November 11, 2013
QUEENSBOROUGH COMMUNITY
COLLEGE
An open access, urban
public community college in
the most diverse county in
the United States.
OUR STUDENTS*
16,000+ students
Students hail from 139 countries
38% of students speak a language other than English at home
Over 70% of incoming freshmen require at least one remedial course
In AY 2011-2012 69% of all first-time, full-time freshman and 49% of all degree students
received Pell grants
*2012-2013 QCC Fact Book
OUR MISSION
We are committed equally to open-admission access for all learners and to academic
excellence within an environment of diversity. Queensborough emphasizes the
integration of academic and support services with a focused attention to pedagogy.
The College offers associate degrees and certificate programs that prepare students for
careers and for transfer to Baccalaureate degree programs.
2007: PLANNING FOR THE FRESHMAN
ACADEMIES
Under the direction of President Eduardo Martí, a one and a one half day retreat was
held, off campus, for Departmental Chairpersons, Faculty and Staff.
A true collaboration between OAA and OSA.
Initiated and supported by the College President.
PURPOSE
 Enhanced academic and student support services for all first-time, full-time freshman
throughout their first 30 credits.

Increase retention and graduation rates

Create a more holistic experience through increased collaboration between Academic
Affairs and Student Affairs

Provide our students with a personal connection to the college

Enhance student learning through the integration of High Impact Practices (HIPs)
PILOTING THE ACADEMIES

First pilot was with the Education and Technology
Departments
 Block scheduling of ET and Math courses
 Enrichment Activities

In fall 2008, Pilot continued with the creation of the
Education and VAPA Academies
 First two Freshman Academy offices created
o Student support provided by the first two Freshman Coordinators
o Additional support provided by CUNY Office Assistants
FALL 2009 LAUNCH
Components:

Academies based upon most popular fields of major interest

Freshman Coordinators

Faculty Coordinators

High-Impact Practices

Extracurricular Activities

Assessment
THE FRESHMAN ACADEMIES
PROCESS
All first-time, full-time students enter Queensborough through
one of six Freshman Academies, based on field of major
interest:
1.The Business Academy
2.The Education Academy
3.The Health Related Sciences Academy
4.The Liberal Arts Academy
5.The Visual and Performing Arts Academy (VAPA)
6.The STEM Academy (Science, Technology, Engineering and Math)
ROLE OF THE FRESHMAN
COORDINATORS
 Ten hired in March 2009 and received intensive training in all areas affecting
student progress and success.
 Entry level professionals with interest/experience in student development
 Personal guides (GPS) for Freshman through the first two semesters
 Ambassadors for registration into HIPs and Academy classes
 Liaisons within the departments
 Student advocates
ROLE OF THE FACULTY COORDINATORS

Serve as a communicative bridge between the departments and the Academies

Lead faculty cohorts assessing general education in the High Impact Practices and
sharing best practices

Design supplementary educational experiences in collaboration with the Freshman
Coordinators
ACADEMIC ASPECT OF THE ACADEMIES:
HIGH IMPACT PRACTICES
HIPs are special learning experiences designed to provide students with
greater engagement and better learning outcomes.
 Learning Communities
 ePortfolio
 Academic Service Learning
 Cornerstone - Academy Specific Classes
 Writing Intensive
ACADEMIES ASSESSMENT
Data collection with IRB approval:

Surveys to first-time, full-time freshmen

Surveys to faculty
Use of various administrative databases
Focus groups with Freshman Coordinators
MEASURES OF SUCCESS

Satisfaction with the Freshmen Coordinators

Higher course success rates

Higher credit completion rates

Higher retention rates

Higher degree-attainment rates
BRIAN KERR
Director of Articulation, Transfer & Educational Partnerships
JANUARY 2013 – FRESHMAN
ACADEMIES REVIEW
Under the direction of President Diane Bova Call, the College underwent an Academy review, a crosscampus collaboration to discuss all aspects of the Freshman Academies:
Greatest Rewards:
 Retention and graduation rates increased
 Model presented externally with positive recognition of both the model and the assessment data
 Student connection with Freshman Coordinators an early indicator of success
 Multiple HIPs show strongest effect
Greatest Challenges:
 Difficulty in tracking some HIPs
 Difficulty in enrolling students in HIPs
 Difficult to deliver enough HIPs within first 30 credits
 Difficulty in handoff from Freshman Coordinators to Advisers
 Imbalance in ratio of student to Freshman Coordinator within each Academy
FALL 2013
THE QUEENSBOROUGH
ACADEMIES
Components remain the same:

Academy Advisers

Faculty Coordinators

HIPs

Extracurricular Activities

Assessment
Three-pronged approach to the new Queensborough Academies model:
1.
Integrated Advisement services
2.
New HIPs and coherence throughout all
3.
Technology (Starfish)
THE QUEENSBOROUGH
ACADEMIES
Structural Changes:

Education Academy and Criminal Justice cluster folded into the Liberal Arts Academy

The Business Academy

The Health Related Sciences Academy

The Liberal Arts Academy

The Visual and Performing Arts Academy (VAPA)

The STEM Academy (Science, Technology, Engineering and Math)
 List of HIPs was revised and expanded
 Professional development for added HIPs designed
 Freshman Coordinators and Academic Advisers merged and duties modified to create
Academy Adviser positions all located in offices by Academy
 Academies Protocol revised and implemented with IRB approval as required.
OTHER CHANGES

Caseload model for advisement

Retention at core of the mission

Starfish and Degree Works

Connection to Learning Centers

Connection to Faculty
ACADEMIES STRATEGIC PLAN





Integrated with College’s Strategic Plan to increase retention and graduation rates
HIPs will become a common or standard pedagogical practice that many faculty use in the
classroom and that will be regularly assessed
Cultivate a culture of completion and transfer for students
Develop an integrated assessment model that serves multiple purposes
Increase collaboration between Academic Affairs and Student Affairs
ACADEMY ADVISERS

Gail Patterson, Health Related Sciences Academy

Natalie Roopchand, Business Academy
INTRODUCING THE FRESHMAN
ACADEMIES
TO OUR STUDENTS

Starts before they are a QCC student

Use of Hobson’s - a CRM (Customer Relations Management) tool
 Originally an Admissions Tool that has been expanded to make connection to the
college easier

Communications plan includes use of Tiger Connect page (via Hobson’s), mailings and
postcards.
THE OLD “ACADEMIZATION”
PROCESS
Prior to the start of the initial semester, incoming students learned more information at
several stages:
 At Testing
 During Advisement/Registration
 At College 101
 At the Freshman FIRST Welcome
THE NEW STREAMLINED “ACADEMIZATION”
PROCESS
Prior to the start of the initial semester, incoming students learn more
information at several stages:
 Students receive a Fact Sheet at Testing telling them the required steps to take thereafter
 Initial acceptance to the college via Hobson’s
 Enrollment committed students invited to sign up for NSOAR (New Student Orientation, Advisement and
Registration)
 A 3 ½ hour orientation
 100 students per NSOAR session/two sessions per day
 Pre-printed personalized plans distributed at check-in
 Overview/welcome
 Areas to assist students (e.g. missing transcripts, immunization issues)
 Final steps address paying for college (Bursar/Financial Aid combo), Placement (Foreign
Language/Speech), ID card photos
 Students separated by Academy for advisement/scheduling
FRESHMAN ACADEMIES –
LOOKING BACK
What made the freshman academies unique?
Role – Freshman Coordinator
 Every first-time, full-time freshman based on major was assigned an Academy FC/Adviser
 Launch of 10 Freshmen coordinators; 6 academy offices (STEM, Liberal Arts, Business,
Education, Visual and Performing Arts, Health Related Sciences)
 Liaisons for various departments including Financial Aid, Counseling and Bursar
 Each Academy is supported by Faculty Coordinators
FRESHMAN ACADEMIES –
LOOKING BACK
Freshman Coordinator duties included:








Guiding freshman from point of admission through their first two semesters, Introduction at
campus open houses “ambassadors”
Testing – greet at initial placement tests; informed students of FA application deadlines,
importance of health records and next steps in advisement & registration process
Advisement /Registration- Advisement specialists; but trained as generalists extensively; Offering
an approximate 45 minutes individualized advisement and registration session
Orientation-College 101 and Freshman First Welcome
Promoting Campus Resources such as tutoring, counseling, career services and varying other
resources
Retention-Early Alert outreach manage respective caseloads of students on Early Alert (outreach &
document; referrals to support services)
Introduction Academy specific events – design, coordinate, and execute with Faculty Coordinators
Introduction of HIP opportunities
TODAY – THE QUEENSBOROUGH
ACADEMIES
 Advisement Centers

Title – Academy Advisers

Merged with Academic Advisement Office; 23 advisers

Now serving all students (freshmen, transfers, part time, etc.) from point of entry to
graduation/ transfer
TODAY – ACADEMY ADVISERS
Academy Adviser expanded duties include:
 Each adviser is assigned a case load
 Academy events are now linked to Gen Ed learning objectives
 Introduction of Starfish online system when managing Early Alert initiative
STARFISH
Subject: [Starfish] Cleared Flag: In Danger of Failing for
The In Danger of Failing flag has been cleared by Gail Patterson for
Flag Details
Student:
Student’s Name
Flag Name:
In Danger of Failing
Category:
Academic
Description: Raise this when a student is in danger of failing a course.
Raised By:
Faculty Name
Course Context:
CARE OF CLIENTS LEVEL II
Raised On:
11/7/2013
Raise Notes: Your exam average is below a C. Please consider utilizing the on-campus resources for tutoring and mentoring.
Also, feel free to discuss any of your concerns with your lecture professors during office hours.
Cleared By: Gail Patterson
Cleared On: 11/8/2013
Clear Notes: Spoke to student who received email notice about professor's concern. She states that she failed the first 2 exams
and has already withdrawn from the class once. She has discussed her issues with her clinical professor who recommends that
she keep the course. Encouraged the student to speak with the professor directly and utilize the supports on campus - Nursing
tutoring, Nursing mentor and study groups.
ALEXANDRA TARASKO
Faculty Coordinator, Health Related Sciences Academy
FACULTY COORDINATORS
Faculty Coordinators:
Business Academy
Ms. Shele Bannon, Assistant Professor, Business
Ms. Kelly Ford, Assistant Professor, Business
Health Related Sciences Academy
Ms. Alexandra Tarasko, Professor, Nursing
Liberal Arts Academy
Dr. Rose-Marie Äikäs, Assistant Professor, Social Sciences
Ms. Jodie Childers, Assistant Professor, English
Dr. Maan (Jenny) Lin, Associate Professor, Foreign Languages & Literature
Ms. Renee Rhodd, Articulation Manager of Education with Queens College
Mr. David Rothman, Lecturer, Academic Literacy
Science, Technologies, Engineering & Mathematics Academy (STEM)
Dr. Moni Chauhan, Associate Professor, Chemistry
Mr. Robert Kueper, Associate Professor, Engineering Technology
Visual and Performing Arts Academy (VAPA)
Mr. C. Julian Jimenez, Assistant Professor, Speech Communication and Theatre Arts
FACULTY COORDINATORS –
LOOKING BACK
History of the role:
 Oriented departments to the Academy model, presented at faculty gatherings and
conferences.
 Focused on forming a faculty cohort and performing assessment of Gen Ed objectives
utilizing rubrics.
 Planned and advertised events that were appropriate for students in their specific Academy.
 Planned Freshman Orientation events with Freshman Coordinators.
TODAY – FACULTY COORDINATORS
New Role:





Continue to maintain previous role.
Work with other departments to enhance student learning. Involve other disciplines in
orientation, events and sharing of high impact activities.
Make suggestions for Learning Communities and Academy-specific courses.
Encourage faculty use of Starfish program to track students and provide feedback to
faculty.
Act as a resource for academic advisement and share curricular changes as they occur.
FACULTY COORDINATORS
Freshman
Orientation
Events
Academy Advisers
and
Faculty Coordinators
Gen Ed
Faculty
Advisement
HRS Courses Faculty
Office of Health Services in co-sponsorship with the Health Related Services Academy present
CUNY World AIDS Day Health Fair Poster Contest
To encourage awareness and critical thinking, students are encouraged to participate in this year’s poster contest. Participants will design
posters focusing on the theme of eradicating HIV and AIDS stigma and discrimination.
Contest Rules: Students must use any poster medium or size of their choice and must keep with this year’s theme stated above.
Contest Due Date: By 4:00 pm on Monday, December 2, 2013 to Health Services, Room MC-02.
Contest Prizes:
1st Prize: iPad Mini
2nd Prize: Kindle Fire
3rd Prize: $50 Barnes & Noble gift card
*Factors to consider: Why is there stigma related to HIV and AIDS?
• HIV/AIDS is a life-threatening disease, and therefore people react to it in a strong way.
• HIV infection is associated with behaviors (such as homosexuality, drug addiction, prostitution or promiscuity) that are already stigmatized
in many societies.
• There is a lot of inaccurate information about how HIV is transmitted, creating irrational behavior and misperceptions of personal risk.
* Obtained from www.avert.org/hiv-aids-stigma.htm
Winners will be announced during the World AIDS Day Health Fair on December 4th, 2013 from 11:00am to 3:00pm.
Any questions, please call Health Services at ext: 6375 or Health Related Sciences academy at ext: 5139
SUSAN MADERA
Academic Program Manager, High Impact Practices
HIPS – WHAT THEY ARE, WHO HAS
ACCESS TO THEM AND WHY DO
THEY MATTER?
“The results of participating in these high-impact practices are especially
striking for students who are further behind in terms of their entering
academic test scores. The benefits are similarly positive for students from
communities that historically have been underserved in higher education.”
George Kuh
HIGH IMPACT PRACTICES

Learning Communities

Academic Service Learning

Writing Intensive

Global/Diversity Learning

Common Intellectual Experiences

Undergraduate Research

Collaborative Assignments & Projects
THEN - ACADEMY OFFERINGS
A special listing of courses was created for Academy students (first-time, full-time)
These courses were promoted to incoming students by the Freshman Coordinators
Registration was available via override from an Adviser and was frozen
Listings included:
 Learning Communities
 Academy Specific Courses
NOW – ACADEMY OFFERINGS
Academy offerings are available to all students and are promoted via The Academies
Offerings include:
 Learning Communities open to all students
 Academy Specific Learning Communities
 Academy Specific Learning Communities within Blocks
 Learning Communities with Academy Specific Courses
 Academy Specific Courses
 Academy Specific Learning Blocks
 Academy Specific Learning Blocks that incorporate a Learning Community
KEEPING TRACK OF THE DETAILS

Data, data, data…

Continued use of Academy Database to track HIP offerings

Information used by IR to perform assessment
VICTOR FICHERA
Principal Investigator for Academy Assessment Protocol, Institutional Research
QUICK OVERVIEW OF THE PROTOCOL

To assess the effectiveness of the Academies

Student surveys on their experiences

Assessment of the effectiveness of HIPs

Critical outcomes: Pass rates, credit completion, retention and graduation

IRB approved
HIGH IMPACT PRACTICES

Learning Communities

Academic Service Learning

Writing Intensive

Global/Diversity Learning

Common Intellectual Experiences

Undergraduate Research

Collaborative Assignments & Projects
HIP RESEARCH

Aggregated 5 semesters of course data

Fall 2009 to Fall 2011

Course “completers” only

“C” or high considered as a pass

Groupings by multiple HIPs experienced

Comparisons with no HIPs experienced
PASS RATES IN PSYCHOLOGY BY
HIGH IMPACT ACTIVITY,
MULTIPLE HI ACTIVITIES AND SECTIONS
WITHOUT ANY HI ACTIVITIES
No HI
WI
LC
SWIG
1HI
2 HI
3HI
Any HI
N completed
6,485
667
320
75
538
171
91
800
Psych. Pass Rate
58.0% 70.5% 68.1%
80.0%
66.9% 69.0% 78.0% 68.6%
PASS RATES IN ENGLISH COMPOSITION I, BY HIGH IMPACT
ACTIVITY, MULTIPLE HI ACTIVITIES AND SECTIONS
WITHOUT ANY HI ACTIVITIES
English 101
No HI
SL
LC
EP
SWIG
1HI
2 HI
3HI†
N completed
8,965
185
671
529
391
570
72
407
Pass Rate
83%
87% 88%
90%
92%
89%
† In a few cases within the 3HI category, there were 4 HIs experienced.
88% 91%
ONE-YEAR RETENTION OF STUDENTS ENROLLED
IN ENGLISH 101 IN FALL ’09 IN ACADEMY
SPECIFIC SECTIONS
Academy Specific Sections
Edu.
Health^ L. Arts
Stem
No HI^
Business^
N enrolled Fall ‘09
2,063
167
0
% Enrolled Fall ‘10
59.3%
71.9
NA
110
109
75
VAPA
30
73.6% 72.5% 69.3% 86.7%
^ Students who graduated by January 2010, May 10 or August 10 were also included in this rate.
NEW HIGH IMPACT PRACTICE EXPERIENCE
SURVEY

To assess possible ways that HIPs directly affected students

To assess student perception on the benefits of HIPs

End of semester administration

HIP specific and global HIP questions

Expected outcomes determined by subject matter experts
THE MODIFIED FRESHMAN EXPERIENCE
SURVEY
Provides information on:

Attendance at critical events

Reasons for non-attendance

How various efforts have engendered feelings of connectedness

Student attitude towards QCC

Reasons for attitudes and preferences

Factors that predict persistence
THE ULTIMATE OUTCOMES: COMPARISONS BETWEEN
“PRE-ACADEMIES” YEARS AND THE QUEENSBOROUGH
ACADEMIES

Credit Completion

Persistence

Retention

Graduation

Summer Enrollment
QCC ONE-YEAR RETENTION RATES FOR THE FALL 2006
COMPARISON COHORT AND THE THREE ACADEMY FIRST-TIME, FULLTIME FRESHMEN COHORTS
Total N
One-Year
Retention Rate
Fall 2006 Comparison Cohort
2,051
65.8%
Fall 2009 Academy Cohort
3,226
71.5%
Fall 2010 Academy Cohort
2,912
72.1%
Fall 2011 Academy Cohort
3,326
69.2%
THREE-YEAR GRADUATION
RATES
Cohort
Fall 2006 Comparison
Total N
Number
Graduating
3-Year
Grad. Rate
2,051
262
12.8%
3,226
523
16.2%
Cohort
Fall 2009 Academy
Cohort
JANEE HINDMAN
Director, Center for Excellence in Teaching and Learning
HIGH IMPACT PRACTICES COORDINATORS
Academic Service Learning
Ms. Jo Pantaleo, Director, Academic Program
Director of Service Learning, ePortfolio and
Academic Literacy Learning Center
Dr. Sharon Ellerton, Associate Professor, Biological
Sciences and Geology
Diversity/Global Learning
Dr. Meg Tarafdar, Associate Director, CETL Learning
Communities
Ms. Elise Denbo, Lecturer, English
Susan Madera, Academic Program Manager,
High Impact Practices
Collaborative Assignments and Projects
Dr. Trikartikaningsih Byas, Associate Professor,
English
Ms. Jean Amaral, Assistant Professor, Library
Undergraduate Research
Dr. Cheryl Bluestone, Professor, Psychology
Common Intellectual Experiences
Susan Madera, Academic Program Manager, High
Impact Practices
Writing Intensive
Dr. Megan Elias, Associate Professor, History
Dr. Jean Murley, Associate Professor, English
WI Online
Dr. Jeffery Jankowski, Associate Professor, Social
Sciences
HIGH IMPACT PRACTICES
Learning Communities
FIG
Academic Service Learning
Writing Intensive
Global/Diversity Learning
FIG
Common Intellectual Experiences
Undergraduate Research
Collaborative Assignments & Projects
FIG
STUDENT BEHAVIORS IN HIPS
THAT LEAD TO LEARNING GAINS*

Investing time and effort

Interacting with faculty and peers about substantive matters

Experiencing diversity

Responding to more frequent feedback

Reflecting and integrating learning
 Discovering relevance of learning through real-world application
*Randy Bass
FACULTY DEVELOPMENT TO ENHANCE
HIPS
Course Design– “backward” design of course
 begins with student learning outcomes (what do you want students to be able to DO as a
result of the course?)
 Conceives of the activities that will make that outcome possible (which HIP, what
assignments?)
 Organizes the course around those activities and adds content as it relates to activities
Reflection – a learner's conscious exploration of and response to his/her own experience; a
means for mobilizing tacit knowledge,
 reflection prompts/activities should be tailored to meet the objectives of a specific HIP
TAXONOMY OF SIGNIFICANT
LEARNING
CONTACT INFORMATION
Victor Fichera
vfichera@qcc.cuny.edu
Jane E. Hindman
jhindman@qcc.cuny.edu
Brian Kerr
bkerr@qcc.cuny.edu
Susan Madera
smadera@qcc.cuny.edu
Gail Patterson
gpatterson@qcc.cuny.edu
Natalie Roopchand
nroopchand@qcc.cuny.edu
Alexandra Tarasko
atarasko@qcc.cuny.edu