Queensborough in the News
Queensborough Community College appeared in The Chronicle of Higher Education's article The Unwritten Rules of College, By Dan Berrett.
"Beyond UNLV, the Association of American Colleges and Universities, where Ms. Winkelmes is a senior fellow, is working with seven colleges - including California State University at Los Angeles, Queensborough Community College of the City University of New York, and the University of Houston — to apply transparent teaching to problem-based assignments."
Berrett, Dan. "The Unwritten Rules of College." The Chronicle of Higher Education. N.p., 21 Sept. 2015. Web. 21 Sept. 215. http://chronicle.com/article/The-Unwritten-Rules-of/233245/ subscribe to read the full article
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.
Guided by Chancellor James B. Milliken and a committee of presidents, faculty, and students, the entire University community is invited to engage in this process of envisioning CUNY’s best future and the ways in which it will address the needs, interests, and potential of the system and the people, state, and city it serves. An overview of the framework is available here .
CUNY has chosen the term "strategic framework" rather than "strategic plan" to emphasize that the planning will establish broad priorities at a high “altitude.” These high-level goals will set a direction for CUNY and yet provide sufficient flexibility and latitude for the colleges to craft their own plans—in greater detail and specific to their individual strengths—in support of CUNY’s overarching goals.
The "21st Century CUNY" website has been established to solicit ideas, comments, and feedback about the strategic framework from the many internal and external stakeholders who are committed to the university and its role in New York and the world. The questions below are being asked by CUNY with the intended purpose of prompting ideas and comments that would be particularly helpful to the strategic planning process. Submissions need not be limited to these topics, however.
- What would you like CUNY to look like—to be known for—in 10 years?
- What would truly transform CUNY University (what are your big ideas)?
- What are some innovative initiatives or strategies that CUNY should undertake to become that institution?
Responses to commonly-asked questions are available here .
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 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.