Following the self-study of 1999 and through the next six years, led by a team of interdisciplinary faculty and administrators, Queensborough developed and implemented a comprehensive student learning assessment plan. An overall assessment plan was created in 2001, based on the Mission and linked to the College’s strategic planning process. To provide a foundation for assessing student learning outcomes, the Academic Senate adopted, in May 2002, its first statement of educational objectives, otherwise referred to as general education objectives. Curricular objectives were written, and an individual course assessment process was piloted (2003-2004) linking general education with curricular and course objectives.
From 2004 to 2007, the college took a number of steps. A college-wide course objectives form and course assessment form were developed, and an Assessment Database was designed to integrate information from the course objectives form. A revised academic program review process was instituted on a five-year schedule (2004-2009) for reviewing all academic programs. This process embedded both general education assessment and assessment of curriculum-specific student learning outcomes and incorporated results from individual course assessments. Queensborough revised its Mission, following which, in May 2007, the Academic Senate approved a revised statement of Educational Objectives, including suggested learning outcomes for each objective.
More recently, in 2008, program reviews were conducted according to a newly revised program review schedule, 2003-2010. Following that, program reviews were put on hiatus to prepare for the college’s self-study. The college submitted the self-study report to the Middle States Commission on Higher Education in February 2009. The evaluation team visit took place in April, and the commission rendered a decision in June, reaffirming the accreditation of Queensborough Community College and requiring a monitoring report in October 2010. According to the official schedule, program reviews resumed in 2009-2010.
Assessment is also being conducted at the academy level. In the fall 2009 semester, six Freshman Academies were launched:
Freshman Academies, which are cohorts of first-time, full-time students organized around curricular clusters, provide students with high-impact instructional strategies and enhanced student support services to increase student engagement and focus leading to higher persistence and graduation rates. Academy assessment is being conducted according to the Academy Assessment Protocol, developed by an outside consultant, DVP Praxis Ltd., and coordinated by a principal investigator reporting to the Assessment Office. Academy assessment has three dimensions to evaluate effectiveness: freshman coordinators, who provide enhanced student support; high impact instructional strategies; and faculty use of rubrics to assess student learning outcomes. Faculty members are using general education rubrics, designed by the faculty members themselves, to assess student learning outcomes at the general education level.
Academic Program Review