Queensborough Community College
2009-2012 Three Year Strategic Plan
End of Year Completion Report for Year 2009-2010
1. Collaborative, learning-centered community, with strong and closely integrated academic and student support services
Strategic Objectives for 2009-2010
Launch Freshman Academies with emphasis on enrollment
and academic and student support services; increase student
satisfaction with academic and student support services
(PMP target).

Advise and register 90% of FTFT students before classes begin
and in time for them to attend the pre-semester orientation

Encourage Freshman Academy students to take required
remediation s in the summer prior to beginning of semester.
Establish baseline for measuring increase over next two years.
Increase the percentage of first time, full time students filing for
state and federal aid by early May. (The percentage of all students
filing rose 46% from 5/28/08 to 5/28/09.)
Increase the % of enrolled entering students who applied by
August 15 from 75.9 in F 08 to 80.9%.
Improve the preparation of entering students by conducting early
skills testing and intervention in area high schools, beginning with
one high school such as Newtown or Queens Vocational.




Require all FTFT students to attend the New Student Orientation;
extend the orientation from one to two days. The goal for 2009-10
is 75%.

Implement mandatory ST-100 for all FTFT students in first
semester, with the option of taking the course online and in Winter
Session. Place a hold on registration beyond the first semester for
those FTFT students who do not enroll and complete ST 100.
Goal: 100% of FTFT students will have taken ST-100 (or 101)
prior to Spring 2010 semester
Increase by one point the percentage of first time full time

COMPLETED: 2010 CUNY Student Satisfaction Survey results: academic support services rose
from 3.04 in 2008 to 3.08; student services rose from 2.94 in 2008 to 3.09; access to computer
technology rose from 3.04 to 3.10
These satisfaction rates are reflective of the expansion and coordination of instructional support services,
the increased services delivered through the Freshman Academy model, and the expansion of smart
technology on campus and use of instructional technology in classrooms.
COMPLETED: Since new student admission was discontinued on August 19, 2009, all new FTFT
students were advised and registered before the beginning of the Fall 2009 semester.
COMPLETED: Baseline of entering freshmen requiring remediation who took remedial courses in
summer prior to entry Fall 2009 was 14.05%. Emphasis on Summer 2010 USIP has, however, been placed
on F09 and S10 students.
COMPLETED: Deadline for Fall 2010 new student financial aid filers is June 1, 2010
COMPLETED: The new admission application deadline guaranteed the outcome of this goal
COMPLETED: Thirty-six students from Martin Van Buren and Thomas Edison HS took the placement
test in May, of those 14 have been accepted to QCC. An intervention is being planned for those students
who are not triple exempt and are attending QCC. Ninety-eight students from Newtown and Queens
Vocational HS took the test, and all are coming to QCC.
NOT COMPLETED: Although the New Student Enrollment Office indicated that the “Freshman
First!” new student orientation was mandatory, only 58% of FTFT students attended orientation. To
facilitate greater attendance among newly registered freshmen at orientation, the first day of a two-day
orientation is now scheduled on a rolling basis from June through August. Titled “College 101,” this
session offers 200 freshmen at a time, a technology workshop, financial aid counseling, an introduction to
college, and tours. All Freshmen will be required to attend the second day of orientation, “Freshmen
First!” now scheduled for August 24, 2010.
COMPLETED: The addition of an on-line option, combined with the availability of several Winter
session courses allowed the Counseling Department to capture all 2009 FTFT as registrants in ST-100
COMPLETED: The percentage rose to 28.7% in Fall 2009.
1




students taking 15 credits or equated credits (25.2% in F08)
Increase the percentage of freshmen and transfers taking one or
more courses the summer after entry from 23.5 to 25%.
To track Freshman Academy progress, establish baseline
percentage of FTFT freshmen taking one or more courses the
summer after entry
Provide concentrated academic and student support services,
dedicated administrative spaces with 10 newly hired Freshman
Coordinators to support the Freshman Academies.
Having designated 12 Faculty Coordinators for all academics,
conduct joint professional development with Faculty Coordinators
and Student Advocates

Provide appropriate Freshman Academy student enrichment
activities to supplement the curricular offerings

Implement approved Tutoring Task Force recommendations to
provide optimal delivery of tutoring and sustained long-term
support
Explore creating an extra-curricular transcript that would document
activities such as tutoring, service learning, and ePortfolio





Assess the use and effectiveness of e-tutoring
Create web page for students to find scholarship information and
assign a scholarship coordinator to help students secure prestigious
scholarships, with a goal of 2 prestigious scholarships
Assign an advisor to the Veteran’s Center and create liaison to VA
counselors; institutionalize support for the Veteran’s Center.
Explore addition of DSST or other nationally normed equivalency
instruments as another means for students, especially veterans, to
obtain credit for prior experience

The summer 2009 percentage fell from 23.5 to 21.8. This percentage is expected to rise next year, as F
09/S 10 entering students have become a priority for registration into Summer 2010 USIP courses.
Summer Scholarship opportunities, covering the cost of one course, were offered to 150 Fall 2009
students approaching 30 credits, and 25 accepted.

The College established a base line percentage for FTFT freshmen taking one or more courses the
summer after entry: 18.4 in Summer 2009.
COMPLETED: Each of the 6 Freshman Academies has dedicated space, staffed by a college assistant
and housing the Freshman Coordinator(s) for that Academy.
COMPLETED: 250 Faculty Members attended DVP Praxis Ltd. Developmental Workshops in
Spring/Fall 2009; 24 Faculty in Summer 2009 and 25 in Winter 2010 attended Rubric Development 2 day
seminars; 12 Faculty formed Rubric Development Groups for Gen Ed Objectives 5-7 with DVP Praxis, 3
Faculty Members formed a Development Group for Objective 4 on their own. 3 Cohorts are serving as
working groups for Gen Ed Objectives 8-10
 Retreat for Faculty and Freshman Coordinators held in June 2010 to plan 2010-2011
 Convocation of the College January 26, 2010: Freshman Coordinators and Faculty Coordinators
presented on: What Have We Learned about Student Learning?
Activities led by Faculty Coordinators:
In association with the College’s 50th Anniversary: Liberal Arts Big Read Panel, Liberal Arts Service
Learning Day SP 2010, Business Ethic Panel SP 2010, STEM Academy Meet and Greet FA 2009, VAPA
Event FA 2009. Additionally: LA Academy—Gallery Walk, Education Academy Welcome Back
Luncheon FA 2009, The New York Times Workshop Education Academy FA 2009, Scholarship
Workshop Education Academy FA 2009, LE 1 Program Information Session FA 2009, Education
Academy End of Semester Luncheon FA 2009, Business Academy Tutoring and Social Hour Event FA
2009, Technology Showcase SP 2010
COMPLETED: All funding on tax-levy budget; Student Learning Center provides tutoring for all
subjects except math.; directors’ council meets with associate dean on monthly basis to discuss
collaborative efforts, including tutor training and professional development.
COMPLETED: The extra-curricular transcript did not prove feasible at this time. We have changed the
focus to creating an electronic means to document student participation in High Impact activities – not
currently achievable given the limitations of SIMS
POSTPONED: Delayed assessment until eLearning initiative is underway.
COMPLETED: Please visit www.qcc.cuny.edu/Scholarships
COMPLETED: A new Veteran’s Advisor is to begin July 1st.
COMPLETED: Policy and procedures submitted to Academic Senate and approved.
2. Post-secondary associate degree and certificate programs for careers and for transfer
2
Strategic objectives for 2009-10
Strengthen, Update, and Develop Academic Programs


In response to the Middle States self-study, create a Curriculum
Think Tank broadly representative of the faculty and including
Academic Affairs personnel, to review the College’s curricular
offerings, market trends, and emerging career opportunities, and
suggest new directions for program development
Conduct an administrative review of the recommendations of the
Distance Learning Committee of the Academic Senate and
implement said recommendations to increase the FTE generated
through asynchronous and hybrid courses by 10%

In response to the Middle States self-study, develop a
comprehensive plan for introducing one or more online programs

Facilitate transfer for graduating students by ensuring seamless
transfer for students in dual/joint programs, strengthening existing
articulation agreements with CUNY baccalaureate-granting
institutions, and developing new articulations
o Identify institutions and programs for our students to
transfer to, find out how our graduates are performing at
those colleges, and develop articulations.
o Develop articulation pathways for graduates of the new
programs, specifically Gallery and Museum Studies
o Use the funding from the Jonas Grant to strengthen
articulation between the ADN and the BSN within
CUNY.
o Continue to strengthen and/or develop formal articulation
plans and/or dual/joint degree programs for the following
AAS degree programs: accounting, computer engineering
technology, computer information systems, electronic
engineering technology, management, and secondary
REVISED: College efforts concentrated on the two cross campus task forces on assessment, in response
to the report from Middle States. In 2010-11 form an Academic Affairs group, which will include the
Director of Continuing Education and the new IR staff member, to study market trends, jobs, and types of
education required. This group will support faculty who are developing curricula in these target areas.
COMPLETED
 Several asynchronous courses were introduced by faculty supported by a presidential initiative from the
previous year.
 The eLearning Course Development Initiative will begin with a June 2010 Institute with up to 13 faculty
participants and will extend through the next year with ongoing faculty development, mentoring and
technical support. The Special Committee of the Academic Senate on Distance Education presented its
report to the Senate in May 2010 and it was approved. Three new administrative positions have been
approved to support a more robust eLearning program.
 The percentage of FTEs in asynchronous or blended course recorded by CUNY rose from 0.5 to 0.8.
Note: several of Queensborough’s online sections were not coded as Blackboard, so the percentage is
actually slightly higher. QCC doubled its offerings from F08 to F09: 14 FNET (asynchronous) sections
in F09 compared to 8 in F08, and 9 PNET (blended) sections in F09 compared to 5 in F08. In
addition, 9 FNET sections of the non-credit Introduction to College Life ran in F09.
IN PROGRESS: The College has concluded the most fruitful direction is to encourage the development
of blended course offerings. Guidelines for staffing, faculty development, student support, librarian support
have been promulgated and a three-year cycle of faculty development following this model has been
introduced.
 Queensborough joined the other CUNY community colleges in submitting a proposal to the Lumina
Foundation for a CUNY online AA degree program.
COMPLETED:
 The proposal for the dual/joint A.S./B.S. in Biotechnology with York College was approved by CAPPR
on June 7, 2010. The proposal for the dual/joint AAS/BS in Nursing with Hunter is awaiting approval
of Hunter’s Academic Senate. The proposal for the dual/joint A.S. in Science for Pharmaceuticals/B.S.
in Pharmaceutical Science with York College is awaiting approval of York’s Academic Senate. Two
other dual/joint programs have been approved by the QCC Academic Senate: (CTE with NYCCT;
Accounting for Accounting for Forensics with John Jay). Queensborough’s proposed new Certificate
Program in Accounting/Office Administration Technology was approved by NYSED in June 2010.
 Still need to gather more information about how our students fare upon transfer and to develop
stronger articulation pathways; outreach to Queens College in Spring 2010 has focused on the
dual/joint education program and proposed AAS in Visual and Performing Art (studio art articulation).
3


education.
Implement the “Career Central” website, institute a procedure for
timely update, and introduce the website to students during ST-100.
Strengthen the functions of advisory boards.
o Establish an advisory Board for the Gallery and Museum
Studies program
o Establish advisory committees for identified disciplinary
areas or programs across the college for the purpose of
facilitating articulation between the College and the
CUNY four-year receiving institutions.
o Each career-oriented curriculum (or group of related
curricula) will establish a viable External Advisory Council
(EAC) that is broadly representative of the
business/industry field (s) associated with the particular
curriculum (a.) Each EAC will meet at least once per year
and academic departments will include in their annual
reports a description of how the advice and counsel of the
EAC has been communicated to the departmental faculty,
how it was considered, and how it was used to improve
the related career program.
COMPLETED: The Focus Career & Educational Planning Solutions is now listed on the QCC Career
Services Website and campus-wide training is currently underway by staff of the Career Services Office
IN PROGRESS:
 The Gallery and Museum Studies program has established an advisory board of gallery and museum
professionals and art scholars.
 Academic Affairs is reviewing the operation and usefulness of existing boards, and will clarify the
definition of advisory boards and the description of responsibilities and expectations of advisory board
members.
 The CUNY Center at Flushing has convened a group of prominent business leaders from Flushing to
develop training programs for that community.
Strategic objectives for 2009-10
High Impact Activities and Pedagogical Innovation

Implement the high-impact activities for the six Freshman
Academies, including Writing Intensive courses, cornerstone
courses, ePortfolio, learning communities, and service learning.

Continue implementing the Writing Intensive requirement,
integrating Writing Center support and e-support into the
WID/WAC paradigm
Coordinate Honors Program activities with CUNY community
colleges and CUNY Pipeline



Create a task force on Literacies Across the Curriculum (including
speech, numeracy, information, technology, reading), with a twoyear mandate, to examine our efficacy in these areas and to make
recommendations to the Curriculum Committee of the Academic
Senate.
Each curriculum will identify one cornerstone course in addition to
EN-101.
COMPLETED: Classes offered in the following categories
Academy Specific Classes: F09 56 /S10 – 50; Learning Communities: F09 42 Classes / S10 – 42;
Eportfolio: F09 60 Classes / S10 – 61; Cornerstone: F09 208 Classes / S10 - 195 ;Writing Intensive: F09 189
Classes / S10 – 103; Service Learning: F09 16 (400 students)/ S10 – 25 (378 students)
COMPLETED: August Institute model allowed participating faculty to begin to teach in Fall 2009;
Online Instrument implemented this year--allows additional asynchronous training for faculty; 38 faculty
trained in FA 2009-SP 2010
EXCEEDED: Dr. Svoronos and Dean Cuomo on advisory board for both CUNY Pipeline Honors
Conference and CUNY Community College Honors Committee; 75 QCC Students participated in the
CUNY Pipeline Honors Conference Feb 19, 2010
IN PROGRESS: Faculty Cohort development activities during 2009-10, including implementation of
rubrics for General Education Objectives, which focused on speech, writing, and quantitative literacies
across disciplines will inform the creation of General Education task force on literacies in Fall 2010.
PARTIALLY COMPLETED:
 STEM: BI 201, CH 151, MA 114, MA 120, ME 250
 VAPA: AR 121, AR 310, MU 110, MU 120, PE 711, TH 121
 Student Interdisciplinary Project incorporates cornerstone; Academy Specific Cornerstone Faculty to
be trained SP 10
4

Each curriculum will identify at least one experience which will
serve as a capstone (research, service learning, etc.)
Goal changed to focus on wider discussion of cornerstone courses.
Strategic objectives for 2009-10
Increase exit from remediation rates
in reading, writing, and mathematics









MIXED RESULTS:
While exit from remediation rates in reading increased, the College plans the following initiatives in response to decreased exit rates in
writing and mathematics: Summer 2010 immersion program will orient ESL reading and writing faculty and tutors in the context of
CUNY expectations, and tutors will be embedded in ESL. CUE provided special funds to run workshops in reading and writing for
students who did passing work in upper level remedial courses but did not pass exit exams. The Mathematics and Computer Science
Department will implement several major changes in MA-010 in Fall 2010 (drawing on math workshop results), and will orient full and
part-time faculty to carry out these changes: designating one of the five class hours for in-class problem solving (forcing students to
practice skills where they have ready access to instruction); requiring students who test below 70 on the first exam to go to the math
center for tutorial work and bring back evidence to the instructor; and experimenting with online homework in 10 sections, using the
software provided by the new textbook.
COMPLETED: Career Pathways has been offering a six week preparatory course for students who will
In a framework of contact with feeder high schools, design a prebe taking the placement exams. An analysis of the results shows that students who take the prep course are
testing orientation and preparation (either in person or online) for
more than twice as likely to pass all sections of the test, 86% as opposed to 37%. Next FY Career
incoming students with the goal of increasing initial pass rate for
Pathways will develop an online test-prep course and make the material available to more students.
students who are unfamiliar with the testing process. Freshman
Moving forward College Now will offer the ACT in reading and writing in the 11th grade, as well as a prep
Coordinators will assist in outreach to incoming students
course for the math portion of the test.
IN PROGRESS: Preliminary data from the Academy Assessment Protocol (caveat: the numbers are
Analyze the performance (through remediation, first credit courses,
small) indicate that the Academy model is having a positive effect on academic progress for student at the
graduation) of students who place at the lowest level of remediation
(reading, writing, mathematics) who have the least change of success lowest levels of remediation—interaction with freshman coordinators has lowered incidence of WUs (for
in the current academic structure. Consider a range of programmatic example, in MA-010, from 23.5% in 2006 cohort to 17.6% for 2009 cohort), and BE-111 students passed
at an increasingly higher rate when they had one or more high impact classes. Hypothesis: substantive and
possibilities that would improve their chances for success.
lasting effect will only occur when students experience multiple high impact instructional strategies in any
one semester.
GOAL ELIMINATED: Given the changes in the CUNY Writing exam and the initiatives in
Design and receive approval for a three-year research project to
mathematics, we are dropping this.
investigate alternatives to the currently prescribed remedial
placements and pre-requisites to credit courses.
PARTIALLY COMPLETED: % of students passing gateway courses with a C or better declined
Increase the percentage of students passing gateway courses (in
slightly in freshman composition from 87.0 to 86.6; the rate rose in mathematics from 56.3 to 57.1 [Note
freshman composition (86%) and credit-bearing math courses
percentages were recalculated by CUNY.] During S10 the Mathematics and Computer Science
through pre-calculus (56%) with C or better in F08 by one
Department assessed MA-120 and MA-440 for student understanding of three core concepts, employing
percentage point in composition and three percentage points in
common questions and an agreed rubric. The Department will analyze results and implement changes F10.
mathematics, in F09.
COMPLETED: The percentage rose from 78.1 to 84.5. Note percentages were recalculated by CUNY.
The percentage of required invitees taking the CUNY Proficiency
exam will rise above the75.6% reported for 2008-09 to 80%.
COMPLETED: The percentage rose from 90.4 to 91.6 Note percentages were recalculated by CUNY.
The percentage of required test takers passing the CPE will rise
above the 91.6% reported for 2008-09, to 93%.
PARTIALLY COMPLETED: Progress was made insofar as the one-year retention rate rose from 69.5
Increase one year retention rate for freshmen students by 2%, to
to 70.7. It is expected that Fall 2010 retention rates will rise, reflecting impact of the Freshman Academies.
71.5%.
Increase six-year graduation rate by 1 percentage point, to 27.1% for NOT COMPLETED: Graduation rate declined from 26.1 to 25.1
2003 entering freshmen (first-time, full-time) cohort.
 IN PROGRESS: Principal investigator is supplying data regularly to determine indicators of student
success
Examine the trend toward the College’s goal of graduating 50% of
5
first-time students within 6 years by the year 2012.

Exceed the pass rate on NCLEX exam to 90% of first time takers.

Maintain the pass rate for first time test takers, on licensure exam
for graduates of the Massage Therapy Program of 100%
1.Fall 2009 cohort
Retention. In spite of a 17% increase in enrollment, the fall-to-spring retention rate for the fall 2009 firsttime, full time (FTFT) student cohort was 88.6%, 5.3 percentage points higher than the rate for the fall
2006 comparison cohort.
Improved EN101 and MA120 course success rates. Within the 2006 comparison group, it was noted that FTFT
students who received A and B grades in EN101 and MA120 had relatively high graduation rates. Within
the fall 2009 FTFT cohort, a greater percentage received A (27%) and B (37%) grades in EN101 than the
2006 comparison group (A = 21% and B = 32%). Similarly for MA120, the fall 2009 cohort earned a
greater percentage of B grades (21%) compared to the 2006 cohort (11%).
1.
Final spring 2010 data expected in summer 2010.
NOT COMPLETED: The pass rate on the NCLEX declined from 89.4 to 85.0. However, the rate for
the first exam in 2010 was 96%.
NOT COMPLETED. 11 students took the licensing exams in January and August 2009 for the first
time; 8 passed, for an overall rate of 72.7%. The comparable rate for all NYS candidates was 83.4, and for
all candidates, 81.4%. The department is urging all completing students to take the recommended review
program prior to the exam.
3. Highly qualified faculty with excellent scholarly credentials
Strategic objectives for 2009-10
Attract and nurture faculty recognized for excellent teaching,
scholarship and creative activity


Celebrate the academic excellence of the college community by establishing
support mechanisms that will stimulate research opportunities and assist
members of our academic community, administrators, faculty and students, to
conduct original research, publish their work in peer reviewed journals and
present their findings at national and regional conferences. Increase by 10%, the
number of publications reported in the 2008 CUNY report on faculty scholarship
and creative work with an emphasis on pedagogical research.
Establish a Writers’ Circle to assist faculty in preparing articles on pedagogy

While respecting the tradition of discipline-based research and resultant
publications increase by 5% the number of faculty members and administrators
engaged in empirical studies of the type of pedagogy used in community colleges.

In conjunction with the Office of Academic Affairs and CETL, the Faculty
Executive Committee will plan the seventh Conference of the College to be held
in October 2009.
COMPLETED: The number of scholarly presentations/ publications on pedagogy
increased dramatically, from 18 in 2008 to 65 in 2009 (361% increase). There were 18 IRB
proposals for pedagogical projects.
 10 faculty members in F09 attended individual consultation sessions with CETL Associate
in Pedagogical Research to design research projects to be implemented in their courses.
 20 faculty attended the pedagogical research workshop conducted by CETL & OAA in
preparation for QCC’s Pedagogical Research Challenge Award application
 29 faculty members attended the S10 Pedagogical Research Workshop Series conducted
by CETL Associate in Pedagogical Research. The sessions consisted of a step by step
approach to developing and implementing pedagogical research, the research process, data
collection, sampling, analysis of data, and IRB issues.
 Faculty reported results from six pedagogical research projects during the CETL event
“Faculty presentations of CETL-sponsored pedagogy projects” on April 28, 2010
 Faculty recipients of Pedagogical Research Challenge Award will present results s to the
college community at an event organized by CETL & OAA during F10.
COMPLETED: In Fall 2009, 17 applications were submitted by 54 members of the faculty
to conduct studies in pedagogy as it applies to community colleges. Eight projects were funded
from the institutional bonus and the Queensborough Community College Fund, Inc. to
support faculty in conducting pedagogical research.
COMPLETED: The conference, titled “Pedagogies in Progress—Using Technology to Build
on Student Expertise,” included sessions on using technology for digital storytelling, civic &
cultural engagement, student collaborations, classroom response systems.
6





Each academic department will systematically engage in internal discussions
related to innovative pedagogical practices that lead to increased student
engagement and achievement.
Academic Affairs will work with personnel from the College P&B to develop a
program for faculty preparing to seek promotion to full professor
Academic Affairs will develop a program to assist faculty who are preparing
sabbatical proposals
Recognizing the impact of budget restrictions that potentially can affect the
percentage of instruction delivered by full-time faculty, implement professional
development opportunities for adjuncts.
In keeping with its commitment to a diverse workforce and as long as
replacement of faculty is feasible, institute recruitment programs that will result in
increasing the minority representation of our faculty to 25%.
POSTPONED: Academic Affairs will hold a chairs’ retreat in fall 2010 to discuss
recruitment and professional development of faculty, curriculum development and review,
leadership and labor management.
COMPLETED: Adjuncts participated in the CETL activities, including the pedagogy
seminars, in the challenge pedagogical research projects, and in the eLearning Course
Development Initiative.
IN PROGRESS: During the time period for 7/1/09 to present, the College hired 27 new
faculty hires; of this number, 30% are from protected class categories. The total minority
representation for QCC as of 2009, is 23.4%. A plan was developed to address areas of
underutilization and it included special funding for Faculty advertising.
4. On-going assessment of academic offerings and support services
Strategic objectives for 2009-10








Implement an assessment protocol that will be the basis of a longitudinal study
of the effectiveness of each Freshman Academy
Include in the protocol assessment of pre-enrollment activities, including
orientation, advisement and communication with applicants prior to registration.
Increase OIRA staff in support of Freshman Academies assessment, the
remediation research projects, and the Literacies Task Force and the Curriculum
Think Tank.
Review, prioritize, and implement the recommendations of the Middle States
Evaluation Team.
Reinstitute the program review process that was suspended in preparation for
the Middle States visit. During 2009-10 review the following academic
programs: 1) A.A. in Liberal Arts & Sciences & Childhood Education, 2)
Certificate in Day Care Assistant, and 3) A.A.S. in Massage Therapy
Post approved action plans on the website
Review, prioritize, and implement the recommendations of the Assessment
Database committee.
Analyze results of the three-year longitudinal writing intensive study and make
recommendations. Student writing samples will be evaluated according to study
COMPLETED: The Academies Assessment Protocol was fully launched in F09, collecting
extensive data on student performance, perceptions, and use of services, and with particular
focus on the effectiveness of the Freshman Coordinators and the High Impact activities, and
faculty employment of assessment rubrics based on the General Education objectives.
COMPLETED: The Principle Investigator for the Assessment Protocol presented
preliminary findings at the College Convocation in January 2010 and will make follow up
reports during 2010-2011.
COMPLETED AND IN PROGRESS: Assigned a HEA as principle investigator for
Academies Assessment Protocol; hiring process for new research specialist in OIRA is under
way
COMPLETED: Course assessment is occurring in all departments; the Academic Senate
created a new standing committee, the Committee on Assessment and Institutional
Effectiveness; the Assessment Task Forces completed their work and the Assessment
Handbook was presented to the Academic Senate in May; the Assessment Database was
launched in May 2010; and the Assessment Web site was launched in May 2010.
COMPLETED:
 Self study reports were completed for the A.A. in Liberal Arts and Sciences and Childhood
Education and for the A.A.S. in Massage Therapy. Evaluators came to the campus in early
May and submitted their review reports.
 Admission to the Certificate in Day Care Assistant was discontinued as of 2010, due to low
enrollment.
COMPLETED: The Assessment Database was launched in May 2010
NEARLY COMPLETED: Three-year longitudinal study of WI will be completed in June.
The faculty surveys have been analyzed and the consultant is analyzing the writing samples.
7
rubrics and faculty will be surveyed in F09 for comparison to F06.
5. Continuing Education courses and certificate programs
Strategic objectives for 2009-10
 Teach 4 academic or vocational courses offsite in schools, offices or healthcare
institutions and teach 2 lifestyle enriching courses offsite in theatres, museums or other
arts, recreational venue or community based organizations.
 Partner with 2 other ACE CUNY offices to provide one course per term at their
locations.
 Working with new ACE VESID Liaison, provide services to all disabled students in
vocational programs who request it.
 Observe and assess 50% of faculty teaching vocational courses against stipulated
learning outcomes for programs they teach. Through observation and assessment, take
appropriate corrective action when required.
 Increase number of courses taught by QCC faculty by 1%.
 Collaborate with credit faculty to offer 2 vocational courses. Add two CE programs for
each of the following areas via partnerships with the College’s subject matter experts and
program specialists: K-12, Hospitality, International Trade/Business and Healthcare.
 Increase custom designed programming for the business community by 2% over 2009
 Increase CE program offerings by 5%
 Expand workforce and professional development programs by 5% through grant
funding and/or business/industry/school partnerships
 Expand the K-12 program offerings by 5%
 Increase CE enrollment by 5%
 Increase enrollments in 50+ and K-12 programs by 5% over 2009 enrollments
 Increase enrollments in professional and workforce programs by 3% over
2009 enrollments
 In line with market and economic conditions, launch new marketing strategies including
distribution, pricing and advertising that will attract 5% more student enrollments over
2009. For example, in the spring of 2009, initiating a price point discounting policy.
 Write one large grant proposal in cooperation with CBO’s and campus faculty.
COMPLETED: Taught 2 Injection Control programs for healthcare workers, 1
Specialized High School Prep class in a Middle School in Queens and 1 Computer Basics
class in a Real Estate Development Office. Also taught Drawing and Design classes at
the Metropolitan Museum of Art and Teens in Film at the Douglaston Club.
COMPLETED: With BMCC expanded our 50+Club offering in lower Manhattan and
with Baruch offered International Trade Operations at their campus.
COMPLETED: The dedicated VESID CE counselor provided assistance, guidance
and support to all disabled ACE students in vocational programs who requested it.
COMPLETED: : Faculty observations were completed on 50% (17) of the vocational
and professional development instructors. (excluding CUNY faculty and vendor
programs). In addition, observed and evaluated 100% (12) of the Kids College
instructors
COMPLETED: Increased the # of QCC faculty teaching in CE by 1%, from 9 to 11.
COMPLETED: Offered two new classes with QCC Faculty, both in Nursing
Developed programs for K-12, Hospitality, Int’l Trade and Healthcare community with
the Chemistry, Physics, Math, Nursing and HEPA departments. Also developed a small
business Tax program with the IRS and business faculty.
COMPLETED: In addition to expanding the annual Tax Preparers Institute, a second
institute was developed targeting Small Business Owners. A Microsoft Outlook program
was custom designed for a large Real Estate Development office in Whitestone. These
constituted a 2% increase over last years’ custom design programming.
COMPLETED: The number of Workforce and Professional Development programs
increased by over 5% going from 41 to 47 certificate programs and individual courses.
COMPLETED: Workforce and professional program enrollments increased greater
than 3% over 2009 going from 3058 to 3189. Overall CE enrollments still IN
PROGRESS. Spring enrollments in Kids College and Personal Enrichment classes
continue through the end of June

COMPLETED: Launched the following new promotional strategies: segmented
mailing of 4 different catalogues; e-blasts; e-registrations; newsletters; focus groups
and surveys. Added a CE website and created linkages to it from business and
industry web pages. Launched new price point policies and discounting policies.
Web registrations increased by 9% over 2009. K-12 enrollments increased by 5%.
 COMPLETED: Wrote two large grant proposals (NYSED, $4.8mil and NYDOL
$4.7mil and three smaller proposals (CUNY WDI Phase II Hospitality; Healthcare
Facilities and DYCD/Strive Medical Billing/Coding.) We secured funding for the
DYCD program being launched in the fall of 2010, and we also secured funding for
the 2009 21st Century Learning Communities grant ($2.2million).
8
6. Leadership role in providing access to arts and culture
Strategic Objectives for 2009-10
 Collaborate with QCC faculty in the VPA Academy to promote via college website and
in outreach communications and materials to community, alumni and friends the student
performances and accomplishments of these departments.

Execute a comprehensive internal and external marketing/ public relations/fundraising
plan for the Art Gallery that features student art exhibits; a redesign of the art gallery
website; creating a gallery guide ad once each semester; increase visibility of the Gallery &
Museum Studies
 Execute a comprehensive internal & external marketing/ public relations/
fundraising plan for the Kupferberg Center that features advertising any newly created
academic programs to leverage the Center’s unique learning facilities; increasing visibility of
student interns; developing promotional support to increase number of high school and
grade school visitors; redesigning website to provide more searchable content to a
nationwide audience.
Kupferberg Holocaust Center:
 Increase classroom visits/tours of these programs by Queensborough students at
HRCA by 10% from base of 272 to 300 students in 2009-10.


With the partnership created by the KHRCA with the NYC Department of Education
and the NYS Division on Human Rights, the KHRCA will take the lead in creating a
Hate Crimes curriculum for the NYC school system. This program will serve to
educate the participants into understanding hate crimes as interpreted by law and
recognizing the multiplicity of ways in dealing with them through teaching strategic and
available public and private institutions. This curriculum will be available to all
incoming QCC students enrolled in the ST100 course as well as those in related history,
genocide, and social science programs.
In addition to servicing the QCC student population the KHRCA’s Hate Crimes
program will service 300+ teachers of the Queens public schools and possibly those of
Manhattan and Brooklyn for 2009-10.
Art Gallery:
 The Gallery will prepare 5% of the archive material from the Permanent Collection
every year to be properly consulted and used for academic research by our faculty and
students.
 Working with the Department chairs to stimulate the faculty to integrate the Art
COMPLETED:
 Student productions are posted on the CUNY Events calendar, which is then RSS
fed to the Queensborough News and Events section featured on the QCC website
homepage. Student performances are also featured periodically in CUNY Matters’
calendar of events; press releases are written and circulated to all local and ethnic
papers and posted on the CUNY Newswire; the 2010 spring Juried Student Art
Exhibit at the QCC Art Gallery was publicized to the press; the Links Alumni
newsletter includes articles about upcoming spring student performances and
exhibits.
 A calendar of all performances of the college – both professional and student – will
be developed and distributed via paper and electronically to alumni, donors, friends
and the press to raise their awareness of the student performances and encourage
their attendance.
EXCEEDED: With the Grand Opening of the new facility in October, 594
Queensborough students have been served through April 30 and another 40 are
scheduled to be served prior to June 30, exceeding the goal by 100%. Applications for
student internships in the HRC have tripled and 18 have been selected.
 The HRC has provided programs for the following academic departments: History,
ESL, Business, Art, Music, Basic Skills, English, Health ; The HRC hosted the
following events: 5 exhibits; 8 lectures; 4 films; Kristallnacht, Holocaust Seder ,
Yom Hashoah Lecture and a concert by the MOTYL group. The MOTYL
Chamber Ensemble has been added to the services of the HRC as an Artists-in
Residence program under the KHRCA’s Arts Initiative to develop understanding of
the Holocaust through music and the arts.
 Through its Hate Crime curriculum, 460 teachers and administrators in the NYC
Dept. of Education have been served, along with 16 officers in the NYPD Hate
Crimes Task Force.
 Since the opening of the new facility, the HRC has hosted more visits from grade
schools and high schools than occurred in the last five years in total. The first
borough-wide Social Studies Coordinators Conference was conducted at the HRC
in September of 2009 and a second was held in June of 2010. In collaboration with
the ACC, a new interactive website for the HRC went “live” this year.
COMPLETED: Manhattan and Brooklyn decided to delay participation until FY11
EXCEEDED:
 22 Learn to Look tours were conducted – 17 were with Queensborough faculty and
students.
 The Gallery was attended by 7,022 individual visitors, of which 2,030 were students,
950 enrolled at QCC.
9
Gallery exhibits into the curriculum and as part of the Gallery’s Learn to Look program,
we will conduct 10 class tours in 2009-10.
 In 2008-09, there are 2 students earning two academic credits through internships in
the Art Gallery.
 As part of its academic enrichment and workforce preparation goals, the Gallery will
host career-oriented lectures from specialists in the art field and add an additional
lecture each year.
Queensborough Performing Arts Center:
 Provide cultural and artistic opportunities to Queensborough students: 5% increase in
2009-10; 5% in 2010-11; and 5% in 2011-12.
 Based on the current economic climate, arts programs are the discretionary expenses
for the average and fixed income consumer. With this in mind, we hope to retain the
same revenue for 2009-10; ticket purchases increasing by 2.5% in 2010-11; and 2.5%
again in 2011-12; retain the number of internet ticket sales in 2009-10; increasing by
2.5% in 2010-11; and 2.5% in 2011-12; and maintain the number of collaborations and
attendance at collaborative events in 2009-10; increase attendees by 2.5% in 2010-11:
and by 2.5% in 2011-12.



The Gallery had 11 students enrolled in the internship program, 5 work study
students, and 2 student volunteers.
The Gallery was the recipient of the College’s second $1 million gift, an estate gift.
The new acquisitions to the Permanent Collection, including Pre-Colombian
artifacts, for FY2009-2010 totaled $1,659,764; Pre-Colombian artwork, valued in
excess of $1M was donated to the Art Gallery.
COMPLETED: 361 Queensborough students were served.
In FY2009-10 QPAC had the largest number of subscribers in the last 4 years: internet
sales have increased by 30% over 2008/2009; the number of ticket sales to Long Island
target population has doubled since 2003; profits generated by ticket sales have more
than doubled over last year; revenues generated by advertisements in QPAC’s playbill
has reached the highest in its history; 9 sold-out performances during the fall of 2009
and spring of 2010; patrons from all over world including Germany, Netherlands and
England attended performances
7. To support the Mission, provide resources, budget and facilities to meet the need of the programs, activities, departments and offices,
the Office of Institutional Advancement communicates the excellence of the College and seeks funds from public and private sources.
Strategic objectives for 2009-10


Identify refinements/repositioning needs and specifically differentiate the
Academies from the “high school experience.”
Expand the brand identity established in the 08-09 launch year to ancillary
materials to broaden awareness of the Academies on campus and in recruiting


Ensure that each departmental freshman academy web page is kept up-to-date.
Create online communication portals among each of the Freshman Academies
with student and faculty and staff participation

Create online communication portals between current and prospective students
to increase visitors to website
Advertise on online search engines to drive visitors to the website
Increase number of radio podcasts and video uploads to iTunes University
Optimize meta tags on QCC website to enhance online search results among
prospective students which will drive them to the website
Ensure timely and accurate website content among academic and administrative
departments.
Stage a recognition event once a semester in each of the six Freshman Academies
to recognize students in the academy that have achieved 30 credits.





All objectives were completed. A process has been established to ensure websites are kept
updated.
COMPLETED: Both the fall and spring calendars of events were added to each Academies
web page. A listing of classes primarily for Freshman Academy students was added for the
spring semester. Welcome messages from each of the freshman Academy Coordinators were
added in the spring.
COMPLETED. Each Academy has introduced its freshman students to the Epsilen
environment where students can create ePortfolios and set up collaborative, online
communication with fellow students and faculty within their Academy. Freshmen were shown
how to join this online environment at the Freshman First new Student Orientation where one
was set up and customized for each of the six Freshman Academies.
COMPLETED: The Offices of Admissions and Marketing collaborated to create an
admissions-focused fan page for prospective students on Facebook.
COMPLETED: The recognition was held on June 8, and included a pin ceremony. 63
students achieved the milestone of 30 credits.
Strategic objectives for 2009-10
10
Grants/Sponsored Programs:

Solicit and assist in the preparation of 5 grant proposals
per year to study the impact of Freshman Academies: 5
proposals for 2009-10.

Work with faculty & administrators to increase the
amount of funding received by the College by 5% from
$3,412,961 to $3,583,609 in 2009-10.

Achieve or surpass $500,000 in grants received from
private foundations in 2009-10.

Maintain its 8% indirect cost recovery rate for each of
the 3 years.[Note: As we increase grant funding from
private foundations, indirect costs recovery will become
an increasing struggle as private foundations often do
not allow for indirect costs.]
EXCEEDED: Three applications will have been submitted by the end of the fiscal year for external funding: MetLifeJobs for the Future Community College Excellence Award (finalist); MetLife-American Association of Colleges &
Universities “Giving Community College Students a Roadmap” (to be submitted by May 28); U.S. Department of
Education Title III “Strengthening Institutions” (pending release of guidelines). In addition, the Office of Academic
Affairs, with funding from the QCC Fund, Inc., has funded eight faculty initiated research projects, of four are directly
related to assessment of the Freshman Academies and associated high-impact learning activities.
 To be determined by the RF after June 30. Projecting that this goal will not be completed; As of May 20, 2010, RF
reports a total of $2,081,277 credited to QCC. Several large applications are still pending and, if awarded, funds
could be received by RF before June 30, including: NYSED-Liberty Partnerships Program ($252,230) HRSANEPR ($351,882); USDOL-CBJT ($1,686,130).
NOT COMPLETED: $379,150 received as of May 20, 2010, with an additional $55,000 committed and likely to be
received by June 30. Multiple applications and letters of inquiry are pending review at private foundations but award
decisions are unlikely to be made in this fiscal year.
 Grant program highlights include: QCC was pre-selected by the American Association of Community Colleges for
inclusion (one of six colleges nationwide) in their new 3-year grant proposal to Learn and Serve America; QCC was
selected by IBM as the sole national grantee for its IBM supporting college-bound Hispanics in STEM fields technical
assistance grant
 To be determined by RF after June 30.
EXCEEDED: Ten collaborative proposals submitted in partnership with two- and four-year colleges, communitybased organizations, K-12 schools, local employers and not-for-profit research organizations. Funding decisions are
pending on five of these, including one major DOL workforce development proposal, from a QCC-led consortium of
four community colleges and 20 CBO and employer partners.
 The Office served as college’s primary liaison with multiple grant partners and/or subcontractees, including the
New York Hall of Science, Queens College, Brookhaven National Laboratory, Kansas State University, CUNY
CASE, York College, Hunter College, Hofstra University, the Jonas Center for Nursing Excellence and Visiting
Nurse Services of New York, PA/NY Campus Compact, the American Association of Community Colleges,
Northampton Community College, VFI/The Way to Work, Oasis Children’s Services, the Nassau County Museum
of Art and Solar1.
 Two “Grants 101” workshops held for novice grant-seekers. In addition, two “Grants Roundtables” were held for
experienced project directors, and a “Faculty Roundtable on Research,” featuring speakers from the CUNY Office
of the Vice-Chancellor for Research, is scheduled for May 24. Staff have met individually or in groups with a total
of 110 faculty members to discuss grant plans. As a result, proposals by eight faculty members who had not
previously sought external grants have been submitted to date, from seven different departments.
 The fourth annual recognition ceremony was held.
COMPLETED. The QCC Fund Board has budgeted $237,580 for scholarships and
Fundraising:
awards for FY2010-11. A total of $280,265 has been raised for scholarships in FY 2010 Increase funding available for scholarships by 50% from $153,333 to $230,000.
11 or 35% of total cash revenues. 35% of the scholarship funds raised were permanently

restricted and 65% were temporarily restricted.
 The Queensborough Community College Fund Board will respond to a request by
the College to assist on allocating unrestricted funds available in the following areas:
COMPLETED: Funding priorities establish for allocating unrestricted funds. The
Scholarships, Faculty/Research Development, Art Gallery, and Kupferberg
College is in compliance with CUNY’s Foundation checklist in terms of documents,
Holocaust Resource Center. The latter is mainly supported by a restricted

Each year, continue to increase the number and depth
of intra-campus partnerships as well as collaborations
with two- and four-year colleges and community-based
organizations in order to diversify funding opportunities
and expand the scope of the College’s grants program;
hold at least two workshops on preparing and
submitting grant proposals to expand the number of
faculty/staff who seek and submit grants; and host an
annual Grants Recognition Reception to honor and
acknowledge the efforts of faculty and staff who seek or
secure grant funding.
11



endowment. For subsequent years, the Fund Board will establish its funding priorities
in fall of each year and its budget in spring of each year.
Promulgate scholarships among first time full time students and returning students
who excel. A page on the Advancement Office’s website will be annually updated to
acknowledge corporate and private scholarship sponsors as well as promote the
selected scholarship recipients with their photos and quotes as to why the scholarship
was important to them. Based on the donor’s wishes and the scholarship recipient’s
wishes, press releases will be written for release on the College’s website and the local
media.
Implement the 50th Anniversary Celebration activities as defined by the 50th
Anniversary Committee. This objective is a one year objective only.
Total fundraising for the College, including donations in-kind and private
foundations, will be increased by 3% to $2,892,830. The 50th Anniversary
Celebration of the Founding of the College and the opening of the new Kupferberg
Holocaust Center will provide an impetus to fundraising in spite of the economic
crisis. Collection of Alumni email addresses will increase by 5%.
policies, procedures and schedules. The Fund Board is now registered with other states in
which the preponderance of its alumni reside. The Fund Board is scheduled to conduct a
bid for its Audit services next year.
COMPLETED: On a semester basis, the VP for Student Affairs is now notified as to
how much scholarship money is available for disbursement to ensure that scholarship
funds are awarded on a timely basis.
COMPLETED: Each of the Freshman Academies sponsored one or more 50th
Anniversary events; the 50th Anniversary photo-essay history of the College was authored
by Queensborough faculty, Drs. Peter Bales and Megan Elias, and an end-of the-year
employee BBQ was held. The 50th Anniversary book has been incorporated into
fundraising efforts
COMPLETED: Total fundraising goal was achieved. The College was the recipient of its
second million dollar gift, which was not counted in achieving this year’s fundraising goals.
The collection of alumni email addresses exceeded the goal.
8. To support the Mission, provide resources, budget and facilities to meet the need of the programs, activities, departments and offices,
the Office of Finance analyzes funding sources and oversees funds allocated to the College by the Central Administration
Strategic objectives for 2009-10



The College will submit and implement its FY 2009-10 Financial Plan and
end the fiscal year in balance.
Adjusting for the impact of CUNY FIRST on OTPS and PS funds, the
proportion of tax levy budget spent on administrative services will remain
constant at the 2008-09 level.
CUNY FIRST 2009-10 implementation will be a primary focus of the
following offices: Admissions, Registrar, Bursar, Financial Aid,
Accounting, Budget, Payroll, Human Resources, Purchasing and
Information Technology.
EXCEEDED: The College has developed and is successfully implementing an FY 09-10 Financial
Plan, as well as a FY 10-12 Hiring Plan, which was approved by the University. The College will end
FY 09-10 with a reserve.
NOT COMPLETED: The proportion of tax levy funds spent on administrative services is expected
to decline slightly in 2009-10.
COMPLETED: The College continues to serve as a successful vanguard campus for CUNYfirst and
the implementation of Human Resources and the Fall 2010 implementation of Campus Solutions has
required extraordinary efforts on the part of the offices of Human Resources, Registrar, Bursar,
Financial Aid and Information Technology.
Strategic objectives for 2009-10



Verify and document all components of revenue accounting including all
sources of revenue. Document all accounting interactions with College
departments and implement appropriate controls to ensure integrity of
data and reporting. The results of this effort will include a procedures
manual and accurate and timely production of revenue information.
Roll out new reporting package including executive portal and dashboard
for online monitoring. Develop and electronically distribute departmental
reporting.
Develop and implement a schedule of internal control assessments.
COMPLETED: We have identified all components of revenue reporting and are currently updating
CUNY FIRST each month including a reconciliation with the CUNY Office of the Controller. The
College’s revenue projection model is now based on documented accounting data as reported to
CUNY and is, consequently, more accurate and reliable then previous years.
COMPLETED: New Auxiliary and Student Association reporting packages have been developed
and are regularly distributed electronically to the departmental managers and the responsible VPs.
COMPLETED: The 2010 Risk Assessment evaluation and the NYC Controller’s Directive 1
internal control assessment were completed and submitted to CUNY. In addition, we are awaiting the
NY State internal control directions from CUNY anticipated over the summer. Finally, after
reorganization of the QCC Compliance Officers duties, we are ready to begin compliance reviews
internally as requested by the Cabinet, with five projects already identified. The Compliance Officer
12


Develop a web-site detailing all procedures, policies, and other pertinent
information for each BAS department.
Develop quarterly workshops to educate QCC administrative staff on
policy, procedure and efficient transactional processing for BAS
departments including Purchasing, Mailroom, Supplies, Receiving and
Accounting.
attended audit training in May 2010 in preparation for these reviews.
COMPLETED: The Web site was developed during May and will continue in June for Accounting,
Payroll, and the Bursar.
COMPLETED: We are launching our first workshop for the administrative staff of the
Administration Building focusing on voucher processing and travel procedures—two of the areas with
the most questions and confusion among staff.
Strategic objectives for 2009-10










Meet regularly with all College academic and business units to understand
budget and resource opportunities and challenges. Identify and provide
support. Performance measurement: annual satisfaction survey.
Conduct training on budget administration procedures and best practices.
Develop expertise in CUNY management information systems.
Create necessary databases and reports.
Implement CUNYfirst Planning & Budgeting and GL Commitment
Control (for Budget monitoring and reporting).
Implement process improvements to eliminate errors and delays in
budget reporting, create new reports which both report and project
expenditures for OTPS and Personal Services at the position level.
Work with the Academic Department Chairs and the Budget
Subcommittee of the College-wide Personnel and Budget Committee to
develop a system of allocation that will provide greater flexibility to
department managers, including academic department Chairs. This will
include the application of the mode/tools developed through the profit
sharing pilot to establish Fall, Winter Session, Spring and Summer session
enrollments targets/instructional budgets for programs/departments.
Implement a comprehensive annual budget process, including a calendar
and a process for budget proposals, in support of strategic plans.
Develop basic multi-year budget models which project resource
requirements under various enrollment scenarios and resource allocation
options
Fund objectives deemed priorities in the Strategic Plan through use of all
funds budget sources, organizational re-structuring and efficiencies.


Implement annual BFS satisfaction survey.
Prepare and implement professional development plan for BFS staff.


Implement BFS website & conduct experimental blog.
Prepare budget report to campus community four times per year.
COMPLETED: Consultation is on-going and survey will be distributed before the end of the fiscal
year.
COMPLETED: Training has been conducted on a departmental/individual basis throughout fiscal
year.
COMPLETED: This is an on-going effort, with training in the new version of the City financial
system completed this year, as well as the City payroll system.
COMPLETED: A new position is being recruited to lead this effort.
N/A: Implementation of these CUNYfirst modules has been deferred by the University until further
notice.
COMPLETED: New budget reports and a full-time position report were created, all full-time
positions have been assigned a position number and are tracked in a database.
COMPLETED: The Summer and Winter incentive programs were successful and achieved their
goals of providing greater access to students as well as improved resources to academic departments.
The teaching adjunct budget process was revised and improved and, enabling improved resource
allocation decisions and providing the basis to provide academic departments with increased budgetary
flexibility.
COMPLETED: A comprehensive resource allocation process, linked to the College Strategic Plan,
was implemented and has been used as the basis for resource allocation decisions.
COMPLETED: Budget models based on projected enrollment and economic conditions have been
developed and utilized to develop the College FY 10 and FY 11 financial plans.
COMPLETED: An all-funds resource allocation process was implements and considers funding
available from research, student fees, fund-raising and other sources in the development of the College
budget.
IN PROGRESS: The first annual survey will be implemented later this spring.
COMPLETED: Training and development opportunities, from publications to webinars to
conferences have been identified, and staff has begun to take advantage of these and to self-identify
such opportunities in the annual evaluation process.
DEFERRED: This project has been deferred until the new systems position is hired.
COMPLETED: A quarterly budget report was prepared in FY 10 and plans to revise that format for
circulation to the larger campus community will be in place in 2010-11.
13
9. To support the Mission, provide resources, budget and facilities to meet the need of the programs, activities, departments and offices, the Office of
Administration provides a clean and comfortable learning environment for students, manages Auxiliary Enterprises, and assists VP for Student Affairs in
overseeing funds from student fees
Strategic objectives for 2009-10

Student satisfaction with administrative services will rise above the 2.84
reported in the 2008 CUNY Student Experience Survey.

Implement capital projects funded by the New York City Council, the
Queens Borough President and New York State/New York City
matching funds, including: The University Entrance Way and the
design phase for dome of the Cafeteria and Central Kitchen Project,
design of exterior door & security system project and request additional
capital funding from NYC Council and Borough President for the
Cafeteria and Central Kitchen project.
The Sustainability Campus Council will offer a program of activities
with participation of at least 10% of the faculty and staff and the
involvement of students in planning and implementation of projects to
green the campus.


Secure 20% of funding for a comprehensive Facilities Master Plan,
estimated at 500K.
COMPLETED: Student satisfaction rose from 2.84 in 2008 to 2.96 in 2010.
COMPLETED: The University Entrance Way project was completed; the design project for the
Cafeteria and Central Kitchen project is underway and being completed by the University; the design of
the exterior door & security system project is underway and the project is scheduled for implementation
and completion in FY 11. No funding was solicited for the Cafeteria and Central Kitchen Project as
funds are only being solicited for critical maintenance projects at this time. Alternatively, funding for the
critical maintenance projects of the Science Building elevator replacement and the multi-building fire
sprinkler system replacement was solicited and $1 million has been promised by the NYC Council and
Borough President for these purposes.
COMPLETED: The QCC Sustainability Council was formed and eight working “pillar” groups,
comprised of a broad cross-section of the campus community, including faculty, staff and students, were
established. These pillar groups met several times throughout the year to develop plans for inclusion in
the 10 Year Sustainability Plan (Plan) for the College. These plans were evaluated, synthesized and
refined and used to formulate the Plan which was completed in May 2010.
IN PROGRESS: A funding plan for the Master Plan has been developed and planning discussions with
the University have begun. An RFP will be completed in FY 11 and the Master Plan will be developed
over FY 11-FY12.
14