Accreditation Council for Business Schools and Programs (ACBSP)
Quality Assurance (QA) Report
For
Associate Degree Business Programs
Current as of February 2011
Overview (O)1. Complete all information requested.
Submit your report as an attachment to reports@acbsp.org on or before February 27th or September 30th.
O2. This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To
help reduce the page numbers you can remove the ACBSP examples used in this report template to help you
complete the report.
O3. Institution Name: Queensborough Community College of the City University of New York
Address:
222-05 56 Avenue, Bayside, New York 11360
O4. Year Accredited/Reaffirmed:
Date
September 1, 2011
1997 / 2007 This Report Covers Years: 2009 - 2011
O5. List All Accredited Programs (as they appear in your catalog):
Accounting (A.A.S.), Computer Information (A.A.S.), Management (A.A.S.), Office Administration and Technology (A.A.S.),
Business Administration (A.S.)
O6. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to
the public between programs that have achieved accredited status and those that have not.
Certificates:



Health Care Office Administration: Managing, Coding, and Billing
Microsoft Office Applications Proficiency Preparation
School Secretary
1
The Department offers certificates to students who are interested in acquiring professional skills in a specific field. These
students as stated in our catalog, “…have degree status” and may or may not enter into a degree program.
On page two of the College Catalog it states that, “… the Business Department Programs are accredited by the ACBSP.”
O7. List all campuses that a student can earn a business degree from your institution:
Main Campus – Queensborough Community College, 222 – 05 56th Avenue, Bayside, New York 11364
O8. Person completing report Name: Dr. Jonas Falik
Phone:
718 – 631 - 6245
E-mail address:
jfalik@qcc.cuny.edu
ACBSP Champion name:
Dr. Jonas Falik
ACBSP Co-Champion name:
Professor Glenn Burdi
O9. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed
Please explain and provide the necessary documentation/evidence for addressing each condition/note/OFI since your
last report.
No conditions/notes/opportunities for improvement received since our Quality Assurance Report submitted in
September 2009.
Are you requesting the Board of Commissioners to remove notes or conditions (attach appendix to QA report to justify the
removal):
Remove Note:
Remove Condition:
Do not remove note or condition. Explain the progress made in removing the note or condition:
2
1O. The business unit must routinely provide reliable information to the public on their performance, including student
achievement.
Describe how you routinely provide reliable information to the public on your performance, including student achievement.
The Queensborough CommunityCollege Office of Institutional Research and Assessment annually publishes and posts on the
College Web Site a Fact Book that includes the following information about the Business Department and is also available at
www.qcc.cuny.edu :
A. QCC Enrollment
Enrollment by curriculum
Comparison of enrollment trends
Enrollment analysis
Profile of new students
B. QCC Enrollment
High school sources for QCC freshmen
Students by country of birth
Ethnicity
Age
One-and-three year retention rates
Remediation at QCC
Service learning at QCC
Overview of community college survey of student engagement
Financial aid awards
C. Grades and Probation
Grade distribution index
Grades
Probation and dismissal statistics
D. QCC Graduation Statistics
Number of degrees/certificates awarded by curriculum
Four and one year trend analysis (degrees awarded)
Degrees – Six-year graduation rate
Fall ‟02 cohort of first time matriculated students
3
Six-month post graduation employment outcomes
Historic graduation statistics
E. QCC Personnel
Full-time teaching faculty
HEO series and other instructional staff – by gender
F. QCC Financial Data
Tuition rate per credit
Tuition rate and CUNY tuition revenue targets
Controllable operating allocation
G. College Resources
Sponsored programs
Kurt R. Schmeller library
Continuing education
Queensborough Community College also maintains a copy of all assessments, its performance management report, and
research analysis on its web site.
Note: This requirement can be addressed from the Standards and Criteria book in Standard 4: Measurement, Analysis, and
Knowledge Management, Criterion 4.3 Student Assessment, Item F. Organizational Performance Results.
4
Standard #1 Leadership
Organization
a. List any organizational or administrative personnel changes within the business unit since your last report.
Two faculty members resigned from the Business Department Personnel and Budget Committee in February 2011. They
were:
Dr. Brenda Hersh - resigned
Professor Anthony Kolios - resigned
Two individuals were elected by the Business Department in February 2011to fill the unexpired terms of the individuals
who resigned through June 2011. They are:
Professor Glenn Burdi – elected
Dr. Edward Hanssen – elected
In May 2011 the following individuals were elected to serve on the Business Department Personnel and Budget
Committee, effective July 1, 2011 through June 30, 2014. They are:
Dr. Jonas Falik – Chairperson
Professor Glenn Burdi
Dr. Edward Hanssen
Professor Ben Milchman
Dr. Edward Volchok
b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on
campus, on-line) that have been added since your last report.
No new sites
5
Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow
all the other standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA
reports.
6
Standard #3 Student and Stakeholder Focus
Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most
important data. It is not necessary to provide results for every process.
Standard 3 - Student and Stakeholder-Focused Results
Student- and Stakeholder-Focused
Student- and stakeholder-focused results examine how well your organization satisfies
Results
students and stakeholders key needs and expectations.
Key indicators may include: satisfaction and dissatisfaction of current and past students
and key stakeholders, perceived value, loyalty, persistence, or other aspects of
relationship building, end of course surveys, alumni surveys, Internship feedback, etc.
Each academic unit must demonstrate linkages to business practitioners and
organizations, which are current and significant, including an advisory board.
Performance
Measure
(Competency)
Description
of
Measureme
nt
Instrument
Periodic surveys should be made of graduates, transfer institutions, and/or
employers of graduates to obtain data on the success of business programs in
preparing students to compete successfully for entry-level positions.
Analysis of Results
Areas of
Analysi
Results of
Insert Graphs or Tables of Resulting Trends for 3-5
Success
s and
Action Taken
Years (please graph all available data up to five
(results)
Action (occurs in the
years)
Taken
following
(improv
year)
ement)
7
(Example)
Alumni
Satisfaction will
be at or above
80%
Annual
alumni
survey
Three years
of positive
trend data
exceeding
goal
NA
Document your
Competencies
in this column
Document
your
assessment
instruments
in this
column
Satisfaction with
the enrollment
process,
utilization of/and
satisfaction with
various campus
resources
Survey of
Freshman of
first QCC
Experience
Document
Docume
your results in nt your
this column
improve
ment
actions
in this
column
The rate of
NA
satisfaction
was in the
range of 87%
to 91% from
Sept. 2009 Jan. 2011
NA
Document the
results after
your
improvement
is
implemented
NA
8
Place your graph or tables in this column
Agreement or Strong Agreement That Freshmen Felt Welcome When They First
Came to Queensborough Community College
QCC will
perform above
average in
“Student
Support for
Learners” on
CCSSE Survey
of comparable
community
colleges
Community
College
Survey of
Student
Engagement
QCC is above
the mean for
comparison
colleges in
both spring
2007 and
spring 2010
Continue to
allocate
resources to
support
services in
order to
maintain and
improve upon
our above
average
performance
NA
College
conducts 6
month alumni
survey
Employment
Status 6
Months After
Completing
QCC
Comparison
of 2007/2008
and 2009
graduates
indicates that
students are
not gaining
employment
in the areas
of their
chosen field
of study as
before.
This decline,
however
small, is
indicative of
the severe
economic
downturn in
the local and
national
economies
Expand
articulatio
n
agreeme
nts and
encourag
e transfer
to 4 year
programs
.
Comparison
of 2008 and
2009
graduates
indicates
enrollment in
further
education
remained
NA
College
conducts 6
month alumni
survey
Enrolled in
Further
Education or
Training
Program 6
Months After
Competing
QCC
NA
Employment status 6 months after completing QCC
2007/2008
Empl. directly related to program
15%
10%
Empl. slightly related to program
24%
23%
Empl. not related study
25%
29%
Not seeking employment
9%
12%
Still seeking employment
18%
21%
Other
8%
6%
Total
100%
Enrolled in further education or training program.
2008
2009
Yes
No
Total
9
2008 /2009
47%
53%
100%
48%
52%
100%
100%
Business
Advisory Board
Meeting 2010
Business
Advisory Board
Meeting 2011
stable in
2008 and
2009
Discussion of Thomas Di
Business
Napoli, New
Ethics for
York State
students,
Comptroller
faculty, and
discussed
business
ethics in
leaders
government
and business
in the context
of the
resignation of
his
predecessor
– Alan Hevasi
– who
resigned as a
result of
ethical
violations
Discussion of Tim Minton,
the internet
former NBC
to present
reporter,
on-line news described his
via
new online
Buzz60.com news
and social
program to
networking
faculty and
and
students and
generation Y Arda
Nazarian,
Professor of
Strategic
Faculty and
students
actively
participated
in a
discussion of
business
ethics to be
applied in
classroom
Event to
be
planned
for
following
year on
topic of
interest
to faculty
and
students
NA
Faculty,
students, and
business
members
discussed Mr.
Minton‟s new
venture and
its application
to the
Business
Department‟s
courses and
curricula
Event to
be
planned
for
following
year on
topic of
interest
to faculty
and
students
NA
10
Management
Columbia
University,
discussed
Social
Networking
and
Generation Y
11
Standard #4 Measurement and Analysis of Student Learning and Performance
a. Program Outcomes
List outcomes, by accredited program - Program outcomes should be used as part of a student learning assessment
plan and be measurable.
AAS
AS
AS Accounting, etc.
b. Performance Results
Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most
important data. It is not necessary to provide results for every process.
Standard 4 Student Learning Results (Required for each accredited program)
Performance Indicator
1. Student Learning Results
(Required for each accredited
program)
Definition
A student learning outcome is one that measures a specific competency attainment.
Examples of a direct assessment (evidence) of student learning attainment that might be used include:
capstone performance, third-party examination, faculty-designed examination, professional performance,
licensure examination).
Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work.
Indirect - Assessing indicators other than student work such as getting feedback from the student or other
persons who may provide relevant information.
Formative – An assessment conducted during the student‟s education.
Summative – An assessment conducted at the end of the student‟s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors
between programs, between campuses, or compare to external results such as results from the U.S.
Department of Education Research and Statistics, or results from a vendor providing comparable data.
Performance
Description
Analysis of Results
Areas of
Analysis and
Results of
12
Insert Graphs or Tables of Resulting Trends for 3-
Measure
(Competency)
EXAMPLE: Average
class score equal to
or greater than 80%
(Example)
Assessments results
will exceed or equal
80%
of
Measurement
Instrument
to include
Formative,
summative,
internal,
external, or
comparative.
Capstone
course,
internal,
summative.
Formative
internal
assessment
instrument
utilized in
MKT 306
Success
Average
class
score was
70%
Trend is
positive
for last
four cycles
exceeding
goal each
cycle
Action Taken
Action Taken
(occurs in
the following
year)
Scores were low 82%
in the business
planning area.
Add a business
planning
exercise to
entrepreneurship
class.
None required
NA
13
Years (please graph all available data up to five
years)
2003 70%
2004 75%
2005 74%
2006 79%
2007 82%
Assessments will be
conducted in ALL
Business courses
over a 3-year cycle
Direct,
formative,
internal
evaluation of
student
performance
in courses
All
courses
have been
assessed
Review of
student
performance as
it relates to
coverage of
course material
Changes in
topical
coverage and
emphasis on
changes
recommended
as a result of
assessment
The Business
Department will
maintain retention
rates at or above
60%.
Indirect
measure of
student
retention
within the
business
program
Retention
at one
year
remained
steady
None required
NA
14
The pass rate on the
CPE Examination will
exceed 90%.
Summative
test
administered
in last
semester as a
requirement
for graduation.
Over 50% of Business Percent of
students are
Business
ePortfolio proficient
students
registered in
ePortfolio
classes.
An internal
measure.
Pass rate None required
for fulltime
students
remained
above
90%. Pass
rate for
part time
students
fell below
90% in
2010
Examination
dropped by
University
Increase
in
ePortfolios
proficiency
by
Business
students
ePortfolio
registration
increased to
72% of
Business
students in
2011
Continue
offering
ePortfolio
training for
students
Business Students With ePortfolio Training
15
Standard #5 Faculty and Staff Focus
Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most
important data. It is not necessary to provide results for every process.
Standard 5 - Faculty- and Staff-Focused Results
Faculty and Staff Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learnin
Focused Results work environment for business faculty and staff.
Key indicators may include: professional development, scholarly activities, community service, administrative duties, bu
industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction or dissatisfac
faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism, turnover, or complaints.
Analysis of Results
Performance
Description
Areas of
Analysis and
Results of
Insert Graphs or Tables of Resulting Trends fo
Measure
of
Success
Action Taken
Action Taken
(please graph all available data up to five
(Competency)
Measurement
(occurs in the
Instrument
following year)
(Example) Faculty Annual faculty Exceeded
Held a faculty
Satisfaction
satisfaction will
satisfaction
goal however meeting to
increased 1%
exceed 80%
survey
the trend
discuss issues
declined in
raised on
2011
surveys
16
Faculty
Satisfaction by
Community
College Campus:
Borough of
Manhattan
Community
College (BMCC),
LaGuardia
Community
College (LAGCC),
Bronx Community
College (BXCC),
Queensborough
Community
College (QCC),
Kingsborough
Community
College (KCC)
CUNY Faculty
Experience
Survey by
Campus
QCC scored
76% in
overall
fulltime
faculty
satisfaction
Report
distributed and
the high level
of QCC
satisfaction
noted
Faculty
Development will
be provided on an
ongoing basis.
Number of
Faculty
Development
Seminars on
relevant topics
to faculty in
the areas of
pedagogy and
research.
The number Additional
of faculty
seminars to be
development offered.
seminars has
increased in
each year.
17
NA
Additional
seminars to be
offered in
coming years.
Celebration of
Student
Excellence
Presentation
to recognize
business
students who
competed in
the American
Mock Trial
Association
2011 Mock
Trial
Tournament
and the team
that competed
in the Federal
Reserve
Challenge
Competition in
fall 2010.
Mock Trial
Team won
the 2011
Spirit of
AMTA Award
for their
performance.
Fed
Challenge
team won the
Community
College
Competition.
Harry Smith,
CBS News
Anchor and
Reporter
spoke to
students
about
success in
business and
the working
world.
Recognition of
student
accomplishmen
t and success
will be made in
the future.
Similar
Celebrations of
Excellence will
take place in the
future.
Faculty Qualifications
Complete the next two tables for new full-time and part-time faculty members since last self-study or QA report. Do not
include faculty members previously reported.
NAME
(List
Standard 5 - NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS
MAJOR
COURSES
LIST ALL EARNED DOCUMENT OTHER
ACBSP
TEACHING
TAUGHT
DEGREES
PROFESSIONAL
QUALIFICATION
18
alphabetically
by Last Name)
FIELD
Leslie Francis
(Full Time)
Management BU 201 –
Business Org. &
Mgmt.
BU 301 –
Business Law
Management BU 201 –
Business Org. &
Mgmt.
BU 301 –
Business Law
Accounting
BU 101 –
Principles of
Accounting I
BU 108 –
Principles of
Taxation
Management BU 201 –
Business Org. &
Mgmt.
Computer
BU 500 –
Information
Introduction to
Systems
Microcomputer
Applications
BU 512 –
Introduction to
Information
Stephen
Hammel
(Full Time)
Sebastian
Murolo
(Full Time)
Anthony Osso
(Adjunct)
Nadeem
Shazad
(Adjunct)
(List the Courses
Taught
During the
Reporting Period,
Do Not Duplicate
Listing)
(State Degree as
CERTIFICATION
Documented on
CRITIERA
Transcript, Must
 Five Years
Include Major Field)
Work
Experience
 Teaching
Excellence
 Professional
Certifications
Juris Doctorate –
Member of NY State
St. John‟s
Bar Assoociation
University School of
Law
Juris Doctorate
Touro College –
Jacob B. Fucsberg
Law Center
Member NY State Bar
Association
MBA – New York
Institute of
Technology
CPA – New York State
MBA – Wagner
College
Ph.D. – Political
Science – Pujab
University
MS – Long Island
University
19
Work Experience: Six
years employment as
Director of Information
Technology, Nassau
County, NY Legislature
1.
2.
3.
4.
Master's
Doctorate
Professional
Exception
Daisy Tavera
(Adjunct)
Computer
Information
Systems
Michael Zapf
(Adjunct)
Accounting
Systems and
Technology
BU 500 –
Introduction to
Microcomputer
Applications
BU 512 –
Introduction to
Information
Systems and
Technology
BU 102 –
Principles of
Accounting II
MA – Urban
Studies – Queens
College
MBA – Adelphi
University
20
Work Experience: Six
years as Instructor of
Computer Information
Systems at Long
Island Business
Institute
Work Experience:
Eight years as Adjunct
Instructor in Computer
Information Systems at
NY City College of
Technology
CPA – New York State
Standard #6 Educational and Business Process Management
a. Curriculum
1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and
attach an updated Table 6 Curriculum Summary from Criterion 6.2 Professional Component, Criterion 6.3 General
Education Component, and Criterion 6.4 Business Major Component.
None
2. List any new degree programs that have been developed since your last report and attach a Table 6 Curriculum
Summary from Criterion 6.2 Professional Component, Criterion 6.3 General Education Component, and Criterion 6.4
Business Major Component.
None
3. List any accredited programs that have been terminated since your last report.
None
21
TABLE 6
CURRICULUM SUMMARY
Name of Major/Program:
Accounting Career
Total Number of Hours for Degree: 63-64*
List courses appropriate for each area:
A) Professional Component:
Course Title
Financial Accounting I
Microeconomics
Principles of Management
Principles of Marketing
Math Electives
Areas of Study
Credits
A.
D.
I.
F.
C.
4
3
3
3
3
Area total credit hours
16
25.4% of total program hours
B) General Education:
Course Title
College Composition
Writing in the Workplace
Natural Science Elective*
Social Science Elective
Spreadsheets I
Spreadsheets II
Computer Elective
Business Law I
Macroeconomics
Educational Goal Area
A.
A.
F.
H.
G.
G.
G.
E.
E.
Credits
3
3
3
3
1
1
1
3
3
Area total credit hours
21
33.3% of total program hours
C) Business Major:
Course Title
Financial Accounting II
Managerial Accounting
Accounting Software Applications
Intermediate Accounting I
Federal Income Taxes
Business Law II
Introduction to Business
Business Elective
Credits
4
4
3
3
3
3
3
3
Area total credit hours
26
41.3% of total program hours
Total Program Hours
22
*Natural Science Elective may be either a 3 or 4 credit elective.
63
Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most
important data. It is not necessary to provide results for every process.
Standard 6 - Budgetary, Financial, and Market Results
Budgetary, Financial, and Market
Budgetary, financial, and market performance results examine (1)
Performance Results
management and use of financial resources and (2) market challenges and
opportunities.
Adequate financial resources are vital to ensuring an outstanding faculty
and teaching environment. The resources budgeted for and allocated to
business units should be adequate to fund the necessary technology and
training to allow students to develop the requisite competencies for
business environments.
Key indicators may include: expenditures per business student, business
program expenditures as a percentage of budget, annual business unit budget
increases or decreases, enrollment increase or decrease of business
students, transfer in or out of business students, student credit hour
production, or comparative data.
Analysis of Results
Performance
Description of
Areas of Success
Analysis and
Results of Action
Insert Graphs or
Measure
Measurement
Action Taken
Taken (occurs in
Tables of
(Competency)
Instrument
the following
Resulting Trends
year)
for 3-5 Years
(please graph all
available data up
to five years)
(Example)
Approved
The budget
Justify
Budget
Increase budget budget
increased but
Increase in increased
3% each year
not at the
budget
but still not
planned level
through
at the
marketing
planned
south of city level
budget
23
Increase in
budgetary
expenditures of
14.2% from FY
2009 through FY
2011.
Approved Expenditures
budget.
increased
based upon
departmental
requests.
Allocation
for faculty
travel for
scholarly
activities
increased.
Revenue
increased.
Computer
replacement and
podia installation.
Tech Fee
Plan.
Computers
in all labs
are replaced
on a 4-year
cycle and
podia have
been
installed in 9
classrooms.
Continue to
replace
computers
and install
podia as
per the
Tech Fee
Plan.
Computer
replacement is
made on a 4year cycle.
Podia are
installed in
classrooms for
internet access
and
PowerPoint.
Standard 6 - Organizational Performance Results
5. Organizational Effectiveness
Organizational effectiveness results examine attainment of organizational goals. Each
Results
business unit must have a systematic reporting mechanism for each business program
that charts enrollment patterns, student retention, student academic success, and other
24
characteristics reflecting students' performance.
Performance
Description
Measure
of
(Competency) Measurement
Instrument
(Example)
Increase
graduation
rates from
80% to 90%
by 2020
Key indicators may include: graduation rates, enrollment, improvement in safety, hiring
equity, increased use of web-based technologies, use of facilities by community
organizations, contributions to the community, or partnerships, retention rates by program,
and what you report to governing boards and administrative units.
Analysis of Results
Areas of
Analysis
Results of
Insert Graphs or Tales of Resulting Trends for 3-5
Success and Action
Action
Years (please graph all available data up to five
Taken
Taken
years))
(occurs in
the
following
year)
Graduation
rates as
reported in
IPEDs
completions
report
25
Graduation
rates from
business
programs fell
by 25% from
„04/‟05 but
have
increased by
26.9% from
„06/‟07 to
„09/‟10.
Graduation
rates as
reported by
QCC Office of
Institutional
Research and
Assessment.
Graduation
rates have
increased
over the
last four
years.
High impact
learning
activities,
such as
Writing
Intensive,
ePortfolio,
and Service
Learning
added to
coursework.
Expand
high
impact
offerings.
Business
enrollment
reached a high
of 2,651
students in
fall2009,
dropped to
2,424 in spring
2010 and rose
to 2479 in fall
2010.
Enrollment
figures
reported by
QCC Office of
Institutional
Research and
Assessment.
Enrollment
appears to
be rising.
College
increased
advertising
and
outreach to
attract
students.
Continue
advertising
and
promotion
to increase
enrollment.
26
Installation of
high tech
equipment in
classrooms
has increased
to 75% of all
business
department
classrooms.
Increase in
funding for
high
technology.
Faculty
report that
they are
now able
to utilize
the high
tech
equipment
to present
current
topical
material
and
enhance
course
content.
Continue to
request
allocation of
funds to
increase
the
availability
of
technology
in the
classroom.
Significant
increase in
availability
of
technology
for faculty.
27