Academic Affairs – Year-end Report – Part B – Planning and Assessment
ACADEMIC COMPUTING CENTER
Mission:
The Academic Computing Center supports all instructional technology and pedagogy. Software application support includes those needed by students for course-work, and those used by faculty for teaching.
Also provided are both individual and group support for all faculty development initiatives including those involving eLearning, ePortfolio, Hi-Impact Practices, grant and CUNY-sourced projects. Each year we
conduct the eLearning Institute preparing teachers and courses for online instruction in partly and fully online, and web enhanced modalities. In addition we offer instructional technology workshops, an open
computer drop-in center for both faculty and students, and a Media Services Team, which provides audio / visual setup and support for major campus events.
College strategic objectives:
1. Use technology to support instruction & student support
services & to promote institution & constituencies
Division strategic objectives:
1. Instructional use of technology
Note: Relevant college-wide strategic objectives should be selected from the college’s strategic plan. Each division strategic objective should align with a college-wide
strategic objective.
2014-15 Completion report (outcomes for this past academic year, based on last year’s year-end report, section F)
Key performance
indicators
Survey Results: High
Level of eLearning
Institute Topic
Satisfaction
Target outcomes
At least 80% of participants will
indicate a high level of satisfaction
and usefulness of subjects taught in
the workshops.
Actual outcomes
Recommended action plans*
eLearning Institute EXIT Survey Results:
Did you find today’s morning session offerings instructive and helpful?
98.1 % YES (out of 104 responses)
After completion of the Institute a survey will be taken and
analyzed
Did you find today’s afternoon session offerings instructive and helpful?
99.2% YES (out of 119 responses)
What do you think of the hands-on activities during today's sessions?
87.4% JUST RIGHT (out of 119 responses)
What do you think of the pedagogical strategies discussed during today's
sessions?
95.8% JUST RIGHT (out of 119 responses)
Number of blended &
asynchronous courses
added to course
offerings
At least 12 of the 16 attendees will
teach their developed course during
Spring 2015 – Cohort VII.
15 additional Institute participants taught their online course for the first time
during the spring 2015
Data will be collected from Institutional Resources during the
Spring 2015 semester.
Satisfaction as
reported in
Instructional
At least 80% of participants will
indicate a high level of satisfaction
Instructional Technology EXIT Survey Results:
After completion of each workshop a survey will be taken and
analyzed
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).
1. Workshop notes were very helpful.
2. Workshop objectives were clearly met.
100%
100%
Academic Affairs – Year-end Report – Part B – Planning and Assessment
Technology
workshops exit survey
results
3. Presenter was well organized
4. Information presented can be applied to my
setting (Department, Office, Class, etc.)
5. The instructor was a good communicator.
6. I would be interested in attending a follow-up
advanced workshop on this subject.
100%
100%
100%
88%
Faculty Training in
Podium Use Survey
Results
At least 85% of participants will
indicate a high level of satisfaction
and usefulness of subjects taught in
the podium workshop.
Training in Podium Use Survey Results:
Classroom Use (using
measured lamp hours)
Show Fall and Spring comparison of
classroom usage with specific
semester average projector lamp
hours for each podium classroom.
During Fall 2013 each of the 79 rooms averaged 207 hrs. of use.
More than 90% of participants attending the podium workshops indicated a
high level of satisfaction and usefulness of subjects taught.
Respond to specific e-podia questions from faculty
participants in class and request faculty members complete
survey as workshop concludes.
During Spring 2014 each of the 79 rooms averaged 215 hrs. of use.
*Column contents should be used to indicate which strategic objectives below address the follow-up necessary.
2015-16 Department strategic plan (arranged by each division strategic objective that the department supports)
1. Division strategic objective: Instructional use of technology
Department strategic objectives
Conduct annual eLearning Institute
to raise % of FTEs offered online.
Indicator(s)
Participant numbers and Survey
Results of the re-configured
eLearning Institute: that now
includes Web-Enhanced, Hybrid,
or Fully Online courses
Expand Podium use across the
campus
Faculty Training in Podium Use
Increase Staff Development
Opportunities
Number of Staff participating in
technology-based workshops;
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).
Expected outcomes
Increase by 10 the number of
Instructors teaching either WebEnhanced, Hybrid, or Fully Online
courses;
Action plan/timeline
On successive Fridays throughout the
spring semester, conduct workshops
introducing participants to new and
emerging instructions technologies.
Participants will indicate a high level
of satisfaction and usefulness of
subjects taught in the workshops
Increase the number of faculty who
understand how to make use of
classroom podiums; An increase in
the number of hours that podiums
are in use.
Increase the Number of QCC Staff
members participating in
technology-based workshops
Conduct surveys throughout the Institute
Who
Bruce Naples & Denis
Bejar, with assistance
from Aradhna Persaud,
Mark Carpenay, Ashley
Grant
Throughout the year offer and conduct
several podium workshops;
Mark Chropufka
Send ACC staff to off-campus, industry
level training sessions; conduct MS-Office
(Excel & Word) workshops which have
been heavily requested by QCC Staff
Bruce Naples & Denis
Bejar & Mark
Chropufka
Actual outcomes
Academic Affairs – Year-end Report – Part B – Planning and Assessment
Provide support for Campus-Wide
GenEd Assessment
Establishment and Support of
Digication as a Campus
Assessment Platform
From the College strategic
objectives: Use technology to
support instruction & student
support services & to promote
institution & constituencies
Support external programs, which
bring more students to QCC –
specifically BTECH;
Notes
•
•
•
•
Establish a baseline for future use of
Digication as an assessment
platform, including: student artifact
collection, faculty and student
support, and data analysis reporting
capability.
Expose high school students to
taking classes on the QCC campus;
have high school students
experience the use of technology at
a high level to help them
demonstrate their learning.
Work with the Assessment Office and
Digication to establish a workflow during
a pilot project; Conduct faculty and
student workshops; judge satisfaction
and adjust for the purpose of analysis in
next year’s YEP.
Four Days in August 2015: conduct
technology workshops at two levels – 9th
and 10th Grade where students build
Promotional Marketing Videos; In the
spring semester: learn to use
instructional technology tools with high
proficiently – for example Blackboard &
VoiceThread
Bruce Naples & Denis
Bejar, with assistance
from Aradhna Persaud,
Mark Carpenay, Ashley
Grant
Marketing Pedagogy
introduced by the
Business Department,
and technology
introduced by Bruce
Naples & Denis Bejar,
with assistance from
Aradhna Persaud, Mark
Carpenay, Ashley Grant.
Add tables for additional division strategic objectives and corresponding department strategic objectives, as needed.
For each division strategic objective, the department should have one or more strategic objectives intended to support that department in the achievement of the division objective. Each department strategic objective should have at least one indicator (key performance
indicator) and one expected outcome, with an action plan and timeline to achieve that outcome.
At the mid-year point, the department reports partial or preliminary outcomes. At the end of the year, the department reports actual outcomes.
An indicator is the measurement by which the objective will be assessed. The outcome is the product of the work in support of achieving the objective. For example, if the strategic objective for Admissions is “to expand feeder high schools,” the indicator might be “applications
received from new feeder high schools,” and the expected outcome might be “at least one application from five new feeder high schools.”
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).