2011-2012 Progress Reports

Goal 1.1: Accelerated Study in Associate Programs (ASAP)

Team leader: John Mogulescu

Team members: Donna Linderman, Julia Wrigley, Sherri Ondrus

Summary

ASAP's goals for 2011-12 included beginning 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. ASAP continued to serve current and incoming fall 2011 students, emphasizing expedited completion of developmental coursework and rigorous program evaluation.

Progress toward success indicators

ASAP recruited 475 new students in fall 2011,a total enrollment of 1,286 students. Plans were announced in October 2011 to scale ASAP to serve 4,000 students by 2014 with a fall 2012 goal of 1,500 new students. Intrusive advisement, immediate and continuous developmental course taking until skills proficient, and use of winter/summer sessions have been identified by program staff as being some of ASAP's most beneficial program elements.

The New York City Center for Economic Opportunity provided $700,000 to support ASAP expansion planning, outreach and recruitment. CUNY launched a citywide outreach and marketing campaign, including student workshops, targeted use of social media, print materials, and a documentary video series that featured ASAP students and staff. ASAP outreach teams delivered workshops to low-income high schools, GED programs and community-based organizations citywide and by May 2012 had seen 5,460 prospective students in more than 200 sites citywide.

Current ASAP students continue to outperform their comparison group peers in retention, performance, and movement through developmental course work. ASAP released a comprehensive evaluation report in January 2012 that included 3-year graduation rates and transfers for the fall 2007 cohort, a logistic regression analysis on 2-year graduation predictors, and 2-year graduation rates for the fall 2009 cohort, among other analyses. ASAP is also participating in a random assignment study led by MDRC; preliminary findings are that ASAP is making a significant difference for participants in the areas of full-time enrollment, credit accumulation, movement through developmental education coursework, and 2nd semester retention.

Plans and timeline

ASAP is on track to realize its fall 2012 enrollment targets. The Robin Hood Foundation awarded $1 million to support ASAP expansion efforts and in addition to an additional allocation of $800,000 in the Mayor's FY13 executive budget.

ASAP is involved in a cost benefit study led by Dr. Henry Levin and the Center for Benefit Cost Studies in Education at Teachers College. A first report is expected in summer 2012.

Plans are under consideration by Chancellor Goldstein to approach a consortium of major funders to consider partnering with CUNY to support ASAP expansion.

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

Team leader: John Mogulescu

Team members: Cass Conrad, Melinda Mack, Steering Committee

Summary

This team has worked to develop 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

  • Launched the Curriculum Alignment Pilot to create a facilitated community of practice for DOE high school teachers and CUNY college faculty to work together to design and pilot aligned culminating assignments across high school, remedial, and gateway courses in English and mathematics.
  • Supported the launch of the College Focus early intervention program to increase student exemption from remediation and help DOE high school students meet CUNY's college entrance standards for placement into credit-bearing college courses.

Plans and timeline

  • NYC College Line is a targeted communication strategy (developed by CUNY, DOE, and a range of community-based partners) set to launch in late fall 2012 to engage, and increase awareness among, students, parents, and community-based organizations around college readiness, access, and success. To this end, the NYC College Line will feature: a directory of programs; a tool that enables users to categorize, save, and share resources; access to advisement services; and dynamic student and parent generated content like video diaries, blogs, social media, etc., to provide student and parent perspective on college going, and college completion.
  • Graduate NYC! has facilitated and funded the ongoing expansion of CUNY and DOE's data sharing efforts. GNYC! funded the consultant, and provided staff support, for the automation of the data match through the fall 2011. At the conclusion of the match automation, GNYC! has contracted with a short-term project manager and data warehouse development consultant to design and construct the data warehouse. The warehouse should be operational by fall 2012.
  • Under its Gates Foundation grant, New York City committed to developing an "Innovation Fund" to support promising community practices aimed at improving student college completion outcomes. GNYC! is in the process of meeting with potential additional funders of the effort, with the goal of launching it in early 2013.

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

Team leader: John Mogulescu

Team members: Shayne Spaulding, Suri Duitch

Summary

This team has worked toward Continuing Education's implementation and monitoring of the Ensuring Program Quality Initiative.

Progress toward success indicators

The Adult and Continuing Education Council created and adopted a program quality framework and implemented assessment strategies as described in a newly developed program quality users' manual for workforce and professional development programs. The users' manual provided guidance to the colleges around good practices in development of curricula and course syllabi, student evaluation of courses, and instructor evaluation. With the support and encouragement of the central office, fourteen colleges have reported baseline quality assessment activities completed on their campuses in 2011 and outlined goals and implementation strategy for expanding their use of practices to improve program quality during 2012.

Plans and timeline

The primary goals of this initiative were to develop a University-wide program quality framework and implementation strategy for workforce and professional development programs within Continuing Education. These goals were met within the first half of 2012. The central office continuing education and workforce development staff will continue to provide technical assistant and other support to program administrators and staff at each campus to ensure successful implementation of their plans and adoption of strategies.

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Goal 1.4: Expand CUNY Start accelerated developmental education programs

Team leader: John Mogulescu

Team members: Suri Duitch, Mia Simon, Leslee Oppenheim

Summary

This team oversaw expansion of CUNY Start to three additional colleges and increased enrollment across all seven participating colleges. The team also ensured 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 2011-2012, CUNY Start began at three additional colleges and substantially increased program enrollment at its pilot site colleges. The program enrolled a total of 1,201 of the 1,275 enrollment target, meeting 94 % of its goal. The vast majority of students who enrolled in the full-time CUNY Start program did so after having failed all 3 areas of the CUNY Assessment Tests.
  • Fall 2011 student outcomes in terms of remediation test results were strong; 37% of the 335 full-time students became fully exempt from required college remediation, another 37% passed 2 additional areas, and 16% passed one additional area. Students who participated in the afternoon and evening programs did similarlywell.
  • CUNY Start programs have formed productive relationships with college admissions, testing and enrollment offices and developed effective student referral and recruitment processes.
  • In May, a new Research Analyst was to develop and plan for a long-term evaluation of CUNY Start (see below).

Plans and timeline

  • Spring 2012 CUNY Start students will complete their program in July and August 2012, when final test results will be available.
  • Recruitment for fall 2012 is expected to be completed by late August 2012.  A total of 1,850 students are expected to enroll in CUNY Start in FY13.
  • CUNY Start's research analyst, with support from OAA's Research and Evaluation team, has begun a preliminary study to compare CUNY Start participants' success with that of similar students who do not enroll in the program, both in terms of progress toward addressing remedial needs, and upon matriculation into degree programs. This study will be completed in August 2012.
  • 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 further expansions of the program.
  • Ongoing evaluation and planning for FY14 has begun.

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Goal 1.5: Establish Curricular Profiles for the Colleges and Streamline New Program Review

Team leader: Julia Wrigley

Team members: Erin Croke, David Crook, Kenneth Norz, Ekaterina Sukhanova, Karrin Wilks

Summary

This team's focus was establishing curricular profiles for the colleges to create a context for evaluating new program proposals and recommending ways of streamlining the review process for them. 

Progress toward success indicators:

  • Reviewed growth and change in the CUNY curriculum from 2005-2010. The greatest growth has come in new master's programs, with 41 new programs registered in this period, compared with 35 bachelor's programs and 7 doctoral programs (in 5 cases these involved a shift in degree-granting authority but not a new program).
  • Many colleges want to expand their master's offerings.  CUNY has 252 master's programs (excluding those in teacher education, which require separate study). Over the years from 2007-11, only 24 programs had more than 200 total graduates; the master's programs with the largest enrollments have clear career links: business, engineering, social work, library studies, criminal justice, and public administration. Most liberal arts programs have small enrollments, with the exceptions of some programs in psychology, English, and creative writing. Experience suggests that colleges would garner only small enrollments from establishing new master's programs in the liberal arts.
  • Reviewed CUNY certificate programs. CUNY has a small number of such programs compared with the national average and most have very low enrollments. Discussion with those who have tried to establish such programs suggests that the local labor market provides limited reward for certificates.
  • Compared college projections of new program enrollments from 2005-10 with the actual enrollments. In the majority of cases, there were wide discrepancies between projected and actual enrollments; in most cases, the colleges overestimated enrollments, but some programs proved more popular than colleges had expected. Colleges appeared to be particularly likely to be off the mark in cases where they expected very large enrollments.

Plans and timeline

  • Will review patterns of growth and change in CUNY's baccalaureate and associate programs and will compare CUNY's curricular profile with that of a large national college sample to assess whether areas of growth or need that might be addressed.
  • Will develop recommendations for streamlining the new program review process.

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Goal 1.6: To 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 has sought to 1) increase the number 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 number of BS nurse graduates as a percentage of all undergraduate nurse graduates increased from 33% in 2009-10 to 36% in 2010-11.
  • The QCC-Hunter AAS/BS dual degree program has enrolled several cohorts; LOIs for dual degrees between BCC, Hostos, and LaGuardia and Lehman are completed and full proposals are under development; an LOI for a dual degree between QCC and York is under development.
  • The LOI for an online RN-BS program at SPS has been completed; the full proposal will be presented to the SPS Governing Council in September.

Plans and timeline                                                                                                                          

  • Curriculum development related to the dual degree and online programs will continue.

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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

Team member: Julia Wrigley

Summary

The team has worked 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

The data collection and report with recommendations were completed.

Plans and timeline

The report will inform the development of a faculty development initiative in this area planned for 2012-13.


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

Team leader: Cheryl Williams      

Team members: Jason Diffenderfer, Frances Kingston, Christine Wade, Eva Haldane

Summary

This year's goals included conducting a formal assessment of SEEK and CD program effectiveness and establishing a CUNY-wide SEEK/CD Assessment Team and assisting SEEK and CD programs in developing assessment plans and assessing program effectiveness.

Progress toward success indicators

During fall 2011 the OSP Research Analyst visited each SEEK and CD program to get input on their successes and challenges in providing academic and counseling support and to assess available program technical resources and needs. He mapped the various software packages used to:  record student contacts in tutoring labs and with counselors; provide instruction in the academic support labs; and profile incoming freshmen as a means of targeting at risk students for support services. He began developing protocols and infrastructure to support program effectiveness efforts by designing an on-line survey for directors to establish baseline conditions, building a data sharing website using Share Point, and setting membership criteria and for SEEK/CD Assessment Committee.  He reviewed student performance data and identified trends and areas to target for improvement. His unanticipated resignation in December 2011 brought the work of the Assessment Committee to a halt. A new Research Analyst began in April 2012.

The OSP received a $400,000 grant to support six projects to improve exit from remediation at Brooklyn, Hostos, John Jay, Kingsborough, Medgar Evers, and NYCCT. For example, using ALEK, a web-based math tutorial, Brooklyn SEEK worked with prospective SEEK freshmen to meet CUNY math certification. John Jay designed and implemented an online math support program that is modeled on the Virtual Math Lab. NYCCT designed a SEEK learning community to increase the number of at-risk entering freshmen who exit remediation in fall 2012.

The latest University and college graduation and retention data for SEEK and College Discovery indicate that the CD graduation rates continue to exceed those of regular admits,  currently by 8.2 percentage points.  The four year CD graduation rate is 24.3%; 16.1% for regulars. The best performance is at BMCC where the 4 year graduation rate is 35.8% against 19.8% for regulars. The gap between SEEK and regular six year graduation rates narrowed slightly, but continues to be a challenge. The SEEK six year rate was 38.6% against 50.1% for regulars. The highest SEEK graduation rate was at Baruch—63% against 66.2% for regular admits.

Plans and timeline

The new Research Analyst will refine and implement the assessment plan made in AY 2011-2012. While the grant project outcomes are not yet available, preliminary reports suggest that students have responded well. The final reports are due in August 2012. They will be reviewed and outcomes shared in SEEK/CD Directors Council.


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Goal 1.9: Increase online and hybrid courses in CUNY

Team leader: George Otte

Team Members: Michael Corrente, John Mogulescu

Summary

This team has worked to refine and extend the piloted certification process for online and hybrid instructors, oversee and follow up on the piloting of hybrid courses at the 15 campuses participating in the Hybrid Initiative, and foster the offering of more online courses and online degrees.

Progress toward success indicators

  • Since January 2011, there have been five certification workshops on online and hybrid teaching for CUNY faculty with over 500 registrants. They are now offered by Susan Ko, new Director of Faculty Development for the CUNY 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. To spur further dissemination (particularly for Wave 1 participants, now at the end of the planned funding cycle), a Wave 3 RFP was circulated in February. Nine campuses responded and eight were funded for the coming academic year. A Hybrid Initiative web site was also funded and should be ready to be unveiled in September 2012.
  • Three new online baccalaureate degrees (Sociology, Psychology, and Health Information Management) were successfully launched at the CUNY School of Professional Studies this year.

Plans and timeline

  • In addition to two summer workshops (in June and July), there are plans are to hold five more certification workshops over the next academic year: two in the fall, one in the intersession, and two in the spring. More advanced workshops are also planned.
  • There will be follow-up on the further dissemination of hybrid instruction, particularly through the Wave 3 funding recipients and the Hybrid Initiative website.
  • The offering of online general education courses is being pursued, with plans for offering an online core curriculum as early as Spring 2013.
  • Two new online degrees at SPS are being launched in Fall 2012: an MS in Information Systems and a BA in Disability Studies. Another online degree (an RN-to-BSN degree) is in the proposal stage.
  • Comments and questions may be directed to George Otte at George.Otte@mail.cuny.edu.

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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

Team members: David Crook, Cheryl Littman, Jennifer Sloan

 

Summary

This team has worked to enhance clinically-rich teacher preparation and enhance and increase CUNY partnership relations related to teacher preparation to improve teacher preparation.

Progress toward success indicators:

  • CUNY has been working with the NYCDOE to obtain data on its graduates, and on non-CUNY grads, who are teaching in NYC DOE schools. These data include information on value-added scores, retention, and placement.
  • Enhancing Partnership Relations (I): An exclusive partnership between CUNY and Math for America (MfA) in NYC has been formed, with the first cohort admitted at CCNY to begin this summer. The partnership will improve the quality and preparation of our secondary education math teaching candidates through the graduate education MfA Fellows receive at CUNY,  MfA stipend, and professional development support through their first four years of teaching; improve the quality of student-teaching experience, with many MfA Master Teachers serving as cooperating teachers for CUNY student-teacher placements; and provide induction support to new CUNY Math Teachers – with one-third of MfA "Early Career Fellowships" targeted for teachers who are CUNY graduates. In addition, CUNY's long-standing (12yrs.+)
  • Enhancing Partnership Relations (II) Partnership with Lincoln Center Institute (LCI) has been entirely reconfigured 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 Ed School faculty by building research capacity, grounding teaching practices in an evidentiary base, and linking teaching practices to the Common Core State Standards and assessment frameworks of teacher effectiveness.
  • A major proposal was submitted to NYSED for professional development of our university faculty. This proposal will be funded for $3.5 million, with funds being used for faculty activities that will enhance the quality of our preparation programs and align them with national and local goals and standards. These activities will enhance the clinical skills of our candidates, strengthen their skills in assessment and data-driven instruction, and increase their understanding of the Common Core State Standards.

Plans and timeline:

  • Analyze CUNY teacher data from NYCDOE to try and identify links between teaching performance and characteristics of candidate (teacher) and/or candidate program of study and to implement any changes in program and/or admissions indicated by the data.
  • Organize and implement the NYSED-funded faculty development activities.

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

Team leaders: Gillian Small, (Zeev Dagan)

Team member: John Blaho

Summary

This team works to increase tech transfer efforts, support faculty in areas of entrepreneurship and in forming and gaining support for new 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.
  • 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.
  • The new CUNY Hub for Innovation & Entrepreneurship is being created 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 – and have identified a location on 125th Street close to the ASRC.  Leasing this space was approved at the June '12 Board of Trustees meeting.
  • 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.

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

Team leader: Gillian Small

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).

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

Team leader: Gillian Small

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 – six 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 provided funding to expand the number of students participating in the C-SURP program.
  • We held the third annual Nobel Science Challenge to CUNY undergraduates and the winners were announced at an award ceremony on Feb 29, 2012.
  • A proposal submitted to the Council for Undergraduate Research (CUR) was successful and CUR representatives came to CUNY April 27-29, 2012 to run a 3-day workshop on undergraduate research. Four member teams from each senior college attended the workshop and we are now working with the campuses on follow-up.

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

Team leader: Gillian Small

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.
  • A website and print materials are being prepared for the ASRC.

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Goal 2.5: Strengthen research compliance oversight & support

Team leader: Gillian Small

Team member: Farida Lada

Summary

This team has worked to restructure CUNY IRBs and roll out new software. The team has also worked to develop 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
  • Established the CUNY export control plan and an informational web site for researchers regarding export control regulations and their application to research activities.

Responsible Conduct of Research

  • To ensure adequate training of CUNY researchers, we recently implemented new requirements for on-line training of CUNY faculty, staff, postdoctoral scholars and students involved in research. Additionally, an in-person training session was held for postdoctoral scholars and graduate students.

 

Conflict of Interest

  • An on-line training module has been launched in order to ensure compliance with the new Department of Health and Human Services requirement related to conflict of interest in research.

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

Team leader: Cheryl Williams

Team members: Shelley Ast, Frances Kingston, Christopher Rosa, Jason Diffenderfer

Summary

This team's focus was to develop a process to review and begin to revise the SEEK Guidelines, as well as oversee the establishment of a CUNY SEEK/CD student organization.

Progress toward success indicators

The revision of the SEEK Guidelines has gone slowly and will be carried into next year. The Committee was identified but did not complete the tasks of reviewing guidelines, enrollment patterns, and student performance data of other opportunity programs (EOP, HEOP, EOF, ASAP) and generating questions that will inform discussions and ultimate recommendations.  Additionally, the Research Analyst created and analyzed an on-line survey for SEEK and CD directors to identify program resources and perceived levels of support from campus offices. 

In December 2011, alumni from the SEEK/CD Student Leadership Academy were charged with establishing the intercampus student organization.  The OSP CACG award included support for developing the intercampus student organization and a consultant with a background as a community organizer was hired to facilitate the planning.  Additionally, Student Affairs professionals with responsibility for University Student Life assisted the effort by providing technical support and information on CUNY student life and history. 

The core leadership team determined that the purpose of the organization will be four pronged:  advocacy, community service, mentoring for leadership, and team building.  They also determined that the group will be open to all CUNY students but that the leadership of the organization will be limited to SEEK and CD students.

Plans and timeline

The Guidelines Committee will continue its work in AY 2012-2013. The survey given to directors will be modified to elicit input from other Program stake holders and given to counselors, academic support coordinators, and program students.  Responses will be used to inform the drafting of the Guidelines.  Once drafted, the proposed Guidelines will be vetted throughout the SEEK and CD community, among Provosts and Vice Presidents of Student Affairs, by the SEEK/CD Enrollment Management Committee, and in COPS SA. A final draft will be submitted to the Vice Chancellor for Student Affairs in May 2013 for Board approval.

The student organization Core Leadership team will meet during July and August to formulate a strategic plan and governance structure.  They will collaborate with the CUNY Coalition of Students with Disabilities (CCSD) in organizing the CCSD annual barbeque and in developing their strategic plan and governance. In fall 2012 they will organize a launch event and invite wider student participation.

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Goal 3.2: Increase student success in math

Team leader:  Alexandra Logue  

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

Summary

We identified and increased the use of many evidence-supported techniques for enhancing student success in math. In addition, we are continuing to make math-instruction policy changes.

Progress toward success indicators

  • The 10 math research projects funded by the Office of Academic Affairs were completed, and reports on them were received, edited, placed on the website, and were printed in a booklet that has been distributed to chief academic officers across the United States.  The projects are also resulting in peer-reviewed publications and presentations.
  • The Academic Commons math faculty group began a blog in spring 2012, increasing communication among math faculty members across CUNY.
  • A pilot test of online math tutoring was conducted in spring 2012.
  • Two more faculty received the Chancellor's award for excellence in using evidence-supported techniques for increasing student success in math.
  • Techniques for increasing student learning in math and other subjects were compiled, posted online, printed as a booklet, and distributed within CUNY and to chief academic officers across the U.S., resulting in much positive feedback.
  • A committee of math faculty decided on a common, CUNY-wide, course exam for elementary algebra (the last remedial course), and common standards for the the exam and course grading. Exam and standards were piloted spring 2012.
  • The second math conference was held, focusing on techniques that increase student success in math. The conference highlighted the work of the Chancellor's Award winners and of the PIs of the funded math research projects.
  • The pilot of the mainstreaming experiment with remedial math students began.  The full experiment was funded by the Spencer Foundation.
  • The percentage of students passing gateway math courses with a C or better has steadily increased from 63.2% in fall 2008, when the math initiative began, to 67.1% in fall 2011.  However, we cannot determine if the initiative is responsible for this increase.

Plans and timeline

  • Consider funding additional math research projects that employ experimental or quasi-experimental designs.
  • Assess results of pilot of math online tutoring. Expand its use if results warrant.
  • Fund another round of the Chancellor's awards to faculty.
  • Continue to distribute math research and best teaching practices booklets widely, and identify and implement ways to increase their use.
  • Consider establishing CUNY-wide standards and final exam for College Algebra.
  • Conduct first portion of mainstreaming experiment with remedial math students.
  • Consider establishing CUNY-wide criteria for exemption from Math remediation.

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Goal 3.3: Statistics experiment

Team leader: Joan Lucariello

Team members: David Crook, Cheryl Littman, Alexandra Logue, Mari Watanabe

Summary

This research, led by William Bowen and Ithaka S+R (investigators: Kelly Lack, Tom Nygren, Matt Chingos), compared 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 were involved in this research – Baruch, CCNY, BMCC. Campuses at SUNY and UMD also participated in the Bowen-Ithaka experiment. The design entails random assignment of students into the different course versions (hybrid and FTF) and is one of the few such design studies conducted nationally on online learning.

Progress toward success indicators

  • A successful spring semester 2011 pilot was conducted at the three campuses. Ithaka S+R collected useful data. Moreover, this pilot was very effective in troubleshooting potential problems for the fall semester 2011 experiment.
  • The fall semester 2011 experiment was conducted successfully at the three campuses. Ithaka S+R has written a research report of the findings. Information on the study and its results can be found at: http://www.sr.ithaka.org/news/why-%E2%80%9Cno-difference%E2%80%9D-matters-us-all

Plans and timeline

This work concluded with the Fall 2011 pilot and the transfer of the data to Ithaka S+R in the winter months of 2012. Hence, no further work will be conducted in the Fall '12- Spring '13 academic year.

 


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Goal 3.4: Promote information literacy system-wide
Team leader: Curtis Kendrick

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

Summary
Goals included: Fulfill 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. Survey Library faculty regarding current IL assessment practices at the colleges.

Progress toward success indicators

  • Completed phase I of Critical Thinking Skills Initiative which included pre/post-test using ETS' iSkills exam. After taking the online course component of the program 71% of students improved their scores. Instructors reported improved retention and participation relative to other years/sections, as well as higher grades. Phase II planning has begun with next steps being to work with CUNY career centers to access employers interested in graduates with critical thinking skills and online research abilities.
  • Career development officials from Woods Bagot, KPMG, Ithaka, and Sloan Kettering presented for the workplace readiness event attended by CUNY librarians and career development professionals. A videotaping of the event will be available in Fall 2012.
  • A survey was completed in order to draft CUNY-wide IL standards at the BA/BS level and a summary of the results is presently available with a full analysis planned for Fall 2012. The standards are expected to contain four sets of objectives: generic IL skills; skills expected for the workplace/graduate studies; transformative and critical IL skills; and organizational/time management skills.
  • A survey was launched in April 2012 to collect information about IL assessment practices at the colleges. Results revealed the potential need of a clearinghouse of assessment tools and software as well as a library-focused teaching institute.
  • CSI and the CSI High School for International Affairs participated in the CUNY/DOE Library High School to College program. Three CSI faculty members participated in Workshops in the Spring. A documentarian's report was completed in July 2012.

Plans and timeline
Review structure and operation of Library Information Literacy Advisory Committee, Fall 2012;

Consider IMLS grant for DOE/CUNY Library Collaborative, July 2012; Merged with goal 9.1.


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Goal 3.5: Improve accountability of CUE Programs

Team leader: Karrin Wilks

Team members: Erin Croke, Cheryl Williams, Julia Wrigley, CUE Committee, Immersion Coordinators, WAC Coordinators

Summary

Thie team has worked to refine CUE funding model and reporting system to support programs with demonstrated effectiveness in improving student success and implement evaluation strategies for key CUE-funded programs.

Progress toward success indicators

  • 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
  • collected and analyzed baseline data on academic support services programs across CUNY
  • held CUNY-wide forum on academic support services and drafted recommendations for improvement
  • refined CUE funding report format to strengthen focus on outcomes

Plans and timeline

  • analyze CUE funding reports (due from campuses August 1)
  • continue immersion data analysis and program evaluation (ongoing, see below)
  • continue work with WAC Coordinators to focus on improving outcomes in writing-intensive courses and supporting Pathways outcomes (2012-2013)
  • support establishment of and serve as OAA liaison to CUNY Learning Assistance Council, proposed and to be chaired by two learning center directors as a result of CUNY-wide forum on academic support services (2012-2013)
  • focus CUE Committee work on key funding areas as well as strategies to align the work of academic and student affairs, and establishing guidelines for assessing Pathways learning outcomes

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Goal 3.6: Strengthen work of CUNY Centers for Teaching and Learning

Team leader: Karrin Wilks

Team members: Mari Watanabe, CTL Directors

Summary

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

Progress toward success indicators

  • 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
  • Prioritized needs for CUNY-wide online faculty development offerings
  • Researched and designed a cross-campus faculty development seminar, Bridging the Gap: Cognitive Research and Instructional Practice, a pilot program designed to more fully leverage the collective resources of the University to systematically provide faculty development aimed at grounding pedagogy in cognitive science with the ultimate goal of improving student outcomes.     
  • Explored the development of a CUNY journal on the Scholarship of Urban Teaching and Learning, focusing on the use of online open-source platforms including the CUNY Academic Commons
  • Held a CTL Directors retreat to strengthen cross-college collaboration

Plans and timeline

  • Pilot and assess Bridging the Gap: Cognitive Research and Instructional Practice; refine as needed for expansion/ replication (2012-2013)
  • Determine whether or not to launch the Scholarship of Urban Teaching and Learning journal on the CUNY Academic Commons (2012-2013)
  • Develop strategies for expanding cross-campus faculty development (2012-2013)
  • Develop strategies for supporting implementation of the CLA (2012-2013)

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Goal 3.7 Implement Collegiate Learning Assessment (CLA)

Team leader: David Crook

Team members: Raymond Moy, Karrin Wilks, Melissa Uber


Summary

In a report released fall 2011, the Assessment Task Force 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 was completed and disseminated in December.   
  • Four colleges—Brooklyn, City, LaGuardia and Bronx Community agreed to pilot the assessment in Spring 2012. We prepared briefing materials and met with representatives of all four colleges. The pilots were successful. A debriefing meeting followed.
  • Presented guidelines and procedures to all colleges in a plenary briefing meeting in May.
  • Administration plans have been submitted. We are on track for full administration fall 2012.
  • The NYS Comptroller accepted CUNY's argument for single source procurement.
  • We are working with OAS to configure Hobsons Retain for use by the colleges in recruiting students to take the assessment.
  • We have prepared a website containing resource materials for the CLA. 

Plans and timeline

  • Resolve procurement issues August and September 2012.
  • Administer the CLA to a sample of 100 freshmen at each undergraduate college fall 2012 and to a sample of 100 seniors in spring 2013.
  • Assist the colleges with interpreting the results when they become available summer 2013 and incorporating the CLA into a broader agenda of assessment. 
  • The 2012-13 PMP report will contain a new CLA-related metric: ability to recruit the specified samples. 

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

Team leader: David Crook

Team members: Raymond Moy, Karrin Wilks, Joan Lucariello, (Mona Fabricant, faculty members appointed to the math panel from each department offering remedial instruction)

Summary

The panel was originally charged with developing specifications for a common departmental final exam that as part of the course grade in elementary algebra will determine readiness for credit-bearing coursework in math.  

Progress toward success indicators

  • The Panel agreed on a common set of topics that students should master on exit from elementary algebra.
  • The Panel agreed to a standard of college readiness based on the grade in elementary algebra and a common departmental final.
  • A set of guidelines for implementation of the new exit standard was developed and disseminated to the colleges and the math discipline council.
  • 8 alternative forms of the common departmental were developed by a team of item writers;
  • These 8 forms were piloted in May at several colleges.  More than 3,000 students took the test.
  • In June, the results of the pilot were analyzed and the test-item bank revised and finalized.

Plans and timeline

  • Maple TA software is being procured for use in administering the common departmental final online starting fall 2012.
  • During the summer and fall of 2012 a sample exam will be prepared and distributed to faculty.
  • During the summer and fall of 2012 a curriculum guide and study materials will be prepared for faculty and students. 
  • The exam will be administered in all elementary algebra departments in December 2012. 
  • During the 2012-2013 academic year, the item bank will be refreshed.   

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Goal 3.9: Increase student success in reading and writing

Team leader: Karrin Wilks

Team members: Gayle Cooper-Shpirt, Erin Croke, David Crook, Ljubica Depovic, Rebecca Leece, Ray 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 success indicators

  • 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)
  • solicited broad faculty input through visits to the colleges (met with developmental reading faculty at all six community colleges)
  • met with Reading Discipline Council
  • met with representatives from NCYDOE and Teachers College
  • initiated review/ discussion of alternatives to current reading assessment

Plans and timeline

  • finalize report of OAA Reading Group (August 2012)
  • determine next steps, working with Reading Discipline Council (2012-2013)

 

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Goal 4.1: Increase participation in summer and winter Immersion

Team leader: Karrin Wilks

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

Summary 

The OAA Working Group and the Immersion Directors analyzed 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 success 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)
  • Worked 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
  • Implemented RFP process to expand participation in summer 2012 immersion
  • Linked immersion course data with test data to determine exit rates from remediation; compared these rates to overall rates and those in CUNYStart

Plans and timeline

  • Collect and analyze results of summer 2012 immersion expansion funding (September 2012) 
  • Publish 2012 annual report
  • Develop strategies for replicating models that have highest remedial exit rates (2012-2013)
  • Develop strategies for increasing participation in winter immersion
  • Identify targets for summer 2013 expansion (2012-2013)

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Goal 4.2: Remediation progress policy

Team leader: Julia Wrigley

Team members: Erin Croke, David Crook, Bob Ptachik, and Karrin Wilks.

Summary

This team has worked to gather data on the number and percentage of eligible students pursuing remediation continuously until complete, including summer and winter immersion. Establish CUNY-wide policy on immediate and continuous remediation and enforce with registration stops.

Progress toward success indicators

  • Strategies for requiring summer immersion before enrollment

The working group discussed difficulties with requiring all students with remedial needs to enroll in immersion programs the summer before entering CUNY. This would overload current programs and it would also be difficult to enforce. It was agreed that a more effective strategy might be to target specific groups of students, such as those with two remedial needs or those with deep remedial needs

  • Continuous pursuit of remediation

OIRA provided data on remediation progress for the cohort of students entering CUNY associate programs in Fall 2010. The data show that the great majority of students address these needs during their first year; by the end of Spring 2011, only 10.3% of students with remedial needs had not taken any steps toward meeting them (i.e., had not enrolled in "regular" remedial courses in the fall or spring semesters or in winter immersion). There is a limited problem with getting students to start remediation; it is much harder to get them to finish it. By the end of Spring 2011, only one-quarter of students with remedial needs had become fully proficient, with the other 75% not taking courses, or taking and failing them, or not meeting all remedial needs. Math remediation is more often delayed than reading or writing. Some colleges report encouraging students to take reading and/or writing first, as this opens a wider range of credit-bearing courses to them than with exit from math remediation. This can lead students to a very slow exit from math remediation, as initial delay is compounded by a high failure rate and, in many cases, the need to address multiple levels of math remediation.

Plans and timeline

In the early fall we will discuss issues related to a new remediation progress policy with college representatives and, based on our data review and input from the colleges, will formulate a specific recommendation regarding the exact nature and proposed timeline for a new policy.

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Goal 4.3: Early assessment of college readiness

Team leader: Eric Hofmann

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

  • After preliminary conversations between EVC Logue and DOE Deputy Chancellor Suransky, a team from OAA, Graduate NYC! and DOE met throughout the year to discuss the goals and program design of a summer program to be called College Focus. A five-week program was designed for rising twelfth graders who would likely need remediation but were on-track to graduate. Participants choose either math or reading/ writing, and will sit for CUNY's placement tests. They will also attend weekly college success workshops. Hostos and LaGuardia agreed to host the program on their campuses, with a target enrollment of 100 students at each site (50 in math and 50 in reading/writing).
  • The Grad NYC! website posted program information, and the DOE reached out to schools to recruit participants. The planning team held four phone presentations, with participation from four networks and about 25 schools. Students and parents were contacted with acceptances and given one of two orientation dates to be held during the last week of school.
  • Two teams OAA staff and CUNY faculty designed the curricula, which are based on CUNY Start, College Now and At Home in College materials and pedagogies. We hired and trained eight instructors and four tutors; we also hired a site coordinator for each campus.
  • One difficulty was determining which students might meet eligibility for reading/writing, as a large majority of DOE 11th graders do not take the ELA Regents until June. Scores were not available until one week before the program was set to begin. The DOE ran an analysis of PSAT scores (all 10th graders sit for PSAT) and determined that an overall score in the 90-119 range typically equated with scoring between 65 and 74 on the ELA Regents.
  • We received 289 applications: 186 in math and 103 in reading/writing. 222 students were accepted based on eligibility verification, and 156 students attended orientation and/or made a verbal commitment before the start of the program.

 

Plans and timeline

The summer program pilot began on July 9 with 118 students attending in the first week. A significant challenge was predicting if students would have to attend summer school, as many prospective participants were required to attend summer school after receiving their report cards in the last week of June. The team is currently working with campus testing directors to arrange end-of-program testing in August so that scores can be accessed when students apply to CUNY in the fall. Program evaluation is underway. Collaborative Programs staff are meeting with College Now directors at three campuses to plan a College Focus model for the 2012-13 academic year as well as next steps for summer program participants.


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Goal 4.4 and Goal 4.5: Implement an early alert system to identify students early in the semester who are at risk for failure. Establish call center(s) available to campuses.

Team leader: Frank Sanchez

Team members: Richard Alvarez, David Crook, Cheryl Williams, Clare Norton, Laurie Beck, Dominique DiTommaso

Summary

Student Affairs and Enrollment Management hope to provide technical support to the colleges with a dedicated person in the Central Office to assist with the design, implementation and ongoing application of the colleges' CRM/early alert systems. In addition, a call center model for an early contact system is being developed.

Progress toward success indicators

  • Collaboration between Student Affairs and Enrollment Management for the implementation of Hobsons RETAIN has been established.
  • Student Affairs is piloting Central Retain through a collaboration with OAS and Enrollment Management.
  • Literature review of early alert and early contact systems has been completed.
  • Crafting the role that Central Retain will play in supporting campus-based early alert systems.
  • Training Student Affairs staff in Retain functionality, including Communications, Events and Interviews (E & I) and Early Alert.
  • Exploring the possibility of a Central Office CRM/early alert position; job description has been drafted for consideration.

Plans and timeline

  • Expand pilot to entire Student Affairs team: January 2013
  • Codify a set of basic policies and procedures for all Retain early alerts systems: Fall 2012
  • Call Centers to be re-evaluated in the coming year

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Goal 5.1: Begin to increase retention of CUNY graduates in the teaching profession in

NYC high-need schools

Team leader: Joan Lucariello

Team members: David Crook, Cheryl Littman, Jennifer Sloan

Summary

This team works to obtain data on teacher retention and propose strategies to enhance retention.

Progress toward success indicators:

  • CUNY has been working with the NYCDOE to obtain data on its graduates who are teaching in the NYCDOE. These data include information on retention. Heretofore, the university has not had such data on its graduates.
  • A partnership between CUNY and Math for America (MfA) has been formed. CUNY will now be MfA's exclusive university partner in NYC. This partnership 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 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.
    • 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.
    • 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 will be targeted for CUNY graduates.
    • A major proposal was submitted to NYSED for professional development of our university faculty in relation to the Regents Reform Agenda. This proposal will be funded for $3.5 million. These funds are being used for faculty activities that should lead to enhanced preparation experiences and thereby greater retention rates of our graduates who are teaching. Activities include providing CUNY field supervisors training experience with the teacher evaluation and development system being used by NYCDOE and opportunities to field visit our graduates in their first year of teaching. Opportunities will be provided for faculty to team together, and with the NYCDOE, to revise curriculum to enhance clinical skills, including those related to data-driven instruction.

Plans and timeline

  • Analyze CUNY teacher retention data from NYCDOE and use results to improve preparation programs.
  • Organize and implement the faculty development activities funded by NYSED.

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Goal 6.1: Enhance academic advising

Team leaders: Karrin Wilks, Donna Linderman

Team members: Frank Sanchez, Academic Advisement Study Group (Otilia Abraham, Michele Cuomo, Jason Finkelstein, Cynthia Jones, Mitchell Levy, Freda McLean, Jean Richard, Sharon Ricks, Zuleika Rodriguez, Elizabeth Schaible, Laura Silverman, Mary Ruth Strzeszewski, Laura Tesman, Sumaya Villanueva, Rob Whittaker, Case Willoughby), CUNY Advisement Council

Summary

This team works to analyze current advisement services and resources, and make recommendations for improving academic advising across CUNY, for native and transfer students. 

Progress toward success indicators

  • Established the Academic Advisement Study Group with representatives from academic and student affairs across CUNY, including faculty
  • Developed and refined charge for the group
  • Identified best practices and critical policies for new and transfer students, based on literature and review of practices at CUNY; included consideration of roles of staff, faculty and students; included review of organizational structures, professional development and resources considerations
  • Reviewed existing strategies for assessing advisement at CUNY and identified challenges related to assessment
  • Identified shared values and common learning outcomes for advisement, at the community colleges and at the comprehensive/ senior colleges
  • Hired NACADA consultants to work with Study Group
  • Held Advisement Forum that brought together OAA Study Group and CUNY Advisement Council; working session focused on refining learning outcomes, identifying learning opportunities to meet the outcomes, and identifying evidence needed to determine whether outcome has been met
  • Collected and analyzed standardized data on advisement staffing and advisor: advisee ratios across CUNY, based on NACADA definitions
  • Drafted CUNY core advisement learning outcomes for all students from freshman year to graduation, key learning opportunities to realize outcomes, and evidence needed to assess efficacy

Plans and timeline

  • Finalize report of OAA Study Group on Advisement (August 2012)
  • Support implementation of core advisement learning outcomes and opportunities by all colleges and local adoption of specific assessment plans, working with CUNY Advisement Council (2012-2013)
  • Determine the resource investment(s) that would have the greatest impact on student success (2012-2013)

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Goal 6.2: Division of Student Affairs Strategic Plan

Team leader: Frank Sanchez

Team members: Laurie Beck, Elliott Dawes, Zak Ivkovic, Ruth Kamona, Luis Manzo, Roberta Nord, Betty Pearsall, Zina Richardson, Chris Rosa, Lenora Wade, Cheryl Williams

Summary

This team has been working to articulate vision, mission, core values, divisional priorities, goals, and action items by August 15, 2012.

Progress toward success indicators

  • Mission and Vision statements and Core Values written.
  • Goals and Priorities established and defined.
  • Mission and Vision statements for SA functional areas written.
  • Action Items for SA functional areas written.

Plans and timeline

Plans for design, printing and distribution of Student Affairs Strategic Plan publication in final discussion.

  • Design:            Fall 2012
  • Printing:          Fall 2012
  • Distribution:   Fall 2012

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Goal 6.3: Student Affairs Assessment/Effectiveness Plan

Team leader: Frank Sanchez

Team members: Laurie Beck, Elliott Dawes, Zak Ivkovic, Ruth Kamona, Luis Manzo, Roberta Nord, Betty Pearsall, Zina Richardson, Chris Rosa, Lenora Wade, Cheryl Williams

Summary

This team has been working to establish divisional priorities, performance metrics and success indicators for all functional units in the Division of Student Affairs.

Progress toward success indicators

  • Hired Dr. Paulette Dalpes to be Assistant to the Vice Chancellor for Student Affairs and Chief of Staff. Dr. Dalpes has extensive training and experience in program assessment and evaluation.
  • Divisional priorities have been established as a part of the strategic planning process.
  • Strategic Plan Priorities include "Assessment/Effectiveness"
  • Metrics have been proposed by directors for their functional areas.
  • Metrics have been proposed by several Councils.
  • Strategic Plan Action Items include assessment training for campus-based Student Affairs professionals
  • Planned an iterative process between the Councils and the college Chief Student Affairs Officers for the establishment of performance metrics and success indicators.
  • Implementing John Gardner (FOE) into the process by which metrics and indicators are established for Student Affairs. FOE helping to define what indicators should be in a QIS for CUNY SA.
  • Conducted a day-long workshop with Dr. Jullian Kinzie, Associate Director, IU Center for Postsecondary Education Research, NSSE Institute. Topics included: "Implementing an Outcomes-Based Assessment Plan," "Assessment Techniques and Tools" and "Using Data to Document, Monitor, Plan and Improve."

Plans and timeline

  • Indicators identified: Sept. – Nov. 2012
  • Software researched and identified: Nov. – Dec. 2012
  • Data collection systems and reports set-up:  Jan. – Feb. 2013
  • Data collection trainings for campuses: March – May 2013
  • Data collection begins: June 2013

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

Team leader: Alexandra Logue

Team members: Andrea Baker, Erin Croke, David Crook, Erika Dreifus, Bob Ptachik, Julia Wrigley

Summary

All first-year actions required by the Board of Trustees Pathways resolution have been completed as designated.  CUNY is establishing a rigorous curriculum that will enable student transfer and advanced study.

Progress toward success indicators

  • Nominations were widely solicited for all committees, including from the University Faculty Senate.
  • Summer 2011: The Common Core Task Force (Steering Committee and Working Committee) was established consisting of 47 faculty, 4 students, and 3 campus-based administrators, chaired by Law School Dean Michelle Anderson.
  • December 2011: After wide consultation, the Task Force made its final recommendations to the Chancellor, and the Chancellor accepted those recommendations.
  • Fall 2011 and Spring 2012: Faculty committees established for each of the 11 largest transfer majors, with the combined committees chaired by Graduate Center President Bill Kelly. These 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.  Many of the committees have already completed their work.
  • The Pathways website (www.cuny.edu/pathways) was redesigned in order to keep the community completely informed about the progress of all aspects of the Pathways Initiative.
  • A Pathways Communication Committee was established.
  • A group of students prepared a video about Pathways.
  • Each campus identified a Pathways liaison to the central office, and a committee consisting of those liaisons, plus other people from all over CUNY, began meeting to consider primarily the administrative aspects of Pathways implementation.
  • The Common Core Course Review committee, with faculty representatives from every campus for each one of the eight areas of the Common Core, was established and began reviewing campus submissions.
  • A number of Pathways-related policy decisions (e.g., whether courses could satisfy more than one area of the Common Core) were made.
  • Each campus submitted their plan for effecting Pathways, including requests for needed funds.  The funds were allocated.

Plans and timeline

  • All significant course changes and new courses for offering in fall 2013, as well as all campus-specific general education structures, 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 will be offered.

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

Team leader: Robert Ptachik

Team members: Annamarie 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

  • University wide definitions for compensatory and developmental excess hours as well as academic structure updates in CUNYfirst CS were put into effect.  The University Registrar (UR) continues to chair the Council of Registrars and has accomplished the adoption of standard CUNY policy and business process. A repository of memoranda issued by the UR is maintained on the OUR BlackBoard organization as well as at http://www.cuny.edu/registrar accessible to college registrars for reference.
  • The UR, with the core CUNYfirst team of SMEs and Production Support, continues to support the production updates of the two Vanguard colleges as well as the recently transitioned seven wave 2a and 2b colleges, as well as plan the transitions for the remaining colleges in wave 3 and 4 implementations.
  • Oversight of X25, the class scheduling reporting module, has been transitioned to the oversight of OIRA.
  • OUR assisted OSFA and OIRA in gathering data for the first year of Gainful Employment reporting.
  • The UR has played a major role in determining how Pathways will be implemented in both legacy and CUNYfirst systems to make it possible for courses to be easily identified for student registrations and for college and university reporting.

Plans and timeline

Continue work with the CUNYfirst core team for upcoming Wave 3 and 4 CF Go-live. Expand OUR responsibilities to support CUNYfirst client services, data integrity, and the standard process for CUNY assigned ID numbers, management of duplicate IDs, for CF academic and bio/demo data management. Continue to extract reports from ADW and CUNYfirst to support daily enrollment updates and comparisons. Future development includes increased central coordination of Gainful Employment, National Student Clearinghouse, Veteran's transfer information, Department of Defense Memorandum of Understanding for Tuition Assistance application and configuration of new general education information under Pathways.

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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

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 success indicators

  • During the 2011-2012 year, grants were secured totaling $60,087,915. Of this amount, 84% (or $50,221,479) was renewed funding from the prior year, indicating a high degree of confidence and support on the part of funding agencies. These grants came from a broad range of public and private funders, including City, State and federal government agencies, and both local and national philanthropic organizations.
  • The programs supported include those in K-12 education, preparation for and transition into college, literacy/GED preparation, health and social services, continuing education and workforce development, professional development and quality improvement in the field of early childhood education, student internships and subsidized jobs, support for students and other individual on public assistance, and the field of interactive drama and applied theatre.
  • The programs served over 60,000 individuals, including middle and high school students, youth and adults transitioning to and in college degree programs, and working adults seeking educational credentials and career advancement.

Plans and timeline

We will continue the activities supported by this funding, meet established performance outcomes, and develop new projects to be funded.


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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

Team members: Bob Maruca, Jim Murphy, (Budget & Finance)

Summary

This teamis working so that tuition and fee structures align with increased credit accumulation, retention and graduation rates.

Progress toward success indicators

A resolution to end the imposition of a fee for accelerated study is being brought to the Trustees for the June meeting.  Academic Affairs worked with the Office of Budget and Finance to solicit input from the colleges and garner support for ending the fee.

Plans and timeline

Continue to collect data to show the relationship between credit accumulation and student success as measured by graduation and retention. Establish stronger dialogue with the Office of Budget and Finance to consider ways to provide financial incentives to support credit accumulation.


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Goal 9.1: Increase effectiveness of CUNY's libraries

Team leader: Curtis Kendrick

Team members: Dean Bryan; Marsha Clark, CIS; Council of Chief Librarians

 

Summary

This team's goals include: working with CIS to ensure adequacy of  hardware and network infrastructure; securing approvals and allocating funding to migrate to vendo- hosted environment for mission-critical library systems; recruiting for two vacant systems librarian positions; completing negotiations with OCLC for a contract for services; planning 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 preparing for reclamation project to harmonize records/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 about developments in areas such as to copyright, open access, scholarly communication, and institutional repositories.

Progress toward success indicators

  • In January 2012 CIS migrated the library database to new computer servers. OLS continues to work with CIS and our vendor, ExLibris, to develop a service level agreement for third-party hosting of our system that meets CUNY's needs. OLS has hired a consultant with decades of industry experience to work as an intermediary between ExLibris and CUNY. In February a new systems librarian, Kevin Collins, joined OLS. He has impressed everyone with the depth of his knowledge about the system. CUNY and SUNY successfully collaborated on negotiating a contract for OCLC services. OLS has been working with a UFS task force towards development of an institutional repository in support of UFS' Open Access Resolution of November 2011.  The librarian-rich group is looking at technologies that will align with the CUNY Academic Commons and considering workflow issues, metadata schema, and funding sources.
  • With our colleagues in DOE, we have informally established the DOE/CUNY Library Collaborative.  The first effort of this group was a series of discipline-based workshops in English, History and Science, bringing together CUNY discipline faculty member and a librarian, and discipline teachers in the High School along with the high school librarian.  Six workshops were held during April and May, and we are now in the stage of assessing and reporting on the initiative.  In May a second cohort of librarians participated in a leadership training session at GSJ conducted by the incoming president of the American Library Association.  The purpose of these sessions is to expand the skill set and broaden perspectives for faculty who have demonstrated a capacity for leadership, and who may be interested in taking on additional management responsibilities within the libraries.

Plans and Timeline

Review data on electronic resource usage and cost, and vet report of e-book task force pertaining to key criteria for evaluating electronic book collections, July 2012. Work with procurement and legal offices to enable CUNY to participate in state-wide delivery service, July 2012. Engage in testing of various CIS-lead systems initiatives, ongoing. Work with NCC to bring up NCC library by August 2012.  Support UFS in development of plan for an institutional repository, Sept. 2012.  Determine Phase 2 plans for the DOE/CUNY Library Collaborative, October 2012.

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

Team leader:  Alexandra Logue

Team members: Erika Dreifus, Julia Wrigley, (Stephanie Benjamin)

Summary

Following repeated, extensive consultation with all CUNY constituencies, the Master Plan was approved by the CUNY Board of Trustees and submitted to the NYS Education Department.

Progress toward success indicators

Each CUNY constituency was asked to submit material for the Master Plan, as well as being asked to review a Master Plan draft.  The resulting Master Plan takes advantage of the fact that, unlike previous Master Plans, CUNY will enjoy financial stability over the next four years, resulting in CUNY's being able to engage in long-term planning.  The Master Plan text is organized around the four parts of the CUNY mission:  (1) Academic Excellence, (2) Maintain an Integrated System and Facilitate Articulation Between the Units, (3) Expand Access, and (4) Remain Responsive to the Urban Setting.

Plans and Timeline

During the coming year we will answer any questions that the NYS Education Department or the NYS Regents have about the contents of the Master Plan.  Internally, we will start using this new Master Plan to inform and guide our priorities and decision making.


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Goal 9.3: Effect Academic Affairs Section of CUNYfirst

Team leader: Robert Ptachik

Team members: Annamarie Bianco, David Crook (CIS, Deputy COO)

Summary

This team has worked with CUNYfirst technical team and subject matter experts to implement campus solutions module in as many CUNY colleges as can benefit.  Wave 2a (BCC, Hostos, Lehman, CUNY Law and New Community College and 2b (KCC and LaGuardia) staged implementation completed in April and June respectively. 

 

Progress toward success indicators

Vanguard colleges (Queens and Queensborough) are completing the second academic 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. Five colleges have been brought live as part of Wave 2.1 (Lehman, Bronx CC, Hostos CC, CUNY School of Law, and New Community College). Wave 2.5, consisting of Kingsborough and LaGuardia Community Colleges, went live at the end of June of this year. Data conversion for wave 2 colleges is much improved over the starting condition for wave 1. Queensborough has now been brought live on PeopleSoft financial aid.

Plans and timeline

Wave 3 colleges have been identified: BMCC, Brooklyn, CSI, Hunter, NYCTC and York, and Conference Room Pilot Sessions (CRPs) are currently under way. All remaining colleges will be in Wave 4. 

 


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Goal 9.4: Modernize admissions data systems

Team leader: Robert Ptachik

Team members: (CIS)

Summary

This team has been working, through the CUNYfirst project or other means, 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. Hobsons Retain (for currently enrolled students) has been implemented at two colleges (Hunter and LaGuardia). Retain will be fully implemented at 10 colleges by the end of the year.
  • Progress towards other portions of the project continues to improve. More rapid progress is being made on the graduate admissions side, with a new online application expected to be ready to be utilized by Lehman College for spring 2014. 

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.

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Goal 9.5:  Increase effective administrative oversight of SEEK and CD.

Team leader:  Cheryl Williams

Team members: Shelley Ast, Michael Corrente, Robert Maruca, Frances Kingston, James Murphy, Cathy Abata, Eva Haldane, Jason Diffenderfer, 4 SEEK and CD Directors

Summary:

This team's goals include: implement recommendations resulting from the 2011 SEEK Internal Audit. Create a template for and pilot an electronic expenditure report. Develop practices and protocols that improve the SEEK/CD enrollment management process.

Progress toward success indicators:

Created the SEEK/CD Enrollment Committee which accomplished the following:

  • Established a uniform disbursement schedule for Special Programs financial aid that has enabled better prediction of expenditures.
  • Developed formula designed to keep enrollments at budgeted levels.
  • Acquired access to Hobson's Connect for SEEK/CD Programs as a means of enhancing communication with incoming freshmen.
  • Promulgated and widely disseminated a statement on SEEK/CD enrollment management practices that give guidance on:  financial aid certification of new freshmen; responsibilities of respective offices; recruitment outside of the UAPC process; summer program reallocation; and coding and decoding requirements.
  • Established practice of charging colleges for over-enrollments, which has reinforced the need for college administrators to attend carefully to program size and capacity. 

The OSP:       

  • Created and implemented an electronic Freshman Enrollment report that reduced reporting errors and made submission easier.
  • Designed and implemented an electronic expenditure report that better aligns University and Special Programs budget categories and provides the level of detail recommended in the internal audit.
  • Analyzed Program submissions and will confer with University financial officers to make needed adjustments to the expenditure reports.
  • Secured access to regular University financial aid and budget reports and developed monitoring protocols as a means of increasing OSP oversight of these two areas so that needed interventions can be more timely.
  • Established the Transfer Guidelines Committee which identified:  transfer issues impeding seamless SEEK/CD transfer from within and from outside of CUNY; and challenges to smooth transfer resulting from CUNY First.

Plans and timeline

The SEEK/CD Enrollment Committee will refine the SEEK/CD funding and enrollment models to better align program size and effectiveness with available NYS (SEEK) and campus resources. Building on success of Baruch SEEK UMLA, they Committee will develop and pilot new recruitment/admission practices to address the precipitous decline in URMs, particularly blacks, at selective senior colleges. The Transfer Committee's work is scheduled to be finished in fall 2012 and their recommendations implemented in spring 2013.


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

Team leader: David Crook

Team members: Colin Chellman, Ariel Cohen, Cheryl Littman, CIS staff


Summary

This team's goals include: Procure business intelligence software. Begin system design. Begin to validate data drawn from source systems. Participate in the planning of the statewide P-20 data structure, and contribute the necessary data.

Progress toward success indicators

  • On the P-20 statewide data warehouse project, OIRA has been part of a development team comprised of staff from SUNY and NYSED, as well as project consultants.  To date the team has:
    • Adopted and adapted eScholar templates for data warehouse design;
    • CUNY and SUNY each have prepared data files for testing of matching algorithm and analyzed results of the match, which was successful.
    • Designed the extract to feed the P-20 system.
    • Begun to code the extract, with completion expected early August 2012.  
  • With regard to the development of business intelligence at CUNY:
    • A four-part proof of concept was developed to evaluate potential vendors and a selection panel created.  In early March 2012, after presentations by two vendors, in a split vote, the selection panel recommended one of the vendors. 
    • To date CIS has not acted on this recommendation. 
    • OIRA has continued on its own to develop decision support capability for the central office and the colleges by taking the following steps: 
      • Built a real-time enrollment report for the CUNY first vanguard colleges;
      • Wrote extraction code to pull an expanded number of data elements from CUNY first and created data warehouse structure to house them. 

Plans and timeline

  • On the P-20 project,
    • Fall 2012, load CUNY and SUNY data to data warehouse
    • During AY 2012-13 2012, ongoing development of meta data to support reporting and analytical needs. 
  • On the BI project:
    • Fall 2012:  expand data elements drawn from CUNY First and Legacy Systems.
    • AY 2012-13: Create system-wide access to data and reports.          

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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

Team members: Colin Chellman, Cheryl Littman, Michael Place, Project Manager, Michelle Paladino (NYCDOE),

Summary 

This team's goals include: Complete work on the matching engine. Design data warehouse. Populate key tables. Design reports. Support data needs of the Graduate NYC! Project.

Progress toward success indicators

  • Completed work on matching engine.
  • Completed the match for 10 years of data.  We now know which NYCDOE graduates from the past decade have ever enrolled at a CUNY college.   
  • Hired a project manager and database designer. 
  • Completed a detailed project plan.
  • OIRA has continued to support the data needs of Graduate NYC!, most recently by providing DOE with the data needed for its Where-are-they-now reports.

Plans and timeline:

  • Complete data documentation in fall 2012.
  • Warehouse design to be completed August 2012.
  • Coding and data conversion and loading to continue in fall 2012.
  • Reports will be designed in fall 2012. 
  • Analytic support for Graduate NYC! will continue throughout the next academic year.