Strategic Planning, Assessment, and Institutional Effectiveness

Queensborough in the News

Queensborough Community College appeared in The Chronicle of Higher Education's article The Unwritten Rules of College, By Dan Berrett. Read more»

CUNY Strategic Planning Framework

CUNY is undertaking a strategic planning effort to prepare a new strategic framework that will guide the future growth, development, and impact of the university and its 24 constituent colleges and graduate and professional schools. Read more»

About Us

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.

Who We Are

K. Steele

Dr. Karen B. Steele
Vice President for Strategic Planning, Assessment and Institutional Effectiveness

The Institutional Effectiveness team is:

I. Beckford
Dr. Ian Beckford

Director of Policy Analysis for General Education and Student Learning Outcomes
A. Calise
Dr. Archie Calise

Institutional Records
and Planning
A. Corradetti
Dr. Arthur Corradetti

Dean for Accreditation
Assessment and
K. Steele
Dr. Victor Fichera

Principal Investigator
for Academy

What We Do

Strategic planning is the ongoing process of establishing clear goals and objectives and targets and measurable ways of determining whether the targets have been met. At the college, objectives refer to the smaller-scale activities that will help to meet the larger-scale goals.
College Mission Institutional Effectiveness Reports

Assessment is a cyclical process that is meant to foster continuous improvement and requires active collaboration. The process includes establishing goals and objectives, providing opportunities or activities for meeting those goals, assessing the degree to which the goals have been met, assessing outcomes based on specific criteria established in advance, and using the findings based on the evidence of the outcomes to (re)evaluate goals and determine next steps. At the college, this process can inform assessment at any one of the following levels—class, course, program, or institution.
General Education Outcomes Assessment Course Assessment Academic Program Review General Education (Pathways)

Clearly articulated objectives and outcomes are essential to assessment. Generally speaking, an objective articulates the competency required. By contrast, an outcome articulates the way in which, and the degree to which, a subject will demonstrate that competency. Outcomes are the products, artifacts, or results of the activities conducted to meet the objectives established. To be effective, an outcome must be measurable and specific to the behavior that is being assessed, whether it is a critical thinking activity in the classroom or a learning experience with an adviser or a strategic effort in a department or program. A measurable outcome includes the specific criteria by which it will be assessed; assessment is more effective when the criteria have been shared with the subject whose behaviors are being assessed. At the college, broad, lifelong skills, competencies, and values are expressed as general education outcomes. In the classroom, course-level outcomes support program-level outcomes and are aligned with one or more general education outcomes.
College Mission General Education (Pathways) General Education Outcomes Assessment Course Assessment Academic Program Review Institutional Effectiveness Reports Accreditation

Institutional effectiveness is the ongoing process by which an institution measures the degree to which it fulfills its goals and objectives and meets its expected outcomes. At the college, documents that report such institutional effectiveness include the teaching department year-end reports, the non-teaching department year-end reports, and the college’s strategic planning completion report.
College Mission Institutional Effectiveness Reports Accreditation