded Annual Nursing Data Report completed.
  • Surveys of LPN and Medical Assistant graduates completed.

Plans and timeline:
This goal will be institutionalized within the Office of the Dean of Health and Human Services.

Back to Goals Chart >>


Goal #1.8: Increase online and hybrid courses in CUNY

Team leader: Otte

Additional team members: Dreifus, Mogulescu, Rini

Summary: Develop and implement a certification process for online and hybrid instructors. Pilot a shared approach to online introductory composition at multiple campuses. Support and oversee the piloting of hybrid courses at the nine campuses participating in the Hybrid Initiative. Extend access to online general education courses in SPS’s Online Baccalaureate to the CUNY campuses generally. Pursue new online degrees within SPS and at the campuses.

Progress toward success indicators:

  • An online certification workshop on online and hybrid instruction with nearly 100 registrants from across CUNY ran from 1/3-14/11; another ran from 7/6-20/11 with 120 registrants.
  • Piloting a shared approach to online composition across six campuses was successfully completed with the end of the fall term.
  • All nine participating campuses in the first round to Hybrid Initiative filed reports showing that goals were for the most part met; six more campuses joined in the second round, bringing the total number of campuses involved to fifteen; all met to confer in April 2011.
  • The offering of SPS online general education courses open to the larger University community is focused on six high-enrollment and widely accepted courses for the Fall 2011 term.
  • Proposals for four new online degrees for SPS (three Bachelor’s, one Master’s, all named below) received Board and State approval; two other online degrees are in the letter-of-intent stage.
  • Work with campuses on online degrees continues.


Plans and timeline:

  • More certification workshops are planned as faculty preparation in the coming terms.
  • Participants in the online composition pilot are working on a shared resource site.
  • Lead participants from the first round of the Hybrid Initiative have filed final reports but still need to meet the tests of sustainability and dissemination; those in the second will be initiating their projects in earnest in the coming academic year
  • The offering of online general education courses will be expanded once the viability of such offerings through ePermit is established.
  • Online baccalaureates in Sociology and Health Information Management launch at SPS in Fall 2011; one in Psychology, in Spring 2012; and an MS in Information Science, in Fall 2012.
  • Comments and questions may be directed to George Otte at George.Otte@mail.cuny.edu.

 

Back to Goals Chart >>


Goal #1.9 Enhance Quality and Efficiency of Middle States Self-Studies

Team leader: Ondrus

Summary: This goal focuses on assisting campuses with their Middle States 10-year Self-Study process. The participating campuses share a similar review cycle for the Middle States.

Progress:

  • Campus representatives from John Jay College, Hostos Community College, LaGuardia Community College, College of Staten Island, and Queens College met at 57th Street to discuss progress to date preparing campus Self-Studies. Invited guest VC Eduardo Marti shared his experiences as a site visit chair and as a current Middle States Commissioner. The group asked many questions and shared templates, models, and resources.
  • The complexity of the CUNY budgeting system and governance structure is challenging for campuses to describe to outside reviewers. Also, each campus starts from scratch when writing the 10-year Self-Study so the process is not as efficient as it could be. This working group is an effort to assist them but they have to work independently for the most part.


Plans and timeline:
In response to a request from the group, we are creating a documents for the campuses regarding how CUNY’s budget works (central vs. campus), governance is structured, and the origin of the mission of CUNY via NY State law. Staff from CUNY’s General Counsel’s office and the CUNY’s Budget and Finance office provided detailed descriptions. The final draft of this document is being reviewed currently.


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: Small

Additional team members: (Budget/Finance), John Blaho

Summary: This team works to increase tech transfer efforts and form start-up companies.

Progress toward success indicators and 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. During the last academic year, ten SBIR grant proposals were submitted by members of the CUNY campuses who are affiliated with companies.
  • The CUNY CAT and the Field Center for Entrepreneurship at Baruch College are hosting a CUNY Entrepreneurship Workshop Series in September and October 2011. The goal is 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.
  • The TCO has helped develop proposals for the New York City Investment Fund’s BioAccelarate Program, resulting in an award for Professor Zaghoul Ahmed (CSI & Graduate Center) for his novel research of the PathMaker Neuromuscular Treatment System, a CUNY-trademarked method of treating spinal cord injuries by using electrical stimulation to strengthen neuromotor connections.

 

Back to Goals Chart >>


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

Team leader: Small

Additional team members: Caplan, Martí

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

Progress toward success indicators and plans:

  • A large environmental science forum was held on November 8, 2010 at the Graduate Center. There were distinguished guest speakers as well as key CUNY environmental faculty from across the campuses—over 150 faculty, postdocs and students attended the forum. The afternoon included breakout sessions for CUNY faculty to learn about colleagues’ work from different CUNY campuses.
  • A CUNY-wide structural biology forum was held on June 6, 2011, at the Graduate Center. Organization was similar to the environmental science forum and was also well attended by faculty, postdocs and students.
  • A one-day workshop on pedagogical research was held on January 14, 2011 at the Borough of Manhattan Community College. The workshop was designed specifically for community college faculty, and is part of the Community College Collaborative Incentive Research Grant (C3IRG) program. Over 100 community college faculty members attended the workshop.



Back to Goals Chart >>


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

Team leader: Small

Additional team member: 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:

  • Research Office carried out or sponsored a series of 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 offered a 10% match for successful proposals. A total of 33 proposals were submitted for the 2010 deadline. Two faculty members received this prestigious grant. Mentoring workshops were provided for faculty whose projects were not funded.
  • 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 and part of this award will provide funding to expand the number of students participating in the C-SURP program.
  • The second CUNY Nobel Science Challenge for CUNY undergraduates took place February, 2011.
  • A proposal was submitted to the Council for Undergraduate Research to institutionalize undergraduate research at CUNY.

 

Back to Goals Chart >>


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

Team leader: 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:

  • Topping-off ceremony for ASRC and The City College Science Building took place on October 1, 2010. Projected completion date is 2014.
  • 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 were identified and several were invited to give talks in the series. The speakers were invited to spend a day with CUNY faculty and students and to give a talk at the Graduate Center in the afternoon. There has been approximately one seminar each month.

 

Back to Goals Chart >>


Goal #3.1: Enhance academic performance of SEEK/CD students on OIRA success measures

Team leader: Williams

Additional team members: Ast, Kingston, Littman, Sanchez, Wade

Summary: This team has worked to collect baseline data to assess efficacy of the Passport to Success model for students who have transferred from four CD programs to Baruch; complete Passports from KCC and BCC into Baruch; begin to replicate this model at Lehman; set minimum attendance requirements in academic support and counseling services; and continue to decrease performance gaps between regularly admitted and Special Programs students.

Progress toward success indicators and plans:

  • The Passport to Success group completed the “passport” curriculum mapping at Kingsborough CC and Bronx CC and published two new passports for CD graduates transferring to Baruch as business majors. Baruch SEEK held orientation sessions for incoming CD transfers. A review of the first semester GPAs of transfer students suggests that the Passport program is having the intended impact. For example, in 2007 and 2008, the percentage of transfer students with a GPA of less than 2.0 after their first semester averaged 22.5%, while in 2009 and 2010 the percentage averaged 14.5%. Performance at the higher GPA range appears to have been impacted as well. In 2007 and 2008, 10% of transfers earned a GPA of 3.5 or higher in their first semester as compared to 15.9% in 2009 and 2010. The Passport team considered the desirability of continuing their work given the passing of the Board resolution regarding general education requirements and has decided for now to continue with their efforts to improve the performance of CD students transferring to SEEK.
  • A review of OIRA data reveals that while retention and graduation rates for associate degree students continue to be higher in Special Programs than for regularly admitted students, when compared to last year, performance in the two areas was essentially flat for Special Programs. SEEK one-year retention has steadily increased slightly, reaching 80.4% for the fall 2009 cohort. The six-year SEEK graduation rate increased by 2.4% over last year’s. The gap between the six-year graduation rate of SEEK and regular admits decreased slightly, from 13.9% to 12.5%.
  • The search for a research specialist was concluded in late spring and the successful candidate began in July 2011. One of his major responsibilities will be to spearhead the assessment efforts begun by the Assessment Working Group. He will also lead a formal review of SEEK and CD program effectiveness and assist SEEK and CD programs with their assessment efforts.



Back to Goals Chart >>


Goal #3.2: Increase Student Success in Math

Team leader: Logue

Additional team members: Crook, Kendrick, Lucariello, Ondrus, and Watanabe

Summary: We continue to make slow progress toward improving student success in math. We have now identified many evidence-supported techniques for increasing student success in math, but many of them do not have wide use.

Progress toward success indicators: During the past academic year, we have made the following progress on this ongoing goal.

  • Distributed additional funds to the campuses in support of evidence-based practices to increase student success in math.
  • The 10 math research projects funded by the Office of Academic Affairs have been completed and the results are now being prepared for dissemination
  • There is now an active group of faculty on the Academic Commons for the discussion of math education
  • We have identified a vendor to conduct a pilot test of online math tutoring, pending funding.
  • A number of math-related policy changes have been made including:
  • The CPE has been discontinued
  • An alternative test for assessing student quantitative learning, as well as other types of learning, is being considered
  • Use of the COMPASS exam as an exit test has been discontinued
  • The Regents standard for exemption from math remediation has been increased
  • A second round of awards was given to 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 1.3.
  • Techniques for increasing student learning in math and other subjects have been compiled and posted on the web.
  • Plans and timeline: Now that we have a good idea of a number of evidence-supported techniques for increasing student success in math, we need to focus on increasing the use of these techniques. This will be the focus for this goal in the coming year.

 

Back to Goals Chart >>


Goal #3.3: Math Remediation Experiment

Team leader: Logue

Additional team members: Crook, Kendrick, Lucariello, Meade, Ondrus, Watanabe

Summary: This team has been working toward planning and obtaining funding for the proposed experiment.

Progress toward success indicators: During the past academic year, we have submitted two grant proposals for the support of this proposed experiment—one proposal was submitted to the Spencer Foundation and the other to the Institute of Education Sciences.

Plans and timeline: We will receive a response from Spencer this coming fall, and from IES this coming spring. In the meantime we will continue to explore alternative methods of funding. Once funding has been received, we will begin to conduct the experiment, which will be sited at Borough of Manhattan Community College.

Back to Goals Chart >>


Goal #3.4: Statistics experiment

Team leader: Lucariello

Additional team members: Crook, Littman, Logue, Watanabe

Summary: This research, which is being led by William Bowen and Ithaka S+R (Tom Nygren, Matt Chingos), compares student learning and satisfaction and college costs across a hybrid 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. OIRA is facilitating gathering the campus-level data, de-identifying that data, and sending to Ithaka S+R.
  • Preparations for the fall 2011 experiment are under way. Recruitment procedures, including the addition of incentives, were revised (based on information learned through the pilot study) to increase participation numbers and the concomitant IRB amendments submitted and approved. Other key revisions for the fall experiment include a re-description of the OLI course as a “hybrid” (instead of purely online).
  • Study enrollment in relevant fall experimental courses is under way and is strong at Baruch and CCNY. Efforts to boost study enrollment at BMCC are under way.


Plans and timeline:

  • Monitor enrollment progress for fall 2011.
  • Monitor study progress during fall semester and make any necessary procedural adjustments.



Back to Goals Chart >>


Goal #3.5 Promote information literacy system-wide

Team leader: Kendrick

Additional team members: Otte, Pond

Summary: Advance CUNY’s Master Plan objective of working with major NYC employers to certify that graduating students have met CUNY’s information literacy goals. Continue to support and develop the Information Competency Tutorial, including assessment modules. Create rubrics for students to evaluate papers across the curriculum and CUNY campuses. Establish common information literacy learning objectives for all CUNY students. Develop communication tools and strategies to promote information literacy CUNY-wide.

Progress toward success indicators:

  • The Critical Thinking Skills Initiative (CTSI), funded by the Verizon Foundation, is working with LaGuardia and the Online BA program to expand the availability of online information literacy courses to students at Hostos and KBCC. The ETS iskills test is being used as an assessment tool. The Career Services Council developed a list of top NYC employers of CUNY graduates be used as a starting place to identify potential partners for this initiative.
  • CUNY and the DOE library system have begun planning a workshop to help teachers incorporate information literacy skills into their curriculum as they transition courses to be in compliance with the Common Core.
  • Hunter College librarians established the Information Literacy Commons, a collection of digital learning objects built for the teaching and assessment of information literacy standards.
  • Migration of LILAC’s web content from the OLS website to a new public website hosted on the CUNY Academic Commons is complete: http://infolit.commons.gc.cuny.edu/. Site includes an annotated list of tools and resources for teaching information literacy.
  • Several information literacy events were held, including a presentation titled “Creditable Strategies 2.” Three library faculty members gave overviews of existing or proposed information literacy “for-credit” courses. In April, a meeting was conducted via Skype with librarians from Grand Valley State University who spoke on their work developing disciplinary faculty focus groups. CUNY librarians also made met with and gave presentations to the CUE and WAC/WID committees, as well as making a presentation at the at the 7th Annual CUNY General Education Conference entitled “Cross-campus conversations: How the CUNY library departments developed common learning outcomes and assessment tools through a disciplinary advisory committee.”


Future Plans and Timeline:

  • Fulfill CTSI requirements and secure additional funding: January 2012.
  • Better integrate work of the CUNY/DOE High School to College Transition Group within the Graduate NYC! Initiative: Ongoing.
  • Conduct workshop for teachers, librarians and graduate education students: Spring 2012.
  • Draft CUNY-wide IL standards for students at the BA/BS level, similar to what has been done through the 60-credit level: Spring 2012.
  • Survey CUNY Library Faculty to determine current IL assessment practices at the colleges: Spring 2012.

 

Back to Goals Chart >>


Goal #3.6: Review of policies concerning remediation

Team leader: Crook

Additional team members: Wrigley, Marti, Wilks, Lucariello, Dreifus, Hofmann, R. Moy, Ondrus, Voloch

Summary: This group reviewed policies related to placement of students into writing, reading and math remediation and developed policy proposals for the chancellery. The findings and proposals have been summarized in a report.

Progress toward success indicators:
The group finalized a set of policy recommendations pertaining both to remedial instruction in mathematics and in English. The primary recommendations are:
a) Scale up core elements of the ASAP program in phases as resources permit;
b) At the same time, change policy and practice across the University to provide greater structure and support to remedial students. Among the recommended actions:

  • Require all students who need remediation to begin it in their first term and continue it without interruption until completed. Enforce with registration stops.
  • Expand summer and winter immersion to afford more opportunities for students to finish remediation quickly.
  • Develop pilots to mainstream students who score just below CUNY’s current cut scores.
  • Working with the high schools, align ELA and math instruction toward a common definition of college readiness. Expand opportunities to improve readiness during the senior year.

c) The working group advanced a number of additional specific recommendations pertaining to acceleration of remedial instruction, enhanced academic support, policies regarding placement into and exit from remedial instruction, and pedagogy and curriculum.

Plans and timeline:
The policy recommendations were finalized in a report presented to the Executive Vice Chancellor. An implementation group is being formed.

Back to Goals Chart >>




Goal #3.7: Improve Accountability of CUE Programs

Team leader: Wilks

Additional team members: Wrigley, Croke [CUE Committee, Immersion Coordinators, WAC Coordinators]

Summary: Improving accountability of CUE programs requires analyzing effectiveness and outcomes across several categories of activity, including immersion programs, writing across the curriculum (WAC), faculty development, first year programs and student support services.* Working with existing CUNY-wide teams, systems and frameworks have been drafted to better evaluate various components of CUE.

Progress toward indicators:

  • Working with OIRA, developed standard reporting system to measure student success in summer and winter immersion programs, and drafted initial set of reports; working with University Registrar to standardize coding for immersion courses in CUNYFirst; drafted remedial “maps” for the community colleges including curricular sequences and current pilots/ experiments.
  • Conducted survey of WAC coordinators to gather information on current program evaluation methods, particularly focused on writing-intensive courses.
  • Worked with CUE Committee to revise reporting system for block grant, more explicitly linking reporting to institutional priorities and program outcomes.
  • Called for reports on OAA-funded projects to improve learning outcomes in writing, reading and mathematics; reports due September 2.


Plans and timeline:

  • Finalize standard data collection and reporting system for immersion programs; identify and analyze effective immersion models (2011-2012).
  • Develop standard reporting system for WAC programs (fall 2011); develop standard tools for assessing the impact of writing-intensive courses (2011-2012).
  • Analyze CUE reports in new format (fall 2011); develop and implement program evaluation strategies for key CUE-funded programs (2011-2012).
  • Share results of OAA-funded projects (fall 2011); design a University-wide forum to showcase exemplars in accelerated learning, contextualization, tutoring and other forms of supplemental instruction, and the results of evaluation undertaken at CUNY campuses and nationwide (2011-2012).
  • Work with student affairs to explore ways to evaluate and improve student support services, particularly advising (need to initiate).


* In 2009-2010, 43.5% of total CUE funding was expended to support immersion programs, 25.7% for student support services, 11.4% for first year programs, 8.5% for writing across the curriculum (WAC), 6.3% for faculty development (including funding for Centers for Teaching/ Learning), and 4.6% for other programs. Percentages allocated across the categories by individual colleges varied widely.

Back to Goals Chart >>


Goal #3.8: Coordinate and Facilitate Work of Centers for Teaching and Learning

Team leader: Wilks

Additional team members: Croke, Watanabe [CTL Directors]

Summary: Working with the Directors of CUNY’s Centers for Teaching and Learning (CTL) and through a review of CTL websites and related literature, analyzed different CTL models at CUNY and beyond, and prepared a report including recommendations to improve the assessment and impact of CUNY CTL’s. Report available at: http://www.cuny.edu/about/administration/offices/ue/CentersTeachingLearning.html

Progress toward indicators:

  • Conducted survey to collect information on the operations of CUNY’s CTL’s. Data collection included information on: mission/ goals, professional development design/ approach/ offerings, staffing/ governance, facilities/ space, evaluation, communications and budget. Conducted follow-up calls with each CTL Director.
  • Distributed Report on CUNY Centers for Teaching and Learning to CAO’s, CUE Committee and CTL Directors. Posted report on OUS website.
  • Met quarterly with CTL directors to identify areas of common interest in order to share resources and address issues across colleges.
  • Explored development of virtual CTL via the Academic Commons.


Plans and timeline:

  • Work with CTL Directors to implement recommendations in report, specifically to: 1) design faculty development offerings to address specific institutional priorities, 2) expand cross-college inquiry into effective teaching/ learning strategies, and 3) continue to improve the quality and cost-effectiveness of CTL operations (ongoing).
  • Develop proposal for a CTL panel presentation at the CUNY IT Conference (fall 2011).
  • Enhance CTL functions/ virtual Center on Academic Commons (ongoing).

 

Back to Goals Chart >>


Goal #3.9: Develop alternatives to traditional textbooks that save students money and/or improve their access to instructional content

Team leader: Otte

Additional team members: Crook, Ganeshram, Lader

Summary: This team developed survey questions and guidelines for the funded eBook pilots, analyzing results to develop recommendations for use of eBooks at CUNY.

Progress toward success indicators:

  • The 11 funded proposals from among the 31 submitted were initiated in the Fall 2010 term, though failed delivery of eBooks in one case meant proceeding with 10 viable projects.
  • Guidelines were developed and sent at the start of term, and a survey was prepared and circulated at term's end; a data sheet (for tabulating basic data -- number of students involved, eBook used, and so on) was also completed by each participating instructor.
  • Additionally, participants were also invited to create a group on the CUNY Academic Commons and to post on their experiences there, creating useful anecdotal evidence in addition to the survey and data collection.
  • Survey and use results were analyzed, and a debriefing of all the participating was held in April.

Plans and timeline:
  • The survey results and the debriefing showed a marked ambivalence about the use of eBooks. Students provided with free or low-cost eBooks and even devices on which to read them chose not to use them in some cases. In others, collections of open educational resources raised a different issue: the selection and bundling of these free resources was work-intensive, making this by no means a no-cost option. The most successful trials were ones in which the so-called eBooks offered more than just instructional content, giving instructor and students means of communicating, sharing notes and ideas, providing quizzes, lecture notes, and study guides. Whether such enhancements make eBooks something significantly more than the digital equivalent of textbooks is an open question, as is the need for professional development to pursue their effective use.
  • Experiences recounted by participants indicate that the use of eBooks is by no means a settled practice among vendors no less than among faculty and students; there is no established business model, no predominant mode or system for instructional content delivered digitally.Further study and vendor presentations seem in order.
  • Comments and questions may be directed to George Otte at George.Otte@mail.cuny.edu


Back to Goals Chart >>


Goal #3.10: Establish partnership between CUNY and the Theatre Development Fund (TDF)

Team leader: (Dean Jeffrey Peck, Baruch College)Additional team members: Corrente

Summary: This group was established to establish a partnership between CUNY and the TDF. Efforts outlined last summer included: Compile research/program ideas from four working groups. Launch pilots at four participating campuses within fall 2010 semester. Create plan to continue and augment activities in spring 2011.
Progress toward success indicators: CUNY and the Theatre Development Fund (TDF) have partnered in a new initiative that will bring theatre arts to the CUNY community. CUNY/TDF BEAT (Bridging Education and Theatre) is a program designed to introduce the CUNY community to New York City’s performing arts through a range of programs designed by TDF and tailored to the needs of the CUNY community.

CUNY/TDF BEAT has already launched four programs at the campuses involved (Baruch, Brooklyn, LaGuardia, and Lehman) in the initiative:

  • Production Process – a theatre enrichment program in which theatre professionals from different performing arts disciplines participate in moderated discussions on various aspects of theatre production for an audience of CUNY students. The first took place in November at Brooklyn College, the second was in February at Baruch, the third was in March at Lehman and the final was at LaGuardia in May;
  • Ticketing - TDF offered discounted memberships for CUNY students, faculty and staff at all four participating campuses. As of the end of this fiscal year, over 300 students/faculty/staff have become members.
  • New Audiences for NY - Building upon an existing TDF program, TDF began taking groups consisting of 30 – 50 students, faculty and staff from each participating campus to a Broadway or off-Broadway show. There was pre- and post-performance discussions aimed at helping new audiences engage with a play or musical.
  • Internships – CUNY students, working in collaboration with their individual campus and contacts at TDF, participated in for-credit internships in their specific field of study. Internships took place both at TDF and throughout the theatre industry.
  • Plans and timeline:
  • The partnership plans to expand, with CUNY adding four additional campuses to this collaborative project beginning this summer. New York City College of Technology, Hunter College, Queensborough Community College and John Jay College will join the existing four campuses.
  • Initial fundraising for the partnership has begun, with the possibility of a Fall 2011 fundraising event.



Back to Goals Chart >>




Goal # 4.1: Identify correlates of academic success at CUNY

Team leader: Crook

Additional team members: Chellman, Wilks

Summary: This team’s efforts include: Continue “early alert” research. Develop time-varying predictors of student retention and graduation, taking into account group differences, major, and prior academic performance. Submit results for publication in a refereed journal and use the research to create a practical model that CUNY college administrators can employ to identify students at risk. Demo at colleges where there is interest. Continue research on the determinants of racial and gender gaps in academic success and insure that gaps do not widen as CUNY’s graduation rates improve. Prepare at least one report on gaps.

Progress toward success indicators:

  • Refined models of predictors of success at CUNY and presented a paper focusing on academic success and racial gaps at the Association for Public Policy Analysis and Management (APPAM) conference in November. Results of the research were shared with QCC and IBM as they developed the alert system for the college’s Latino Stem project.
  • (Instead of the APPAM paper, the Office of Policy Research opted to prepare for publication a paper on the effects of transfer policies on the academic success of transfer students pursuing the baccalaureate.)
  • Surveyed CUNY colleges to determine what early alert systems are already in place or being developed.
  • Surveyed non-CUNY systems across the country to learn how early alert systems have been implemented elsewhere.
  • Identified vendors of early alert software, prepared an RFI, selected a subset of vendors for demos.
  • Convened a meeting of representatives from campuses that are working on, or are interested in, early alert systems and shared contact information among the participants.
  • Convened a panel on early alert systems that presented at the January CAOs meeting.
  • Prepared a Research Brief explaining the relative influence of socioeconomic/demographic factors, high school preparation, and early college variables on racial gaps in graduation at CUNY. Presented this research at CAOs meeting spring 2011. The brief is available on the OIRA website.


Plans and timeline:
The projected research has been completed and will inform the selection of early alert systems. During the fall of 2011, the working group will organize presentations by vendors of early alert software to a panel of college representatives. This work will be coordinated with Enrollment Management, which has been negotiating a University-wide agreement with Hobsons to include Retain, the company’s early alert software. Enrollment Management has also been encouraging pilots of the Retain software.


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: Lucariello

Additional team members: Crook, Littman, Sloan

Summary: This team works to obtain relevant data and propose strategies.

Progress toward success indicators:

  • Obtain Data on Retention.
  • In the next two 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 lead to greater retention and support and replicate those programs and features.
  • A major grant proposal was submitted to the NYS Regents (RTTT money) for a graduate-level CUNY-wide Residency Teacher Preparation Program in Science Grades 7-12. Residency models are thought to be particularly effective in preparing teachers to stay in high-need schools by bolstering their clinical preparation. If funded, a total of 50 teachers would be prepared over the years of the grant.
  • A partnership between CUNY and Math for America (MfA) has been formed, which will assist retention of math teachers in three ways:
  • 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 Hunter or 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.
  • 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.
  • 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.


Plans and timeline:
Analyze CUNY teacher retention data received from NYCDOE and use results to improve preparation programs.

Back to Goals Chart >>


Goal #6.1: Develop and implement a comprehensive, uniform Financial Literacy Program (FLEP) to improve students’ college readiness, participation, persistence and graduation

Team leader: Sanchez

Additional team members: Alvarez, Chellman, Duitch, Murphey, Murphy, Richardson, Rosa, Clark, Fox, Shure

Summary: This goal was intended to establish resources and support for campuses promoting financial literacy for their students. Specifically, the goal was intended to establish a central website where students, families and staff could find resources for financial literacy. The outcomes of this goal are to improve understanding and awareness of financial literacy across CUNY campuses.

Progress toward success indicators: On April 15, 2011, the Office of Student Affairs launched the Financial Literacy website at http://www.cuny.edu/about/administration/offices/sa/flep.html. This website provides a listing of all financial literacy programming on campuses as well as resources available to staff for programming purposes.

Plans and timeline: The Office of Student Affairs is actively pursuing a grant with Metropolitan Credit Union (MCU) to develop a high-tech, high-touch financial literacy website. This grant would provide resources to incorporate high quality, interactive technology in the financial literacy website.



Back to Goals Chart >>


Goal #7.1: Improve Transfer and Articulation at CUNY

Team leader: Wrigley

Additional team members: Beatha, Croke, Crook, Littman, Lucariello, Norz, Ptachik, Sanchez, Sukhanova, Wilks, Williams

Summary: This team worked to assess the nature and scope of transfer problems in CUNY; extend and deepen an audit of the proportion of credits presented by transfer students accepted by the senior colleges; assess transfer issues in the large transfer majors at CUNY; and consider policy options for reducing transfer problems.

Progress toward success indicators:

  • The Working Group moved into a new phase of its work starting in the late fall of 2010. Chancellor Goldstein and EVC Logue committed to a set of steps for improving transfer at CUNY that were embodied in a draft Board of Trustees resolution. The draft resolution was posted for comment and discussion on a Pathways Initiative web site on January 6, 2011. The web site also contained many other documents related to transfer and to general education. Members of the CUNY community were encouraged to submit comments on the draft resolution and the Pathways initiative and more than 500 did so.
  • During the spring of 2011, the Working Group discussed responses to the draft resolution that were received via the web site and many meetings at the colleges that were held on the Pathways project. Members of the Working Group discussed the advantages and disadvantages of a variety of transfer models with different numbers of credits in the common core and also varied numbers of additional credits available to senior colleges. They also considered a variety of specific transfer issues, such as how to deal with differences between 3- and 4-credit courses and how to facilitate transfer for AAS students.
  • The Board of Trustees passed a revised Pathways resolution on June 27, 2011. Michelle Anderson, Dean of the CUNY School of Law, and Bill Kelly, President of the Graduate Center, assumed leadership for implementing the plan as outlined in the resolution. With these changes, members of the Working Group on Transfer and Articulation decided that there was no longer need for it to meet regularly, although it might convene on an irregular schedule in the coming year.

 

Back to Goals Chart >>


Goal #7.2: Management of increasing enrollment

Team leader: Ptachik

Additional team members: Crook, Logue, Marti, Sanchez, Murphy

Summary: The team works to ensure that colleges enroll only the number of students for whom they can provide a quality education.

Progress toward success indicators:

  • Fall 2010 enrollment increase was within target range of about 2%.
  • Spring admissions were very strong, especially for transfer students.
  • Fall 2011 admissions are expected to be about level with last year’s admissions. As of the end of June, most colleges appear to be on track to meet their targets, although several are far ahead of last year at the same date.


Plans and timeline:

  • Need to consider whether the limit on conditional admissions will be extended any further. Also need to consider whether the pilot allowing two schools to admit OSS students will be extended beyond Hunter and Brooklyn Colleges.
  • Three areas bear watching. One is the apparent decrease in the number of new graduate students. While not unexpected, our continued concentration of graduate enrollments in teacher education and closely related areas leaves CUNY especially vulnerable to market fluctuations. A second is (for now) anecdotal reports of lower conversion rates of admitted to enrolled freshmen. Last year the yield rates dropped by several percentage points at the top-tier baccalaureates and a similar drop could occur this year as well. Third is the growth of our associate degree programs, especially at our community colleges. In addition to factors such as the weak economy and desire for re-training, as CUNY baccalaureates raise their admission standards more and more students are admitted to colleges that are not their first or second choices, most often community colleges. This results in increased pressure on those colleges to admit more students than they can reasonably handle. If tuition policy results in an increased delta between senior and community college tuition levels, even more students may decide to at least start their careers at a community college. Other factors, such as poor articulation and credit transfer policies are pushing students to leave these colleges before completing their degrees. Hopefully, as our general education reform takes hold and becomes better understood, more students will feel comfortable with staying at community colleges until they complete their degrees.

 

Back to Goals Chart >>


Goal #7.3: Rationalize and implement system-wide policies via new Office of University Registrar

Team leader: Ptachik

Additional team members: Bianco, (CIS)

Summary: This team continues to rationalize and implement system-wide policies via the Office of University Registrar and mediate the standardization goals of the CUNYfirst project student records component with the business practices of the college's registrar offices. Along with OIRA, the team collects university-wide, college based data to form the basis for more accurate enrollment planning.

Progress toward success indicators:

  • The University Registrar has issued several policy and procedure memoranda such as: an enhanced uniform academic calendar; new student record codes for joint programs registered for the Macaulay Honors College; standard dates for verification of enrollment to coincide with the new PELL disbursement schedule; a University wide academic levels policy to ensure consistency in reporting and to meet qualifications for new Student loan program requirements.
  • The University Registrar, in collaboration with the core CUNYfirst team of SMEs, continues to support the transition of the two Vanguard colleges
  • The UR continues to work closely with the CF teams in the configuration and development of new (and the enhancement of existing) business processes
  • The X25 (the class scheduling reporting module) was successfully implemented at 10 colleges
  • Workshops related to current and new systems and applications (e.g. X25, ePERMIT, R25) were held throughout the year
  • University wide policies and procedures continue to be developed.


Plans and timeline:

  • Continue work with the CUNYfirst core team and Wave 2 colleges in preparation for Wave 2 Go-live scheduled for Fall 2011.
  • Streamline the epermit website information and develop the 2012-13 academic calendar incorporating new standard dates.
  • Collaborate with OHRM, Admissions, UAPC, CIS and Production Support to develop a standard process for CUNY assigned ID numbers, management of duplicate IDs, a data standard document for CF and bio/demo data management.
  • Continue to extract reports from ADW to support daily enrollment updates and comparisons.
  • Transition R25/X25 oversight to OIRA.



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: Mogulescu

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

Summary: Develop projects in collaboration with City and State agencies and raise external funds to support these efforts

Progress toward success indicators: During FY 11, we have raised $60.6 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: 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 #9.1: Increase use of and support for technology in the libraries

Team leader: Kendrick

Additional team members: Bryan, Otte (CIS)

Summary: This team works with CIS to ensure that hardware infrastructure is adequate for the needs of CUNY's libraries, that systems are routinely backed up, and that restore from backup procedures are in place, documented, and tested. Plans for an implement system migrations to newer releases of software and provide training to colleges on new software. Explores, reviews, and implements other library systems to support CUNY’s research, teaching, and learning.

Progress toward success indicators:

  • OLS worked with CIS to develop specifications for new hardware for the test system for the library. The new hardware was received in July 2010 and available for use by January 2011.
  • Backup of systems are in place and have been tested.
  • CUNY is in discussion with Ex Libris, CIS, the CUNY General Counsel’s Office and the CUNY Office of Budget and Finance to consider migrating to a “Cloud” based approach for vendor hosting of Aleph and SFX systems. Migration to Aleph Version 20 is on hold pending decision regarding vendor hosting.
  • OLS is experimenting with an open source electronic resource management system that was developed at Notre Dame; as of July 2011 this project is on hold due to staffing vacancies.
  • OLS is participating in development of the Information Delivery System, based at SUNY Geneseo. IDS has developed a resource sharing system, and is working on developing a “front-end” to library cataloging systems. As of July 2011 CUNY’s participation in the system development aspect of IDS is on hold due to staffing vacancies. OLS has been working LogiXML to execute a proof of concept for the company’s reporting system.


Plans and timeline:

  • Broaden scope of Goal 9.1 to “Increase effectiveness of CUNY’s libraries”: July 2011.
  • Work with CIS to ensure that hardware and network infrastructure is adequate for the needs of CUNY's libraries: Ongoing.
  • Secure approvals and allocate funding to migrate to vendor hosted environment for mission critical library systems: Fall 2011.
  • Recruit successfully for two vacant systems librarian positions: Fall 2011.
  • Complete negotiations with OCLC for a contract for services: December 2011.
  • Begin planning for migration to RDA (Resource Description and Access), the new cataloging standard replacing AACR2 (Anglo-American Cataloging Rules 2): Spring 2012.
  • Re-index production catalog using parallel indexing methodology: Fall 2011.
  • Prepare for reclamation project to harmonize records and holdings in Aleph with those of WorldCat: Spring 2012.
  • Continue development of CUNY’s digital library collections through prudent investment in electronic resources: Ongoing.

 

Back to Goals Chart >>


Goal #9.2: Coordinate systemwide tobacco policy initiative

Team leader: Manzo

Additional team members: Sanchez, Manzo, Lamberson, Dreifus, and Freudenberg

Summary: This team was organized to assist campus’ implement CUNY’s revised tobacco policy.

Progress toward success indicators:

  • On January 24th the Board of Trustees approved the Tobacco Policy Advisory Committee (TPAC) proposal for a revised Tobacco Policy.
  • The CUNY Tobacco Policy Work Plan was developed and distributed to campuses to campus presidents and administrators.
  • Campus Implementation Chairs and representatives from Wellness Centers, Human Resources, Public Safety, Buildings and Grounds, as well as other administrative units attended a policy implementation training with Ty Patterson, Executive Director of the National Tobacco Policy Center (NCTP).
  • A consulting relationship with the NCTP was established to assist each campus with the development and execution of their implementation plan.
  • Funding from the NYC Department of Health and Mental Hygiene (DOHMH) was secured and CUNY has continued to work closely with DOHMH to obtain education materials and Nicotine Replacement Therapies (NRT) to campus health centers.
  • Hosted Health CUNY student advocate training for approximately 35 students form 12 campuses.
  • Received campus specific implementation plans fourteen campuses and granted extensions to five campuses. Implementation plans are currently being reviewed and campus specific recommendations will be developed.
  • The Tobacco Policy website has been re-designed to reflect the implementation phase of the policy and is set to go live in the late July.
  • In addition, a centralized professional development strategic plan to support implementation of the policy was crafted to address the training needs of health and counseling center staff, public safety, and other administrators.


Plans and timeline:

  • By the end of the fall semester, we will have a reviewed each campus’ implementation plan and provided feedback to assist with implementing CUNY’s Tobacco policy.
  • Approximately, 75 health and counseling center staff members will be trained in brief interventions and referrals for tobacco cessation.
  • Five campuses will participate in environmental assessment site visits with Ty Patterson, Executive Director of the National Tobacco Policy Center (NCTP).
  • Distribute listing of tobacco cessation benefits available offered by CUNY’s various health insurance providers.
  • Coordinate a CUNY Tobacco-free student sign contest and select a wining sign. Print and distribute winning signs to campuses for posting.

 

Back to Goals Chart >>


Goal #9.3: Effect Academic Affairs Sections of CUNY First

Team leader: Ptachik

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

Summary: This team works with CUNYfirst technical team and subject matter experts to implement campus solutions module in as many CUNY colleges as can benefit from the software and ensure that colleges are fully prepared before go-live.

Progress toward success indicators:

  • Vanguards (Queens & Queensborough) are completing their first year on CUNYfirst.
  • Standard functions such as registration and grading have gone quite well at the vanguard colleges.
  • As expected, challenges have come in the areas of financial aid, student financials, and admissions, where native PeopleSoft is not being used, but interfaces were created between legacy CUNY systems and PS. Importance of BARFIT (Bursar, Admissions, Registrars, Financial Aid and IT) groups reinforced.
  • The number of problems is not surprising for a startup, but our ability to quickly remedy with solutions is not where it should be.


Plans and timeline:
Wave 2 continues to include eight colleges; Bronx, Lehman, Hostos, LaGuardia, CUNY Law, Kingsborough, BMCC and New Community College. It is likely that the implementation of the Wave 2 colleges will be staged rather than 8 starting at once in fall of 2011. It seems very likely that Kingsborough and LaGuardia will come online in late June of 2012.

Back to Goals Chart >>


Goal #9.4: Modernize admissions data systems

Team leader: Ptachik

Additional team members: (CIS)

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

Progress toward success indicators:

  • We have started to work with Oracle to implement a CUNYfirst admissions system. Currently we are trying to agree on the parameters of the proposed system.
  • We have decided not to wait for Oracle in terms of a customer relations management package. Most colleges have implemented Hobsons EMT for communication with applicants. Hunter piloted the Hobsons Retain product for communication with currently enrolled students. Feedback has been very positive.

Plans and timeline:
We hope that an additional number of colleges will implement Retain next year.


Back to Goals Chart >>


Goal #9.5: CUNY School of Public Health at Hunter College

Team leader: Rini

Additional team members: Logue, (Budget/Finance)

Summary: The goals include SPH receiving CEPH accreditation; for all faculty and staff lines to be recruited; for a new permanent dean to be recruited, and for SPH to move to its new building.

Progress towards success indicators:

  • SPH Preliminary Self Study Submitted to CEPH (July 2010)
  • Hiring completed for all new faculty positions (August 2010).
  • Final Self Study Submitted to CEPH (November 2010)
  • CEPH Accreditation Site Visit completed on December 15-17, 2010
  • Submitted requests for additional information from CEPH (February 2011)
  • Exploring option of using common application administered by Schools of Public Health Application Service (SOPHAS) to streamline application process to MPH programs on all three campuses (Spring 2011)
  • Exploring differential tuition option for MPH degree at CUNY (Spring 2011).
  • Administrative staff hiring completed at Brooklyn, Lehman, and Hunter (June 2010).
  • Dean Search committee formed and approved (May 2011)
  • Dean Search launched (May 2011)
  • CEPH accreditation granted (June 2011)


Plans and timeline: With accreditation secured, the SPH plans its move to its new building (fall 2011)


Back to Goals Chart >>


Goal #9.6: Increase effective administrative oversight of SEEK/CD

Team leader: Williams

Additional team members: Ast, Birnbaum, Corrente, Rini, Rodriquez, Sanchez, Taylor

Summary: Conduct four site visits for SEEK programs and communicate outcomes/recommendations to the colleges. Develop process for conducting internal fiscal audits and initiate two internal audits.

Progress toward success indicators and plans:

  • In spring 2011, the OSP conducted three site visits of the SEEK programs at York, Medgar Evers, and Brooklyn Colleges. The draft reports with recommendations are under review at the colleges. The planned visit to John Jay was deferred until next year due to administrative changes in the program.
  • The CUNY Internal Audit team conducted an extensive internal audit of Baruch SEEK that lasted longer than anticipated. Thus they plan to visit the second SEEK program in FY 2012. Although the final report is still pending, at the exit interview, the team provided an overview of the audit outcomes. The audit team found no misuse of program funds but made recommendations for better fiscal oversight by the SEEK program, Baruch College, and the OSP. In response, the OSP hosted a professional development session on budget management with SEEK and CD directors in collaboration with the OAA budget officer. Additionally, the OSP conducted an in-depth review of the 2010-2011 Annual Expenditure reports and called for resubmissions based on the audit findings. In collaboration with Program Directors and the Office of Budget and Finance, the OSP will develop and promulgate guidelines for the fiscal management of SEEK and CD Programs and continue to provide professional development and share best practices.