Queensborough Community College
DEPARTMENT:
Non-teaching Department
2013-2014 Academic Year
Campus Writing Center
MISSION
INSTRUCTIONS:
Your mission statement should be no more than 80 words in length.
The Campus Writing Center supports students’ retention-to-graduation by providing free tutoring
and e-tutoring services in English, Writing-Intensive and/or writing related coursework, as well
as workshops for Grammar, preparation for the CUNY exit-from-remediation exam in writing
(CATW), Ability To Benefit (ATB) exam, specialized workshop support for EN101 students, and
In Center Visits to the Writing Center by instructors and their classroom sections. The Campus
Writing Center spotlights student satisfaction through its excellent customer and program
services, as well as the professionalism and rigorous training of its tutors, e-tutors, and
workshop facilitators.
A. DEPARTMENT CORE ACTIVITIES AND PERFORMANCE
Core Activities
Key Performance Indicators
Indicators to Be
Assessed
Briefly list the major
activities conducted or
performed to support the
mission of the
department.
Briefly list the corresponding Key Performance
Indicators(KPIs)that measure the effectiveness of the
department’s activity. Key performance indicators
are not outcomes—for example, a KPI might be
“volume of service,” whereas an outcome might be
“increase volume of service by 5 percent”).
Course outcomes
Volume of service delivery
Student satisfaction
Exit-from-remediation Writing exam pass rates
Yes or no. Indicators
to be assessed should
come from the
previous year’s
report, part F,
column 4.
Yes
Tutoring/e-tutoring
Exit-from-remediation
writing exam prep
workshops
Educational technology
Grammar Clinics
Tutor training
EN-101 Writing Skills
Assessment Workshops
In-Center Visits (by
instructors with entire
class section(s)
Yes
Volume of service delivery
Volume of service delivery
Tutor skill levels
Student satisfaction
NEW (KPI to be determined)
No
No
No
NEW (KPI to be determined)
No
No
Queensborough Community College
B.
Non-teaching Department
2013-2014 Academic Year
DEPARTMENT-SPONSORED ACTIVITIES, 2013-2014
INSTRUCTIONS:
For each activity, please indicate
1. the type and topic of activity and name of organizer/presenter if applicable
2. whether department members organized the activities or gave presentationsor both
3. the date (select from the calendar drop-down; if you do not know the exact date, use
the first day of the month when it occurred)
4. the number attending the event
Type of Activity and Topic
Consolidated Learning Centers Orientation
WAC/WI Faculty Development Training:
CWC/ QCC Library Information
Sharing/Collaborative Training
Resume Writing Workshop
CAT-Workshop Specific Training: Campus
Organized,
Presented, or
Both
Date
Number
Attending
Both:
Organized/Presented
J. Labozzetta
Presented:
J. Labozzetta;
D. Pincus
Both:
Organized/Presented
J. Labozzetta
Organized:
J. Labozzetta
Both:
Organized/Presented
R. Levine
8/22/2013
&
1/23/2014
3/28/2014
42
&
44
20
4/7/2014
&
4/10/2014
4/9/2014
17
&
17
14
7/1/2013
&
10/10/2013
&
12/20/2013
&
5/29/14
14
&
14
14
&
19
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
C. INDIVIDUAL ACTIVITIES/ACHIEVEMENTS OF DEPARTMENT’S
ADMINISTRATIVE STAFF, 2013-2014
INSTRUCTIONS:
For each administrative staff member with achievements to report:
1. enter name
2. select the type of achievement from the menu
3. enter the citation as it would appear in a publication or formal report
4. indicate the semester when the achievement was completed
Name
Joe Labozzetta
Robin Levine
Achievement type (from
menu)
Citation
Semester
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
CWC: "Foundations of Academic
Support"
F:08/22/2013;
Sp:1/23/2014
Weekly Tutor Training Events – Fall
‘13, Spring ‘14
F:09/2/2013
to 12/13/2013
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
Awards
iPASS (e-Tutoring) Training
Reclassified, with 13.3b
Sp. 2014
Service to department,
College, University,
community, and/or
professional society
Weekly CAT-W Exam Prep Training
– Summer ‘13, Fall ’13, Summer 14
Service to department,
College, University,
community, and/or
professional society
Modified, and as needed, created new
CAT-W Tutor/Facilitator training
materials
F: 9/9/2013
to 12/14/2013
&
Sp: 2/10/2014
to 5/15/2014
7/1/2013 to
5/29/2014
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
Served on College’s ADA/504
Committee
Fall 2013
&
Spring 2014
Participated on College’s
Reading/Writing Placement for
Remediation Committee
Fall 2013
Sp:02/13/2013
to 05/9/2013
Sp: 3/3/2014
“Resume Writing Workshop”
Sp: 4/9/2014
Queensborough Community College
Non-teaching Department
Conference, workshop,
training attended
CWC-EN101 ENSkills
Workshops
Dion Pincus
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
2013-2014 Academic Year
CAT-W norming/scoring; CUNY field
test scoring for new reading passages
June 2014
CAT-W Table Leader / Resolution
Scoring at QC Reading Center
Fall 2013
Created EN101 Writing Skills
diagnostic for EN dept to use for
professors participating in pilot
Created Rubric for EN101 Writing
Skills diagnostic for EN dept to use for
professors participating in pilot
Created curriculum outline for 4
modules of the EN101 Writing Skills
workshops that were launched as part
of pilot
Spring 2014
Fall 2013
Fall 2013 &
Spring 2014
Spring 2014
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
Scored pre and post CATW evaluative
& progress essays for College
Discovery students enrolled in
remediation intervention
Discussed WP/EN101 intervention for
ASAP students
Fall 2013
Service to department,
College, University,
community, and/or
professional society
Materials Development
Elected HEO Representative; voting
member of HEO Screening Committee
Fall 2013
&
Spring 2014
Finalized Faculty Toolkit for
semesters 1-4 of MAeP project
Fall 2013
Provided a report indicating S.W.O.T
Analysis of the multi-campus Writing
Center system of SCCC, with
emphasis on consolidation of
redundant services to maximize
resources and funding.
Spring 2014
Served in capacity as elected voting
member of the Academic Senate.
Fall 2013
&
Spring 2014
Service to department,
College, University,
community, and/or
professional society
External reviewer for Suffolk
County Community
College’s multi-campus
Writing Centers
Service to department,
College, University,
community, and/or
professional society
Service to department,
College, University,
community, and/or
professional society
Fall 2013
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
MENU
Book - authored
Book – edited
Newspaper/Magazine Article
Journal Article, other
Journal Article, peer-reviewed
Book, Chapter
Conference Presentation, other
Conference Presentation - published as
proceedings
Book, introduction, preface, etc.
Lecture (Invited)
Art Exhibit Curated
Art Exhibited (juried show)
Service to department, College, University,
community, and/or professional society
Web Site Development
Other (scholarly or creative achievements
comparable to previous categories)
Direction/Choreography/Dramaturgy/Design (dance, theater,
film)
Performance (music, dance, theater)
Music Composition Published/Performed
Play Produced/Performed
Review/Commentary (including Blogging)
Awards
Patent
Materials Development
Grants awarded (title, awarding agency, amount and period
of award)
Curriculum or laboratory development, workshop conducted
Works submitted/accepted/in press or in progress; works
reprinted/republished
Service as a reviewer/editor/consultant
Conference, workshop, training attended
Other (please explain)
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
D. DEPARTMENT CHANGES,2013-2014
INSTRUCTIONS:
Choose the type of change from the menu below and fill in the other columns.
Type (from
menu)
Description of
Change
Reason for
Change
Date/Semester
Evaluation of Change*
Personnel or
organizational
change
Personnel or
organizational
change
Robin Levine, CCAS
(13.3b),
Contractual
Fall 2013
CCAS in effect
Joe Labozzetta,
CCAS (13.3b), after
reclassification from
HEa to HEA
Fall 2013
Annual evaluation in HEA title was: “SE”;
CCAS re-awarded and in effect.
Service,
program, or
project change
Adoption and
adaptation of Starfish
Early Alert system
for CWC data
collection and daily
program operations
After
reclassification,
1 year required
in new title for
re-award of
CCAS
By College
request for
learning centers
Fall 2013
Spring 2013
Time and effort spent with Starfish team to
modify Reasons and speednotes to reflect the
operational and reporting/data collection needs of
CWC.
While the reporting functions have evolved
significantly, despite best efforts, Starfish
remains unable to perform certain critical
functions necessary for daily center operations:
making appointments (cannot add students
manually who are not currently registered;
adding certain courses, i.e., not attached to INC
grades or the MCL (workshops); cannot greate
“Group[s” which repopulate lists of names over
multiple days of the week; cannot customize
Outcomes tab; cannot search for tutor availability
for students by services type/area of expertise;
cannot run report to see walk-in tutor availability;
seeing and closing referrals is cumbersome.
While the advisement end, and the concept of
uniformity of data collection systems is “one step
forward”, it comes to pass that Centers have had
to regress back to handwritten paper copies of
artifacts and Manila folders, in order to keep their
daily operations running and organized.
*Please note that, if change has been too recent to evaluate, you may indicate NA.
MENU
Type of change
Personnel or organizational change
Service, program, or project change
Facilities/space
Equipment
Other
Description
New personnel, retirees, resignations, organizational changes, addition of
departmental responsibilities, CCAS (13.3b), reclassification, merit increase,
etc.
Changes to the number, volume, or type of services, programs, or projects
Renovations or development of new facilities (i.e., computer laboratories or
relocation)
Acquisition of new or disposition of old equipment
Other changes affecting the department not included above and including
interactions with other departments
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
E. ASSESSMENT AND EVALUATION, 2013-2014
INSTRUCTIONS:
Please fill in the table below according to the assessment you conducted this academic year.
In the column, “recommended action plan,” please indicate the reasons for the
recommended action(s) and any recommended modifications to target outcome(s).
Key
Performance
Indicator*
Core
Activity 1
Core
Activity 2
Target outcome(s)
for Key
Performance
Indicator**
Actual
outcome(s)
Recommended
action plan
EN-101 Writing
Skills Assessment
Workshops
New
(to be determined;
see section F)
None until FY
2014-2015
None
In-Center Visits
(by instructors
with entire class
section(s)
New
(to be determined;
see section F)
None
officially, until
FY 2014-2015
None
Recommended status
of Core Activity and
KPI (see menu)
Modified
(this activity will the subject of
assessment focus during FY
14-15)
Modified
(this activity will the subject of
assessment focus during FY
14-15)
(Preliminary
count during
Spring 2014
pilot:
1) 116
classes;
2) 1926
unique
students
Core
Activity 3
Tutoring/etutoring
3.
Course
outcomes
MODIFIED
Course outcomes
3. (a). Students who
receive tutoring/etutoring for a course
will pass their
course(s) with a grade
of C or better, at a rate
equal to or greater
than 85%.
3.(a.) Of the
4,654 unique
students who
received
tutoring / etutoring
services for a
course, 4,226
students
completed the
course, and
3,624 (86%)
passed their
course(s) with
3.(a). Continue to
track course outcomes
data internally, but
focus of FY 14 – 15
assessment will be on
Core Activities 1 and
2 above.
3(a). Establish a
benchmark for assessing
course outcomes for
students who participate
in CWC’s EN101
Writing Skills
Assessment Workshops,
who complete and pass
EN101 with a mean
grade ≥ ALL EN101
students who did NOT
participate in CWC’s
EN101 Writing Skills
Assessment Workshops.
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
a grade of C or
better.
A total of
5,244 unique
students
received
tutoring / etutoring
services during
FY 2013-2014.
3.(b). The frequency of
tutoring / e-tutoring
contacts will continue
to be explored and
assessed, relative to
students’ completion of
their course(s) with a
grade of C or better.
3.(b.)
Outcomes by
frequency of
utilization of
tutoring / etutoring
services for
coursework:
1 appt:
1757 of 2,146
students (83%)
received
grades of C or
better.
2 or 3 appts:
927 of 1066
students
(86.9%)
received
grades of C or
better.
4+ appts:
432 of 468
students
(92.3%)
3(b.)Continue to track
frequency of tutoring
/ e-tutoring contacts
data internally, but
focus of FY 14- 15
assessment will be on
Core Activities 1 and
2 above.
MODIFIED
3(b) Benchmarks will be
established for assessing
the frequency of tutoring
/ e-tutoring contacts of
participating students
from EN101 Writing
Skills Assessment
Workshops,relative to
ALL EN101 students’:
a)
completion of
their course(s)
with a grade of
C or better;
b) persistence/
retention to
EN102.
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
received
grades of C or
better
3.(c). *See
table below;
Mean
Outcomes
provided by IT.
*Comparison of final grades: CWC-treated, v. non CWC-treated (benchmark = final grade of ≥C):
Demonstration of CWC-treated students, v. the mean outcomes of all students (minus CWC-treated) completing
selected courses for which a high-volume of tutoring was provided.
Course
EN101
EN102
PH110
SP211
PSYC101
Outcomes of CWCtreated Students
#
% ≥C
completed
course
1419
85%
(1200)
1128
86% (974)
46
89% (41)
363
86% (311)
102
87% (89)
Mean Outcomes of All
Students (minus CWCtreated)
#
% ≥C
completed
course
4488 83% (3716)
3954
567
2908
2998
Number of % points
differential
CWC (+ or - ) Mean
86% (3394)
75% (428)
87% (2530)
68% (2041)
+ 2%
0
+14%
-1%
+19%
The above table illustrates the differential, using a benchmark of a grade of ≥C, for final grades of students who
received CWC tutoring in the five highest-volume courses, relative to the mean ≥C final grades for all students
who completed those courses (subtracting out those treated by CWC). In all but one course – SP211 – CWCtreated students’ grades equaled or exceeded the ≥C final grade benchmark. Moving ahead into FY 14-15,
Writing Center will explore ways to improve the outcomes for SP211 students who come to the center for
assistance.
3.(c). The relationship
of the outcomes of
CWC-treated students
to the mean of all
students enrolled in the
5 highest-volume
courses for which
tutoring was provided
will continue to be
explored and
comparatively
assessed.
3.(c).Continue to
track the relationship
of the outcomes of
CWC-treated students
to the mean of all
students enrolled in
the 5 highest-volume
courses for which
tutoring was provided
internally, but focus
of FY 14-15
assessment will be on
Core Activities 1 and
2 (see pg. 7 of report).
3(c) MODIFIED
3(c)(1). Benchmarks will
be established for
measuring the frequency
of contacts of students
treated by CWC InCenter Visits; and
3(c)(2). Benchmarks will
be established for
assessing the
relationship of outcomes
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
of students treated by
CWC In-Center Visits:
a)
Core
Activity 4
4.
Volume of
service
delivery
4. Volume of service
delivery
The volume of
tutoring/e-tutoring
delivery to unique
students will be equal
to or greater than the
volume of service
delivery from the prior
FY.
4. The number
of unique
students served
with CWC
tutoring/etutoring
services over
AY 2013-2014
was 5244, an
increase of
34% over the
prior AY
2012-2013.
4.Continue to track
the volume of service
delivery internally,
but focus of FY 14-15
assessment will be on
Core Activities 1 and
2 (see pg. 7 of report).
to the mean final
grades of ALL
students enrolled in
the 5 highestvolume courses for
which an In-Center
Visit was provided.
4.MODIFIED.
Writing Center’s volume
of students tutored in
EN101 will be more
finely tracked, and a
longitudinal assessment
will commence,
comparing:
a). Outcomes in EN101
for students “treated” vs
“not treated” by CWC
EN101 Writing Skills
Assessment Workshops;
b). Persistence and
retention of “treated”
students progressing
fromthe EN101 to 102
course sequences,
relative to “non-treated”
students; and
c). Benchmarks will be
established for
measuring the number of
students served by InCenter visits, as well as
their “rate of return” to
the CWC for services.
Queensborough Community College
Core
Activity 5
5.
Student
satisfaction
5. Student satisfaction
Students who receive
tutoring/e-tutoring
services will report that
their overall experience
with their tutor(s) was
very satisfactory /
excellent at a rate of
85% or higher.
Non-teaching Department
5. Of the 264
students who
completed and
returned their
student
satisfaction
survey during
AY 20122013, 97.6%
reported that
their overall
experience
was very
satisfactory /
excellent.
5.Continue to track
data on student
satisfaction of tutors,
e-tutors and front
desk,internally; but
focus of FY 14-15
assessment will be on
Core Activities 1 and
2 (see pg. 7 of report).
2013-2014 Academic Year
COMPLETED
Queensborough Community College
Core
Activity 6
Non-teaching Department
2013-2014 Academic Year
6. Exit-fromremediation
Writing exam
prep workshops
CWC Pass rates
6.
Pass rates
Students treated by
CWC exit from
remediation prep in
Writing will pass their
re-test at a rate ≥ those
who pass their retest
and were enrolled in
BE-112 and BE205
6(a). Of the
total number
of unique
students (539)
who prepared
with CWC
CAT-W exam
prep
workshops
during FY
2013-2014,
77% (417)
passed their
re-test.
6(b). QCC
exit-fromremediation
(BE-112, BE205, AND BE17) CATW
pass-rate for
Fall 2013 to
Spring 2014:
BE-112:
215 of 374
tested (57%)
passed;
BE-205:
125 of 383
tested (33%)
passed; and
BE-17:
28 of 138
students
tested (20%)
passed
(as reported
by IT).
6. Data on CAT-W
exit-from-remediation
writing exam
workshop pass rates
will still be collected,
but assessment
rotation will now
focus on core
activities 1 and 2 (see
pg. 7 of report).
COMPLETED
Queensborough Community College
Core
Activity 7
Core
Activity 8
Core
Activity 9
Non-teaching Department
Educational
technology
Volume of service
delivery
No
Grammar Clinics
Volume of service
delivery
No
Tutor training
Tutor skill levels
Student satisfaction
No
Data will still be collected,
but assessment rotation will
now focus on core activities
1 and 2 above)
Data will still be collected,
but assessment rotation will
now focus on core activities
1 and 2 above)
Data will still be collected,
but assessment rotation will
now focus on core activities
1 and 2 above)
2013-2014 Academic Year
Completed
Completed
Completed
Notes:
*The items in this column correspond to “indicators to be assessed” in part A, column 3.
**To be more effective and meaningful, assessment efforts should focus on selected KPIs each academic year; over
time, assessments should be rotated through all the department’s KPIs.
MENU
Completed
Continuing
Modified
Discontinued
Core activity has been completed
Core activity and KPI will continue as before
Core activity and KPI have been modified
Core activity and KPI have been discontinued
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
F. ASSESSMENT PLAN FOR NEW YEAR, 2014-2015
Core Activity
(New Year)
Key Performance
Indicator
(New Year)
1) EN-101 Writing
Skills Assessment
Workshops /
Interventions
The volume of Writing
Center students treated
byEN101 Writing Skills
Assessment Workshops/
Interventions will be
tracked, and a longitudinal
assessment will commence,
measuring:
Target Outcome(s)*
Measuring:
a.
b.
c.
Volume of CWCtreated students;
Course completion
rate, and
Rate of persistence
to next sequential
course.
Plan for Achieving
Target Outcome
Starfish Database tracking
referrals from EN101
Instructors to CWC,
subsequent to their
implementation of the
Writing Skills Assessment
Diagnostic.
Request of final grade
reports from IT / IR for
select courses
Request of IT report for:
Select Fall 2014 EN101
students who completed the
course and who registered
for EN102 for Spring 2015.
1(a). Outcomes in EN101
for students “treated” vs
“not treated” by CWC
EN101 Writing Skills
Assessment
Workshops/Interventions;
1(a). Establish a benchmark
for assessing course
outcomes for students who
participate in CWC’s
EN101 Writing Skills
Assessment Workshops /
Interventions, who
complete and pass EN101
with a mean grade ≥ ALL
EN101 students who did
NOT participate in CWC’s
EN101 Writing Skills
Assessment
Workshops/Interventions.
1(b). Persistence and
retention of “treated”
students progressing from
the EN101 to 102 course
sequences, relative to “nontreated” students; and
1(b) Benchmarks will be
established for assessing the
frequency of tutoring / etutoring contacts of
participating students from
EN101 Writing Skills
Assessment Workshops /
Interventions, relative to
ALL EN101 students’:
Queensborough Community College
Non-teaching Department
1(b)(i)
1(b)(ii)
2) In-Center Visits
(by instructors
with entire class
section(s)
2013-2014 Academic Year
Completion of
their course(s) with
a grade ≥ C; and
Rate of
persistence /
retention to
EN102.
2) The volume of students
treated by CWC InCenter Visits will be
tracked, and a
longitudinal assessment
will commence,
measuring:
Measuring:
2(a). Frequency of contacts
of students treated by CWC
In-Center Visits;
2(a). Benchmarks will be
established for measuring
the number of students
served by In-Center visits,
as well as their “rate of
return” to the CWC for
services
2(b). the relationship of
outcomes between students
treated by CWC In-Center
Visits to students NOT
treated with an In-Center
Visit:
2(b). Benchmarks will be
established for assessing:
a.
Students served
and “rate of
return”; and
b.
Comparison of
CWC-served v.
mean final grades
of ALL students in
selected courses.
Starfish Database tracking
of number of students
receiving In-Center Visit
services, and any follow-up
services or visits to CWC.
Request of final grade
reports from IT / IR for
select courses
The relationship of
outcomes of students
treated by CWC In-Center
Visits to the mean final
grades of ALL students
completing the 5 highestvolume courses for which
an In-Center Visit was
provided.
*Targets indicated here will direct assessment efforts for the following year – see part A, column 3.