CUNY Strategic Planning Framework
The CUNY Strategic Framework is the framework that guides the future growth, development, and impact of the university and its 24 constituent colleges and graduate and professional schools. The framework establishes broad priorities at a high "altitude." An overview of the framework is available on CUNY's website Opens in a new window.
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.
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.
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.
Institutional effectivenesss 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.