Office of Academic Affairs – Year-end Report – Part B – Planning and Assessment
ACADEMIC LITERACY LEARNING CENTER
Mission: The Academic Literacy Learning Center (ALLC) provides course mandated and course non-mandated reading, writing, study skills, technology, and academic service-learning project support to
Queensborough Community College students who are enrolled in Academic Literacy courses so that these students exit remediation and enroll in gateway courses in a timely manner.
College strategic objectives:
1. Improve college readiness of students.
2. Use technology to support instruction & student support
services & to promote institution & constituencies.
2014-15 Completion report (outcomes for this past academic year, based on last year’s year-end report, section F)
Key performance indicators
Update ALLC Website
Target outcomes
Update the website as needed.
Update the ALLC Resources Website.
Update resources as needed.
Plan, develop, and implement an ALLC
Reading Review survey through the use
of Survey Monkey.
Hone the ALLC survey.
Plan, develop, and implement an ALLC
Small Group Tutoring survey through the
use of Survey Monkey.
Hone the ALLC survey.
Plan, develop, and implement an ALLC
Computer Lab survey through
the use of Survey Monkey.
Hone the survey.
Provide instructional technology
support for HIPs.
Provide ancillary support for students
enrolled in accelerated seminars/classes.
Provide support for HIP projects based on lab
availability.
The ALLC will plan, develop, and implement
ancillary support services that will provide
enhanced services to students enrolled in
accelerated seminars/classes.
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).
Actual outcomes
Updated multiple pages and provided up-to-date
scheduling information.
Director conducted a needs assessment of current
online resources. Based on this assessment, ALLC staff
is designing an online tutorial for writing students and
investigating new reading software.
Revised the ALLC survey. A total of 76 students
responded to survey. 78.95 % students rated their
Reading Review experience to be very helpful in
preparing them for the exam and 19.74% rated Helpful.
Revised the ALLC survey. A total of 53 students
responded to survey. 50.94 % students rated their
experience to be very helpful and 43.40 % rated it to be
helpful.
Revised the computer lab survey. A total of 143
students responded to the survey. 60.84 % students
rated their overall experience to be good and 30.07 %
rated excellent.
Support is provided to faculty and students working on
HIP projects.
Students in accelerated classes (ALP) were provided
support through small group tutoring sessions and
computer lab use.
Recommended action plans*
Continue to update website as needed.
Complete online tutorial in writing and install new
reading software.
Increase the response rate of the survey to 100.
Increase the response rate of the survey to 100.
Increase the response rate of the survey to 200.
Accommodate HIP projects based on lab availability.
Provide support to ALP students on an as-needed
basis.
Office of Academic Affairs – Year-end Report – Part B – Planning and Assessment
Key performance indicators
Provide 12-hour interventions for early
exit writing testing.
Target outcomes
50% of lower level students identified for early
exit from remediation will successfully pass the
CATW.
50% of lower level students identified for early
exit from remediation will successfully pass the
reading ACT COMPASS Exam.
75% of NC students will resolve their grade within
one year or three iterations of the workshop.
Actual outcomes
49% of students taking the early exit workshops for
writing passed the CATW.
Recommended action plans*
Restructure early exit workshops to provide more
individualized instruction/small group tutoring.
85% of students taking the early exit workshops for
reading passed the ACT.
Continue providing early exit workshop support to
students.
53% of BE12 students resolved their NC grade over the
course of a year.
Revise BE12 curriculum to better support workshop
students.
Add at least 2 more reading/writing links
to the online reading/writing resources.
Provide additional online resources to the ALLC
students.
22% of BE17 students passed the CATW over the course
of a year.
38% of BE18 students passed the ACT reading exam
over the course of a year.
Veralab/Pharos provides efficient computer lab
management, desktop security, less stress load on the
printers using the one card.
Exceeded goal.
Revise BE17 curriculum to better support workshop
students.
Continue providing support to BE18 students.
Deploy Veralab/Pharos Printing
Integration.
30% of BE 18 students will successfully pass the
CATW Exam within 2 iterations.
30% of BE 18 students will successfully pass the
ACT COMPASS Reading Exam within 2 iterations.
Shorten the students’ wait time in entering the
ALLC Computer lab.
Add the restatement exercises
developed by the ET Visual Basic servicelearning students to the ALLC desktops.
Deploy and connect desktop to the
loaner TV. Create PP informational slides
to be projected on to the TV screen.
Provide reading restatement QCC student
exercises.
Successfully added restatement exercises to the ALLC
Computer lab desktops.
Continue promotion of restatement exercises
amongst students.
50% of students surveyed will comment that they
received information concerning the ALLC services
through the TV projection.
Set-up PP informational slides on antiquated TV’s from
foreign language lab.
Continue using TV for future semesters in a similar
way.
Provide 12-hour interventions for early
exit reading testing.
Provide 20-hour ACT COMPASS Reading
Intervention Workshops (BE12).
Provide BE 17 interventions.
Provide BE 18 interventions.
Continue making use of system integration.
Continue making use of recently added links.
2015-16 Department strategic plan
1. Improve college readiness of students.
Department strategic objectives
Support students enrolled in BE reading and writing courses
through the academic year.
Facilitate and provide supplemental instruction for multiple
repeater reading and writing workshops (BE17 and 18)
Facilitate and provide supplemental instruction for students
enrolled in BE12, a reading workshops for NC students.
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).
Indicator(s)
Small-group tutoring
and ACT/CATW reviews
each semester.
ACT and CATW pass
rates for BE 17 and 18.
ACT pass rates for
BE12.
Expected outcomes
Provide tutoring to approximately 650 students
per semester.
Action plan/timeline
Begins Fall 2015.
Who
Tutors
At least 30% of students taking BE17 or BE18 will
pass their exit exam at the end of the workshop.
At least 60% of students taking BE12 will pass their
exit exam at the end of the workshop.
Begins July 2015.
Facilitators
and Tutors
Facilitators
and Tutors
Begins July 2015.
Actual outcomes
Office of Academic Affairs – Year-end Report – Part B – Planning and Assessment
Provide 12-hour interventions for early exit reading and
writing students (BE 25 and 26).
CATW pass rates for
early exit students.
At least 50% of students taking BE 25 and 26 will
pass their exit exam at the end of the workshop.
Begins Fall 2015.
Tutors
2. Use technology to support instruction & student support services & to promote institution & constituencies.
Department strategic objectives
Review and revise ALLC reading resources.
Indicator(s)
ALLC reading software in lab.
Expected outcomes
Add at least 3 new reading resources/programs in ALLC.
Action plan/timeline
Begins July 2015.
Who
Director
Review and revise ALLC writing resources.
Add online resources to support student
progress off-campus.
Offer online tutoring support.
ALLC writing software in lab.
ALLC website’s links/list of
resources.
Blackboard Online Review for
Writing.
Add at least 3 new writing resources/programs in ALLC.
Add 4 additional links to the ALLC website.
Begins July 2015.
Begins July 2015.
Director
Director
At least 75 students each semester will register for the
ALLC’s Blackboard Online Review for Writing.
Begins Fall 2015.
Director
Actual outcomes
Approved by:
Paul Marchese
___________________________________________________________________________________
Dr. Paul Marchese, Vice President for Academic Affairs
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).
6/30/2015
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Date