Strategic Planning, Assessment, and Institutional Effectiveness

The planning and assessment team is:
Dr. Karen B. Steele, Interim Vice President for Strategic Planning, Assessment and Institutional Effectiveness
Dr. Ian Beckford, Learning Outcomes Assessment Manager
Dr. Archie Calise, Institutional Records and Planning
Dr. Arthur Corradetti, Dean for Accreditation, Assessment and Institutional Effectiveness
Dr. Victor Fichera, Principal Investigator for Academy Assessment Protocol
Ms. Elisabeth Lackner, Director for Institutional Research and Assessment

The Office of Strategic Planning, Assessment, and Institutional Effectiveness is the administrative division of the college that provides leadership and administrative support and guidance to the strategic planning process and reporting, to the preparation of the year-end performance report, and to all college assessment processes and the documentation of assessment findings and reports of the institution, and serves as the intermediary with outside agencies with which the institution must meet compliance requirements.

For a self-tutorial on assessment practices and processes at the college, please click as appropriate below.

Faculty

Administrator



College Mission

General Education
(Pathways)

General Education
Outcomes Assessment

Course
Assessment

Academic Program
Review

Plans and Reports

Accreditation

 

Mission

Operating within the framework of The City University of New York, Queensborough Community College is committed to fostering a collaborative, learning-centered community. The College is dedicated to academic excellence and to the development of the whole individual in an environment that promotes intellectual inquiry, global awareness, and lifelong active learning. Queensborough is committed equally to open-admission access for all learners and to academic excellence within an environment of diversity. In the service of these goals, Queensborough utilizes the close integration of academic and support services and a focused attention to pedagogy. The College offers post-secondary associate degree and certificate programs that prepare students for careers and for transfer to four-year institutions of higher learning. Queensborough provides its students a variety of opportunities to enrich themselves intellectually and socially and to develop the knowledge and skills necessary for success.

Recognizing that learning is a dynamic and collaborative process, the College offers comprehensive, multi-layered academic programs that serve as a framework for students to become active, responsible partners in their intellectual pursuits. Providing a rich general education core aimed at enhancing students’ critical thinking and decision making skills, and utilizing effective learning strategies, the College offers many options to students for achieving their academic and career goals. A community that values the diversity of its members, Queensborough strives to individualize the college experience through meaningful collaboration among students, faculty and staff. The College features a highly qualified faculty with excellent scholarly credentials, well-planned curricula and developmental course work, strong and closely integrated academic and student support services, and the use of innovative pedagogy, including educational technology. To help ensure excellence in teaching and learning, Queensborough engages in on-going assessment of its academic offerings and support services, promotes research on community college pedagogy, and supports scholarly accomplishments and professional advancement among its faculty and staff.

In response to evolving community needs, Queensborough also offers non-credit courses and certificate programs and other activities. These provide community residents with accessible and affordable educational, recreational and job training opportunities, and help individuals and businesses and other institutions respond to changes in technology and the economy. The College takes a leadership role in providing access to arts and culture to enrich the quality of life for the community at large.

Course Assessments

Academic Literacy

Art & Design

Biological Sciences & Geology

Business

Chemistry

Engineering Technology

English

Foreign Languages & Literature

History

Health, Physical Education & Dance

Library

Mathematics & Computer Science

Music

Nursing

Physics

Social Sciences

Speech Communication & Theatre Arts

Student Affairs

Communicate effectively through reading, writing, listening and speaking (1)

Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions (2)

Reason quantitatively and mathematically as required in their fields of interest and in everyday life (3)

Use information management and technology skills effectively for academic research and lifelong learning (4)

Integrate knowledge and skills in their program of study (5)

Differentiate and make informed decisions about issues based on multiple value systems (6)

Work collaboratively in diverse groups directed at accomplishing learning objectives (7)

Use historical or social sciences perspectives to examine formation of ideas, human behavior, social institutions, or social processes (8)

Employ concepts and methods of the natural and physical sciences to make informed judgments (9)

Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts (10)

Academic Program Reviews

Academic program reviews are conducted on a five-year rotation according to the schedule below. Faculty review committees are formed within a department, or across departments depending on the sponsorship of the program. Using data provided by Institutional Research and course assessment posted to the website for courses applicable to the program, the committees discuss student outcomes, curriculum, faculty, and facilities; generate major findings; and formulate recommendations. The program review template and other templates and resources for this effort appear below. All academic program reviews conducted over the past six years also appear below, organized by year.

Strategic Plans, Completions Reports, and Year-end Reports

The college has three principal kinds of planning and reporting documents: the college’s strategic plan, the college’s strategic planning completion report, and the teaching and non-teaching department year-end reports. The college’s strategic plan is developed with the input of all the divisions of the college, and the process for its development is led by the College Advisory Planning Committee (CAPC). The plan is submitted to the university in June. The college’s strategic planning completion report documents the outcomes for all strategic objectives for the year and is submitted to the university in June. The teaching and non-teaching department reports cover all academic departments and administrative offices and include unit-level information on assessment, planning, and goals.

Strategic Plan



Completion Report



Year-End Reports