Queensborough Community College
2015-16 Prospective Report: Goals and Targets
Section A - University Goals
1 - Increase opportunities for students to be taught by full-time faculty
Percentage of annual instructional FTEs
delivered by full-time faculty
Ratio of FTE student to full-time faculty
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
51.9
52.2
49.8
59.7
60.1
60.1
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2015
30.8
34.5
29.4
29.7
29.0
29.0
2010
2011
2012
2013
2014
2015
0.3
0.5
0.6
0.6
0.5
0.6
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
FY 2016
2 - Increase faculty scholarship and research impact
Average number of pieces of
scholarship/creative activity (annual)
Number of funded research grants
Research awards (annual)
6
7
4
4
5
4
$417,853
$156,389
$146,369
$355,450
$546,445
$600,000
3 - Ensure that students make timely progress toward degree completion
Average number of equated credits earned
in one year by associate full-time first-time
freshmen
Percentage of associate students who earn
30 equated credits per year
One-year retention rate of associate
full-time first-time freshmen
Fall 2009
Entrants
Fall 2010
Entrants
Fall 2011
Entrants
Fall 2012
Entrants
Fall 2013
Entrants
Fall 2014
Entrants
19.8
20.8
20.3
20.8
19.7
21
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
14.4
15.8
14.5
14.9
13.3
15.5
Fall 2009
Entrants
Fall 2010
Entrants
Fall 2011
Entrants
Fall 2012
Entrants
Fall 2013
Entrants
Fall 2014
Entrants
71.5
72.1
69.2
70.9
69.0
62.3
Fall 2007
Entrants
15.8
Fall 2008
Entrants
13.8
Fall 2009
Entrants
16.2
Fall 2010
Entrants
18.5
Fall 2011
Entrants
18.1
Fall 2012
Entrants
22.0
Fall 2006
Entrants
Fall 2007
Entrants
Fall 2008
Entrants
Fall 2009
Entrants
Fall 2010
Entrants
Fall 2011
Entrants
18.9
22.7
20.8
23.5
26.2
25.5
Fall 2004
Entrants
Fall 2005
Entrants
Fall 2006
Entrants
Fall 2007
Entrants
Fall 2008
Entrants
Fall 2009
Entrants
24.0
25.2
25.3
28.8
27.0
29.0
4 - Increase graduation rates
Three-year graduation rate of associate
full-time, first time freshmen (completed
at college of entry)
Four-year graduation rate of associate
full-time first-time freshmen (completed at
college of entry)
Six-year graduation rate of associate
full-time first-time freshmen (completed at
college of entry)
September 16, 2015
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5 - Improve student satisfaction with academic support and student support services
Satisfaction with academic advising effectiveness (Noel-Levitz SSI)
Satisfaction with campus support services (Noel-Levitz SSI)
2013
2015
4.9 (1.3)
4.6 (1.2)
5.4 (1.4)
5.3 (1.4)
The entire Queensborough Academies effort, under section C.3 below, is devoted to the improvement of academic and student
support services.
6 - Improve student satisfaction with administrative services
Satisfaction with admissions and financial aid effectiveness (Noel-Levitz SSI)
Satisfaction with registration effectiveness (Noel-Levitz SSI
Satisfaction with service excellence (Noel-Levitz SSI)
2013
2015
4.8 (1.3)
5.1 (1.1)
4.9 (1.1)
5.3 (1.4)
5.4 (1.3)
5.4 (1.2)
The entire Queensborough Academies effort, under section C.3 below, is devoted to the improvement of administrative services in
support of student success.
7 - Increase revenues
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
FY 2016
Total voluntary support (annual)
$3,319,024
$2,805,247
$3,291,934
$3,714,720
$3,647,921
$3,830,317
Grant and contract awards (annual)
$5,144,338
$4,302,930
$3,633,857
$4,413,347
$4,659,450
---
$1,700,442
$1,940,013
$1,994,132
na
$4,792,422
$2,053,956
Alternative revenues (annual)
8 - Use financial resources efficiently and prioritize spending on direct student services
Spending on student services and
instruction and departmental research as a
percentage of tax-levy budget
Spending on student services as a
percentage of tax-levy budget
Spending on instruction and departmental
research as a percentage of tax-levy
budget
Percentage of budget in reserve
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
FY 2016
74.7
75.0
73.8
73.7
na
73.7
10.1
9.3
9.1
9.2
na
9.2
64.6
65.8
64.7
64.5
na
64.5
2.3
3.1
3.0
3.0
na
3.0
9 - Increase the proportion of full-time faculty from under-represented groups
Percentage of minority full-time faculty
Percentage of Italian American full-time
faculty
Percentage of women full-time faculty
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2015
25.8
7.8
25.9
7.3
27.2
6.7
29.7
6.3
30.8
5.6
31.0
6.0
53.2
54.2
52.8
51.2
50.5
50.8
10 – Increase faculty satisfaction
The COACHE survey results revealed a relative concern over the clarity of tenure policy and promotion. Section C.1 under College
Focus Goals specifically addresses the institutional support for the nature of faculty work (research, teaching, and service), tenure
and promotion policies and processes, and interdisciplinary work, collaboration, and mentoring.
September 16, 2015
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Section B – Community College Goals
1 – Create more efficient remediation pathways
Percentage of students fully proficient by
the end of the first year (of those initially
needing any remediation)
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
36.7
42.2
34.2
45.3
56.8
56.8
Fall 2004
Entrants
Fall 2005
Entrants
Fall 2006
Entrants
Fall 2007
Entrants
Fall 2008
Entrants
Fall 2009
Entrants
36.8
37.3
35.3
37.9
36.3
37.7
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
75.4
72.1
65.5
69.4
69.5
70.0
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2014
2.59
2.64
2.69
2.61
2.63
2.67
2 – Prepare students for transfer to baccalaureate programs
Percentage of first‐time freshmen
transferring to any baccalaureate program
within 6 years
Transfer rate of AA/AS graduates to any
baccalaureate program
Mean first‐semester GPA of baccalaureate
transfers from CUNY associate programs
3 – Increase (or maintain high) pass rates on professional licensure exams
NCLEX (RN licensure) pass rate
2010
2011
2012
2013
2014
2015
79.8
86.4
92.7
82.9
90.9
75.0
54.0
92.0
100.0
90 or
higher
92 or
higher
Massage Therapy licensure pass rate
Section C – College Focus Goals
1 – Support and improve faculty appointment processes and offer comprehensive faculty and staff development
program.
Strategic Objectives
C.1 Assess impact of faculty & staff
development programs: New Faculty
Institute and Mentoring Program
Indicators
Targets
 C.1a – % of New Faculty Institute participant  C.1a – see note below
responses that indicate satisfaction with
volume of content presented throughout
institute (81%) and extent to which institute
activities were hands-on (79%)*
 C.1b – % of participants who indicated that
 C.1b – from 88% to 90%
participation in Mentoring Program enabled
them to become more connected to college
community (88%)
*Review of existing instruments used to assess New Faculty Institute indicates need to collect data more closely mapped to specific
learning outcomes of activity. Critical activity in 2015-2016 will be design of new, comprehensive measure that will assess impact of
both New Faculty Orientation and New Faculty Institute and establishment of related baselines.
Supporting institutional activities:
 Mentor program for associate professors seeking full professor
 Program for tenured faculty seeking full professor
 CETL faculty development program
 HEO & staff survey
 HEO development program
 President’s fellowship program
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2 – Maintain rigorous and current curricula, support new program development and innovation, and achieve better
alignment with baccalaureate programs and job market entry.
Strategic Objectives
C.2a – Complete review & revision of
mission statement & goals
C.2b – Proceed with accreditation plans
for Art & Design, Dance, Music &
Theatre
Indicators
C.2a – completed mission review process
C.2c – Submit proposal for degree
program in Public Health
C.2c – submitted program proposal
C.2b – completed self-studies
Targets
C.2a – Mission statement submitted to
May 2016 Senate for approval
C.2b – Rebuttal submitted to NAST;
self-studies completed for NASAD &
NASD; major curricular revisions
submitted for Music in preparation for
self-study
C.2c – Public Health program approved
& offered for 2016/17
Supporting institutional activities:
 Program reviews completed for Criminal Justice, Internet & Information Technology & Science for Forensics (two of which are
dual-joint programs)
 Begin program review of Childhood Education & Massage Therapy (one of which is a dual-joint program)
 Conduct assessment of four general education outcomes to establish baseline student learning
3 – Sustain and assess three components of Queensborough Academies: advisement, high impact practices (HIPs), and
technology (communication, institutional support, and learning environment).
Strategic Objectives
C.3a – Improve probationary student
outcomes
C.3b – Expand use of Starfish & establish
targeted groups for effective outreach
C.3c – Improve HIPs student outcomes
September 16, 2015
Indicators
C.3a
 % who attend probation workshops
 % who attend workshops & persist to the
next semester
 % who attend whose cum GPA at end of
term is 2.0 or higher
C.3b
 % of faculty who use Starfish
 % of faculty who use Starfish teaching
specific courses in: BI201, BI301, ECON101,
EN101, HI110, HI112, MA114, MA119,
MA440, PSYC101
C.3b
 Student engagement outcomes: student
response to survey question—“My
involvement with QCC can best be described
as”—with responses ranging from “very low”
to “very high”
 General education outcomes (direct
evidence of student learning)
Targets
C.3a
 From 67% to 70%
 From 62% to 65%
 From 30% to 32%
C.3b
 From 49% overall faculty use to 50%
 Faculty use in specific courses:
BI201, from 14% to 16%
BI301, from 30% to 31%
ECON101, from 14% to 16%
EN101, from 44% to 45%
HI110, from 22% to 23%
HI112, from 13% to 15%
MA114, from 64% to 65%
MA119, from 56% to 57%
MA440, from 61% to 62%
PSYC101, from 38% to 39%
C.3b
 Of students who experienced one or
more HIPs, 51.4% indicated “high
involvement”; target: 53.0%
 Student work in courses with faculty
using HIPs scored according to
analytical reasoning rubric, 0-4 on
competence scale, weighted average
across all HIPs: from 2.39 (lower
middle “developing” range) to 2.60
(upper middle “developing” range)
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Strategic Objectives
Indicators
Targets
Supporting institutional activities:
 Extend & deepen HIP professional development to include second-tier “Reflective Teaching” workshop & revised course outlines
for ongoing implementation of HIP
 Develop Academy advisement into educational enterprise that focuses on student learning outcomes & provide ongoing
professional development
4 – Improve college readiness of students.
Strategic Objectives
C.4a – Improve academic preparedness
Indicators
C.4a
 No. of HS seniors enrolled in College Focus
 College Focus student test outcomes
 % of BTECH sophomores practicing
Indicators of Student Readiness (ISRs)
C.4b – Accelerate student completion of
remediation
C.4c – Improve student outcomes in
Gateway/high-risk courses
 Pass rate of upper level reading/writing and
math interventions combined
 % of students who exit from remediation in
mathematics
C.4b – Pass rates in reading, writing &
mathematics remedial courses
C.4c – % of students who passed with C or
better in BI201, BI301, ECON101, EN101,
HI110, HI112, MA114, MA119, MA440,
PSYC101
Targets
C.4a
 From 505 to 530
 Placement test scores of entering
College Focus students will grade
10% higher than non-College Focus
entering students
 75% of sophomore class will be SP
211 ready
 From 45% to 47% pass rate
 From 53% to 55%
C.4b – Pass rates
Writing – from 50.4% to 51.0%
Reading – from 54.4% to 55.0%
Math – from 37.5% to 38%
C.4c
BI201, from 34% to 36%
BI301, from 40% to 41%
ECON101, from 56% to 58%
EN101, from 66% to 68%
HI110, from 42% to 43%
HI112, from 36% to 37%
MA114, from 44% to 45%
MA119, from 44% to 45%
MA440, from 55% to 56%
PSYC101, from 50% to 52%
Supporting institutional activities:
 Restructure USIP to offer workshops & other innovative modalities in summer
 Develop math ALP
 Scale up Accelerated Learning Project (ALP) into EN101, from 6 to 8 sections
 Develop new model of student college readiness for BTECH, Indicators of Student Readiness (ISRs), which measure high school
students’ proficiency in course content knowledge & cognitive/behavioral skills prior to enrollment in college course
 Expand Connect2College pre-college program including humanities offerings
 Develop mainstreaming opportunities with supplemental instruction to accelerate developmental students into Gateway courses
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5 – Use technology to support instruction and student support services and to promote institution and constituencies.
Strategic Objectives
C.5a – Continue planned expansion &
upgrade of instructional technology
infrastructure, incl. minimum of 10
classrooms with advanced technology
podia, fixed or mobile
Indicators
C.5a – Instructional use of technology
 % of FTEs instruction taught online
 % of faculty expressing satisfaction with
topics/tools & pedagogy in eLearning
Institute
 % of faculty use of blackboard
 % of classrooms available that are
instructional-technology- enabled
Targets
C.5a
 Maintain at 4.5% or higher of FTE
instruction taught online, including
blended & Web-enhanced modalities
 Will use tools & pedagogy: from 67%
to 70% of faculty responding to
survey
 From 45% (Fa14) to 49% (Fa15)
 Out of 174 classrooms, from 56.3%
to 61.5%
Supporting institutional activities:
Provide faculty development focusing on hybrid & Web-enhanced modalities & expand infrastructure: 1) conduct June eLearning
Institute (cohort IX), 2) offer additional follow-up face-to-face eLearning workshops, and 3) develop & host additional online
(Blackboard Collaborate) faculty development workshops
6 – Develop means to infuse and maintain individual and institutional practices of community-building into interaction
among all campus constituencies.
Strategic Objectives
C.6 – Using survey results, assess issues
of campus climate
Indicators
C.6 – Ratings on COACHE survey, Noel-Levitz
survey & HEO/staff survey
Targets
C.6 – Establish key baseline numbers
Supporting institutional activities:
 Develop & implement staff survey; use COACHE, Noel-Levitz & staff survey results to develop community-building plan for
activities in response to issues & concerns raised
 Develop opportunities for dialogue for institution building
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