Queensborough Community College
Academic Program Review
Response and Action Plan for Degree Programs
Program reviewed:
A.S., Science for Forensics
Date of site visit:
January 12, 2016
QCC Review Committee:
Dr. Kevin Kolack, Chemistry
QCC Department chair:
Dr. Sasan Karimi, Chemistry
Administrative support:
Dr. Arthur Corradetti
Dean for Accreditation, Assessment, and
Institutional Effectiveness
Ms. Elisabeth Lackner, Director
Institutional Research and Assessment
Dr. Ian Beckford
Learning Outcomes Assessment Manager
External reviewer:
Dr. Gloria Proni
John Jay College of Criminal Justice
Report to be presented to the Vice President for Academic Affairs
Queensborough Community College
Academic Program Review
Response and Action Plan for Degree Programs
1. Corrections to reviewer’s report
There is reference to referrals of students for tutoring, under “Suggestions,” on page 3, without
mention of Starfish, the integrated planning and advisement system that the college has
adopted to facilitate flags and referrals to students concerning issues of poor performance and
behaviors like lateness and missing classes that adversely affect success in the course.
2. Major conclusions of academic program review
Program strengths
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Program is academically rigorous and prepares students for the baccalaureate degree
program.
Student population is highly diverse.
Enrollment is strong, probably fed by popular culture.
Faculty members are engaged in research, including with advanced students in the
program.
Program weaknesses
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There is a lack of cohort identity in the program (emerged especially in student survey).
Student preparedness is a challenge.
There are no forensic science courses in the program.
There is a lack of program-specific resources, though enrollment may not justify more.
Requirement of Quantitative Analysis course before transferring to John Jay was unclearly
presented or not presented at all (since the report’s submission, has been taken care of).
Recommendations
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Promulgate changes to program outcomes in catalogue and on website
Add Quantitative Analysis course requirement to catalogue and website (already added).
Develop outreach efforts to students early in their studies to encourage cohort identity.
Clarify role of John Jay advisor and make service available more transparent to students.
Appoint a program coordinator to track students through program, to establish a Forensic
Science club, to help students with transition to John Jay, and to promote career or
graduate study opportunities available to students after earning a baccalaureate degree
Work with Marketing to develop a new brochure
Encourage cohort identity among SF students by implementing block courses for majors,
creating a listserv, creating a Blackboard group, creating a Facebook page, establishing a
monthly social hour and/or study group/club
Queensborough Community College
Academic Program Review
Response and Action Plan for Degree Programs
3. Major conclusions of external reviewer
Major program strengths
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Enrollment in the program has been increasing.
Curriculum offerings are highly rigorous and completely aligned with John Jay’s curriculum.
College is committed to creating new spaces for faculty research to the extent feasible.
Undergraduate research at the college is commendable, far exceeding projects at other
community colleges.
Survey results indicate that students are satisfied overall with the program and with the
faculty and facilities and feel prepared for the transition to John Jay.
Students have a wide array of academic and student support services available to them.
Major program weaknesses
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Attrition from the program in the first year is high, no doubt a result of its very rigorous
curriculum in mathematics and sciences.
Cohort identity is problematic; without a Science for Forensics course, it is difficult to
establish such a program identity.
Clear dissemination of requirements, including special case of Quantitative Analysis, is
needed (has already been addressed).
Suggestions/recommendations
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Increase referrals of students to tutoring as needed.
Block students from registering until they receive advisement.
Host events every semester that reaffirm the program, its requirements, and the
possibilities for undergraduate research, mentoring, and advisement (could be coordinated
with overall STEM efforts).
Use recruitment efforts to better advantage, making it clearer to prospective students the
kind of scientific background required and the high academic performance expected of such
a rigorous program.
4. Proposed action plan and timetable
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Appoint a program coordinator (spring 2016):
o Clarify role and responsibilities and compensation, if any
o Provide oversight of degree program, ensuring that information about the program
is accurate in the college catalogue, on the website, and in any promotional
materials (over next five years)
o Provide leadership in developing cohort identity among SF students
Queensborough Community College
Academic Program Review
Response and Action Plan for Degree Programs
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o With Institutional Research, track students in the program, identifying issues and
coordinating with STEM advisers to work with students to resolve (over next five
years)
o Coordinate with John Jay liaison (role needs clarification and services offered need
promotion, beginning in spring 2016)
o Offer events and activities that support the curriculum and generate interest in the
profession (over next five years; one workshop already scheduled for April 8, 2016)
o Coordinate with the learning centers to recruit stronger tutors in chemistry; may be
able to coordinate with Engineering Technology (plan in spring 2016; implement in
fall 2016)
o Coordinate with the Transfer Resource Unit to work with students preparing to
transfer (over next five years)
o Establish and mentor a Science for Forensics student club (club established by fall
2016)
Working with Enrollment Management and Admissions, develop a more high profile
recruitment effort for high-achieving students (spring 2016 development, fall 2016
implementation)
Update and modify program brochure (in progress)
Assess major courses according to the curriculum map developed during the program
review process (over the next five years, at least one course each academic year)
Encourage cohort identity through:
o Block course programming (plan for implementation in spring 2017)
o Listserv (completed and ongoing)
o Blackboard group (in progress)
o Facebook (completed and ongoing)
o Monthly social hour and/or study group/club (in progress)