Academic Affairs – Year-end Report – Part B – Planning and Assessment
Mathematics Learning Center –
Mathematics & Computer Science Department
Mission: In accordance with the Mission of the College to provide open-admission access for all learners along with support services to offer students maximum opportunity to
succeed, the Mathematics Learning Center is committed to delivering high quality mathematics one–to–one tutoring and small group learning for all students. Innovative pedagogical
techniques, including educational technology are employed. In order to insure the highest quality of service to students, the Mathematics Learning Center engages in on-going assessment
using CUNY-wide and college-specific indicators.
College strategic objectives:
Division strategic objectives [TBD]:
1. C.3 Support QCC Academies focusing on student learning outcomes
2. C.4 Improve college readiness of students -USIP
1.
2.
2014-15 Completion report (outcomes for this past academic year, based on last year’s year-end report, section F)
Key performance indicators
Target outcomes
Actual outcomes
Recommended action plans*
Ma 10 USIP 2014
65% pass rate
76% pass rate
In an effort to increase the percentage of incoming freshmen who have met the proficiency in math, the
(July – August)
MLC facilitated workshops for all day sections of MA 10 USIP. Students attended a required 1 hour daily
Passing the CUNY Elementary Algebra
homework workshop. As a result, out of the 642 students that registered for the MA 10 courses, 506
Final Exam (CEAFE)
took the CUNY Elementary Final Exam (CEAFE) representing a 79% completion rate. Out of the students
that were tested, 76 % passed the CEAFE helping incoming freshmen enter their official academic year in
a credit bearing math course.
Ma 10 Winter Immersion 2015 (USIP)
65% pass rate
90% pass rate
As part of the Winter Immersion program, the MLC provided daily homework/problem solving
(January)
workshops. The result of these efforts was that 90% of the students that completed the course passed
Passing the CUNY Elementary Algebra
the CUNY Elementary Algebra Final Exam (CEAFE).
Final Exam (CEAFE)
MA 10 USIP – June 2015
65% pass rate
78% pass rate
As part of the June Immersion program, the MLC provided daily homework/problem solving workshops.
Passing the CUNY Elementary Algebra
The result of these efforts was that 78% of the students that completed the course passed the CUNY
Final Exam (CEAFE)
Elementary Algebra Final Exam (CEAFE).
MA 10 Workshop Fall/Spring
65% pass rate
58% pass rate
In Spring 2013, the MA 005 course was integrated into MA 10. Therefore, students placed in
Passing the CUNY Elementary Algebra
developmental math would only need to take one remedial math course. For Spring 2013, the passing
Final Exam (CEAFE)
rate for the CEAFE for the new integrated MA 10 course, without the MLC workshops, was 49%. For the
Fall 2014 & Spring 2015, the pass rate for the CEAFE, with the MLC workshops, was 58%; representing a
9% increase.
Fall 2014 & Spring 2015 – Passing rate
Fall 2014 - 60% pass rate
As reported by Institutional research for the Fall 2014 & Spring 2015 semesters, 60% and 56%
for students that completed their math
Spring 2015 – 56% pass rate
respectively , of the students that completed their math course and received services from the MLC for
course & attended MLC tutoring,
tutoring, workshops and/or reviews, passed their math course with a C or better. This allows the
workshops and/or review sessions.
student to register for the next level math course for their major thereby expediting their goal towards
graduation.
Note:
Mid-year status report due end of January.
Completion report due early July (specific deadlines may vary by year).
Academic Affairs – Year-end Report – Part B – Planning and Assessment
Fall 2014 – Spring 2015, Total number
of unique students served by the Math
Center
Fall 2014 – Spring 2015, Total number
of student visits for tutoring, workshops
and reviews
6, 208 unique students
As reported by IR from the Starfish data collection, the MLC served 6,208 unique students for tutoring,
workshops and review sessions.
78,450 visits
As reported by IR from the Starfish data collection, the MLC fulfilled 78,450 requests for tutoring,
workshops and reviews.
2015-16 Department strategic plan (arranged by each division strategic objective that the department supports)
College strategic objectives
Support QCC Academies
focusing on student learning
outcomes
Support QCC Academies
focusing on student learning
outcomes
Improve college readiness of
students -USIP
Notes




Department strategic
objectives
Increase the overall pass rate
for tutored students that
completed their math course.
Increase the overall math
course completion rate for
students that attended MLC
tutoring, workshops and
review sessions.
Increase the pass rate of PreCollege programs, USIP, in
math to improve college
readiness.
Indicator(s)
Expected outcomes
Passing the course with a C
or better
50% pass rate
Receiving a grade for the
course (not including W or
Wu)
65% course
completion rate
Passing the CUNY
Elementary Algebra Final
Exam
65% pass rate
Action plan/timeline
Who
Actual outcomes
The MLC will continue to deliver high quality
tutoring, workshops and review sessions to
support students’ academic goals. The Center
provides ongoing training to ensure that the
tutors and workshop leaders are skilled at
facilitating one-to-one and small group sessions.
In an effort to increase retention rates, the MLC
will continue to support students’ academic
needs so that they persist in their course work.
MA 10 USIP will be supported by the MLC with a
1 hour daily homework / problem solving
workshop.
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).