Borough of Manhattan Community College
COMPREHENSIVE PLAN
TO ASSESS INSTITUTIONAL EFFECTIVENESS
AND STUDENT LEARNING
Prepared by: Borough of Manhattan Community College Assessment Committee
Dean Erwin J. Wong, Chair
Melissa Bolyard, Office of Institutional Research and Assessment
Ralph Buxton, Office of Financial Aid
Francisca Campos, Business Management
Kimberly Gargiulo, Office of Institutional Research and Assessment
Dorothy Grasso, Nursing
Christopher Stein, Computer Information Systems
Janice Walters, Social Sciences and Human Services
Plan with revisions completed June 19, 2007
I. Introduction ........................................................................................................................... 1-3
A. Overview........................................................................................................................... 1
B. Mission Statement (2003-06 College Bulletin)................................................................. 2
C. Institutional Effectiveness Defined By Mission................................................................ 3
II. Assessment Philosophy ........................................................................................................ 4-8
A. Definitions of Assessment ................................................................................................ 4
B. The Assessment Cycle or “Loop” ..................................................................................... 5
C. Assessment Rationale........................................................................................................ 6
D. Assessment Principles....................................................................................................... 7
III. Campus Roles and Responsibilities in Assessment ......................................................... 8-9
IV. Contexts for Assessment at BMCC............................................................................... 10-11
A. Levels of Assessment...................................................................................................... 10
B. Institutional Effectiveness and Student Learning Assessment........................................ 10
C. Assessment and Planning ................................................................................................ 11
V. Description of Planned Assessment Activities ............................................................... 12-23
A. Assessment of Institutional Effectiveness....................................................................... 13
B. Academic Program Review............................................................................................. 16
C. Academic Program Learning Outcomes Assessment ..................................................... 18
D. Basic Skills Program Assessment ................................................................................... 18
E. General Education Program Assessment......................................................................... 18
F. Assessment of Other Programs and Initiatives................................................................ 20
G. Course Level Learning Outcomes Assessment............................................................... 21
H. Assessment of Academic and Student Support Programs and Services......................... 22
I. Administrative Unit Assessment ...................................................................................... 23
VI. Assessment Logistics ...................................................................................................... 24-25
A. Implementation ............................................................................................................... 24
B. Communication ............................................................................................................... 24
C. Resources ........................................................................................................................ 24
D. Training........................................................................................................................... 25
E. Evaluating the College Assessment Plan ........................................................................ 25
VII. Conclusion ........................................................................................................................... 25
Appendices
Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
I. Introduction
A. Overview
Student learning and development is central to BMCC’s purpose as an institution of higher
education. Over the years the College has engaged in evaluative processes at every level to
ensure that its students attain the knowledge, skills and attitudes necessary for a successful
realization of their academic, personal and career goals. The plan for the assessment of student
learning presented in this document builds upon and adds to these existing practices in order to
develop an assessment program capable of demonstrating the effectiveness of the full array of
BMCC’s programs and services.
The plan has been designed with the following aims:
• To foster among the College’s constituents a clear understanding of the broad context in
which assessment occurs and the roles they play as participants and practitioners of
assessment;
• To establish a coordinated set of centralized and decentralized activities that allow
assessment to be conducted consistently in a systematic, on-going and sustainable
fashion;
• To furnish practical guidance on the creation and implementation of plans to assess
student learning and educational/administrative support services at the course, unit,
department/program and institutional levels;
• To formulate assessment strategies for those goals for which evidence of achievement
does not already exist; and,
• To make certain that assessment results are disseminated and used effectively and
appropriately to improve teaching and learning and to inform planning and resource
allocation decisions.
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
B. Mission Statement (2003-06 College Bulletin)
The City University of New York defines its mission in terms of two basic themes: maintaining
and expanding its commitment to academic excellence and providing access to higher education
for all who seek it as “an avenue to economic advancement and personal fulfillment to the
citizens of New York City, and in particular to the economically and socially disadvantaged
among them.”
Borough of Manhattan Community College was founded in 1963 and opened in 1964 as a small,
primarily business-oriented, community college offering programs aimed at the midtown
business community. During the next two decades, the mission of the college changed in
response to the advent of the City University’s open admissions policy in 1970 and in response to
the emergence of new technologies and changes in business and industry. Open admissions
significantly extended higher educational opportunity to thousands of students, many of them
non-traditional. After BMCC relocated in 1983 to its new building at 199 Chambers Street, the
programs of the College became more diversified and reflected many of the emerging new
technologies. BMCC now offers a wide range of degree programs, including Accounting,
Business Administration, Business Management, Computer Programming and Computer
Operations, Computer Science, Corporate and Cable Communications, Early Childhood
Education, Engineering Science, Health Information Systems, Human Services, Liberal Arts,
Mathematics, Multimedia, Nursing, Office Automation and Office Operations, Paramedic,
Respiratory Therapy, Science, Small Business Entrepreneurship and Writing and Literature as
well as many non-degree programs in Adult and Continuing Education.
Consistent with the mission of City University to preserve academic excellence and extend
higher educational opportunity to a diversified urban population, Borough of Manhattan
Community College deems its mission as providing general, liberal arts, and career education,
including transfer programs, relevant to the needs, interests and aspirations of our students,
along with continuing education for students of all ages. The College is committed to offering
quality education in a pluralistic urban environment, to fostering excellence in teaching, to
facilitating the enhancement of learning, and to sustaining full access to higher education for
those who seek fulfillment of personal, career or socio-economic goals. BMCC is also
committed to providing collaborative programs and services responsive to the educational,
cultural, and recreational needs of the community.
Consistent with its stated mission, the College supports the following goals:
• To provide higher education to a diverse urban constituency in support of CUNY's policy
of open admissions;
• To provide a collegiate environment conducive to the advancement and reinforcement of
teaching and learning;
• To provide all students with a level of proficiency in basic skills to assure their readiness
for, and likely success in, college and in the workplace;
• To enable and encourage students to make sensible and informed choices in setting their
academic, career and personal goals;
• To provide for all students a general education which fosters personal development,
intellectual curiosity, and critical thinking to enhance informed and effective
participation in society;
• To promote multi-cultural awareness and understanding in our college community and
respect for pluralism and diversity in our society;
• To prepare liberal arts and career students for transfer to four-year colleges;
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
•
•
•
•
To prepare students in career programs for employment and career mobility;
To encourage lifelong learning independent of degree programs;
To enhance the cultural, recreational, and social life of the community;
To maintain a governance structure that facilitates the participation of faculty,
administrators and students in the life of the college and encourages contributions and
involvement by alumni and advisory groups.
C. Institutional Effectiveness Defined By Mission
BMCC’s mission defines the scope of the college’s endeavors as part of the CUNY system, and,
as such, is closely aligned with CUNY’s mission. At the same time, BMCC’s mission presents a
guiding statement of purpose and a declaration of core values that is quite distinctly the college’s
own. The brief college history given in the mission’s second paragraph demonstrates that
BMCC is an adaptable, still evolving institution capable of change. As befits BMCC’s role as
one of the nation’s largest urban community colleges, the mission describes a broad array of
programs and services that speak to a wide constituency and stretch far beyond the physical
campus. The eleven goals that accompany the mission help to bring concreteness to the
mission’s more broadly stated aims.
Together, the college’s mission and goals statement is the standard by which the college is
expected to measure itself. “The effectiveness of an institution rests upon the contribution that
each of the institution’s programs and services make toward achieving the goals of the institution
as a whole.” [Middle States Commission (2006). Characteristics of Excellence, 12th edition, p.
25] This assessment plan addresses the need for an overall evaluation of BMCC’s educational
effectiveness by focusing on the measurement of intended outcomes at the institutional,
department/program, unit and course levels that support the college’s mission and goals and
demonstrate a collective commitment to its values.
Student learning lies at the core of BMCC’s mission and thus constitutes the main focus of the
college’s assessment efforts. “The student is the primary beneficiary of an institution’s
educational mission, and the success of an institution or a program is best measured by the
success of its students during and after their enrollment in an institution’s programs.” [Middle
States Commission (2006). Characteristics of Excellence, 12th edition, p. 31] Therefore, how
well the college achieves “the improvement of overall educational quality and the enhancement
of teaching and learning” will be the most important measure of its institutional effectiveness.
[Middle States Commission (2006). Characteristics of Excellence, 12th edition, p. 66].
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
II. Assessment Philosophy
A. Definitions of Assessment
Among the many definitions of assessment to be found in the burgeoning literature on the
subject, the following definitions have attained almost ‘classic’ standing among assessment
practitioners and have been adopted by many institutions. The BMCC Assessment Committee
has found these statements to be not only informative as an introduction to the assessment
process but also to be in agreement with BMCC’s goals for the assessment of student learning.
1)
Assessment can be described as “the systematic collection, review, and use of
information about educational programs undertaken for the purpose of improving
student learning and development.” [Marchese, T. (1987). AAHE Bulletin #40, p. 3;
quoted in Palomba, C. & Banta, T. (1999) Assessment Essentials, p. 8.]
2)
“Assessment is an ongoing process aimed at understanding and improving student
learning. It involves:
• making our expectations explicit and public;
• setting appropriate criteria and high standards for learning quality;
• systematically gathering, analyzing, and interpreting evidence to determine
how well performance matches those expectations and standards; and
• using the resulting information to document, explain, and improve
performance.
When it is embedded effectively within larger institutional systems, assessment can
help us:
• focus our collective attention,
• examine our assumptions, and
• create a shared academic culture dedicated to assuring and improving the
quality of higher education.” [Angelo, T. A. (1995). “Reassessing (and
Defining) Assessment.” AAHE Bulletin #48, p. 7]
3)
More specifically, assessment “is a process of
1) setting goals or asking questions about student learning and development;
2) gathering evidence that will show whether these goals are being met;
3) interpreting the evidence to see what can be discovered about students’
strengths and weaknesses; and then actually
4) using those discoveries to change the learning environment so that student
performance will be improved.
Then the cycle begins again: interventions are checked to see whether they worked, and/or
new questions about learning are addressed.” [Wright, B. D. (2004). “More Art Than
Science: The Postsecondary Assessment Movement Today.” Elements of Quality Online
Education, p. 185.]
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
B. The Assessment Cycle or “Loop”
Assessment can be seen as a recurring process of inquiry and improvement in which clearly
articulated student learning outcomes and program or unit goals that support aspects of the
institutional mission are measured against pre-established performance criteria. Assessment
results may meet or exceed expectations, fall short in some way, or uncover unanticipated
learning or unexpected outcomes. Disparities between performance expectations and actual
assessment results form the basis for dialogue and possible action. When the results of
assessment activities are used to bring about improvement in teaching or learning or in student
support or administrative services, it is described as “closing the loop”. The cycle then begins
anew either to assess different outcomes or to check to see if the changes implemented as a result
of earlier assessments have achieved the intended results. The cyclic nature of this process is
illustrated by the diagram that follows:
2. Gather
Evidence
3. Interpret
Evidence
Mission/Program,
Course, or
Educational Support
Objectives
1. Set
Goals, Ask
Questions
4. Use
Results for
Improvement
The center of this diagram highlights the intersection between student learning assessment and
institutional effectiveness. This interrelationship forms the core of BMCC’s assessment
philosophy. Step four in this cycle does not simply terminate in course level change but often
leads to departmental and ultimately institutional response and improvements. Conversely,
departmental and institutional changes resulting from assessment may lead to course level
response and improvements. In other words, "closing the loop" involves both “top-down” and
“bottom-up” co-responsiveness across the various levels of assessment (see Section IV-A
“Levels of Assessment” below).
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
C. Assessment Rationale
1) Assessment for Improvement – The principal reason for the college to undertake an
outcomes assessment program is to satisfy its own curiosity about how well it is
accomplishing its mission and goals:
• Are students being taught what they need to know?
• Are they actually learning what they are being taught?
• What role has the college and its programs played in student growth and
development?
• How can the college better identify and address students’ academic and
developmental needs and enhance their overall success?
• How can the college improve the quality of its academic and co-curricular
programs and services?
Assessment can help shed light on these and similar questions. “Assessment promotes
self-reflection and evidence-based thinking about teaching and learning and student
growth.” [Volkwein, J. F. (2003). “Implementing Outcomes Assessment on your
Campus.” Research and Planning E-Journal, p. 6.] Assessment has been likened to a
form of “action research” in which the college periodically examines its programs and
services to affirm what it is doing well and takes action to strengthen those areas that
fall short of expectations. “Much of the value of assessment comes from the systematic
way it makes educators question, discuss, share, and observe. As a result, assessment
contributes greatly to the understanding of what educators do and to the choices they
make about future directions for their work.” [Palomba, C. & Banta, T. (1999)
Assessment Essentials, p. 329] The information gained from this form of self-study also
serves as compelling evidence to support and inform decisions concerning program
planning, service enhancements and resource allocations.
2) Assessment for Accountability – As a publicly funded community college, BMCC
must satisfy the expectations of a diverse constituency consisting of, among others,
governing boards, governmental agencies, legislators, politicians, business leaders,
public and private financial supporters, and current and prospective students and their
families. It must respond to pressure from these constituencies to demonstrate that
what the college produces justifies the public’s considerable investment. The
assessment process forces the college to define for itself exactly what makes up a
quality education at BMCC, how to assess that quality, and how to use the resultant
data to communicate its value in a powerful and convincing way.
3)
Assessment and Accreditation – In January 2002, the Middle States Commission on
Higher Education revised the standards that institutions of higher education must meet
for accreditation. The new standards, found in the publication Characteristics of
Excellence in Higher Education (2002, revised 2006), place increased emphasis on
outcomes assessment both for ensuring institutional effectiveness [Standard 7] and
continuous improvement of teaching and learning [Standard 14]. “The fundamental
question asked in the accreditation process is, ‘Is the institution fulfilling its mission
and achieving its goals?’ This is precisely the question that assessment is designed to
answer, making assessment essential to the accreditation process.” [Middle States
Commission (2006). Characteristics of Excellence, 12th edition, p. 26] Assessment
results, it should be noted, are required by the external agencies that review and
accredit the college’s nursing, respiratory therapy, health information technology and
paramedic programs.
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
D. Assessment Principles
1) Purpose of assessment – The ultimate aim of all assessment is to bring about the
improvement of student learning, even when certain institutional goals and objectives not
tied directly to particular academic courses or programs, but which may impact teaching
and learning, are being assessed.
2) Ask relevant questions – Assessment should seek answers to important questions
directly related to and flowing from the college’s mission and goals, or from its academic
or educational support programs and their goals. If the questions asked do not have
relevance and significance to the participants, the assessment effort becomes a wasted
exercise failing to yield useful results. The focus should be on questions that matter so
that, for the time and effort expended, the maximum benefits can be gained.
3) Faculty/staff ownership – Assessment should be shaped and guided by a broad crosssection of faculty and staff, with administration and administrative processes providing
essential support. The faculty of each academic program, given their accountability for
the curriculum, and the staff of the academic and student support service units, given
their accountability for the delivery of their respective services, shall have the primary
responsibility for the planning, implementation, and maintenance of assessment activities.
However, it is the responsibility of all faculty, staff, students and administrators to
participate in assessment activities and facilitate the collection, evaluation and use of
assessment data.
4) An on-going sustainable process – Assessment should be a systematic and on-going
process of self-examination and reflection that uses the data collected to support
continuous, incremental improvements in programs and services. If invoked only
sporadically and only to satisfy external requirements, it may have a short-term impact,
but no long-lasting effects.
5) Focus on key goals – Not every program goal or learning outcome need be assessed in
every year or semester. The focus at first should be on several key goals in each
program, unit or curriculum. Provisions for assessing other goals can be made in future
assessment cycles. Limiting the number of outcomes assessed in a single assessment
cycle will ensure that the process doesn’t become unduly taxing or unwieldy.
6) Simplicity – Assessments should be time efficient and cost effective. Appropriate
sampling techniques should be used to produce valid results without adding unnecessarily
to faculty and staff workloads. Likewise, assessment data may be used to answer more
than one question. For example, data collected at the course level may help inform
academic program planning. Finally, assessments should build upon measures already in
place introducing new or refined measures when found necessary.
7) Multiple methodologies – Multiple methods should be used to assess achievement of
each goal because there is no one perfectly accurate measurement tool or strategy. For
example, student test results, when combined with student responses to a survey and
enhanced by information culled from the student database, may take on a different and
perhaps richer significance than when looking at any of these measures in isolation.
Using multiple kinds of assessments is especially important in course level assessment
because no one student performs equally well on all of them. A variety of methods gives
students more than one chance to demonstrate learning attainment.
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
8) Effective communication – Assessment results should be shared with all concerned
parties through effective reporting that makes the information optimally useful to its
intended audiences. Results should be reported so that they “tell an important, coherent,
interesting story” with clarity, brevity, and relevance for its intended audiences. [Suskie,
L. (2004) Assessing Student Learning, p. 284]
9) Use of assessment results – Assessment information should be used to help faculty and
administrators make appropriate decisions about improving academic programs and
support services, allocating resources, developing institutional goals and implementing
strategies to achieve them.
10) Confidentiality of assessment data – The college will use assessment results in the
aggregate to measure student learning and program effectiveness over time. The raw
non-aggregated data collected for assessment shall remain confidential; it may not be
used by the college to evaluate individual faculty, staff, students, courses or course
sections.
11) Assessing the assessment process – A peer review of assessment policies and
procedures will be conducted periodically to gauge the impact ongoing assessment has on
the teaching and learning process and to make improvements or adjustments in
assessment methods and strategies.
III. Campus Roles & Responsibilities in Assessment
Assessment is a college-wide effort undertaken to improve its educational programs and services
and enhance student learning and development. The following describes the roles played by the
assessment program’s principal constituents:
Students
• Take an active role in learning
• Participate fully in assessment activities in the classroom
• Develop self-assessment skills
• Work with faculty as partners in learning
Faculty
• Incorporate assessment in the early stages of instructional planning
• Use assessment tools to identify student learning needs
• Contribute to the effective implementation of course and curricular changes based on
assessment results
Staff
• Help foster optimal campus learning environment with appropriate student support
services
• Provide student learning opportunities and experiences outside the classroom
• Assist faculty in developing effective assessment strategies
• Serve on college assessment committees and participate in assessment activities
Department Chairs/Unit Directors
• Support faculty and staff in the development of effective assessment techniques
• Work with faculty and staff to develop and assess program and course outcomes
• Coordinate department/unit efforts in creating and implementing program or
department/unit assessment plans
• Use outcome assessment data to support curriculum review and service improvements
• Collect and organize input from faculty and staff for department or unit reports
8.
Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
General Education Assessment Committee
• Articulates the purposes and goals of general education outcomes assessment
• Works with department chairs and faculty to effectively assess student achievement at
the course and program levels
• Works with support services staff to effectively assess co-curricular student
achievement
• Develops and delivers professional development programs on general education
outcomes assessment
• Organizes and administers the reporting of general education assessment results
BMCC Assessment Committee
• Gathers and reviews information on assessment at the institutional, program and
course levels
• Develops and monitors implementation of the college outcomes assessment plan
• Works with academic departments and administrative units in the development and
implementation of departmental, unit and divisional assessment plans
• Reviews and approves assessment reports and facilitates college-wide discussions of
specific assessment findings
Coordinator of Assessment
• Serves as a resource for committees engaged in outcomes assessment and planning
activities
• Assists faculty and staff in developing outcomes assessment plans
• Conducts assessment training workshops for faculty and staff
• Collects, reviews, and analyzes assessment reports from faculty and staff
• Monitors progress on outcomes assessment and program reviews, and issues periodic
reports
• Designs and coordinates institutional effectiveness assessments in response to
external evaluators and for reaccreditation
Director of Institutional Research and Assessment
• Supervises the work of the assessment coordinator, the institutional analyst and other
support staff involved in the assessment of student learning
Dean for Academic Programs and Instruction
• Coordinates academic program and general education assessment activities with the
academic program review process
Senior Vice President of Academic Affairs/Provost
• Insures that academic and unit assessment plans and activities are in alignment with
college assessment and strategic plans and CUNY initiatives
President
• Provides leadership and resources to allow the implementation of effective
assessment strategies
9.
Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
IV. Contexts for Assessment at BMCC
A. Levels of Assessment
1) Institutional Level – Assessment is conducted at the institutional level to document the
achievement of the college’s mission and goals; that is, to gather information that
demonstrates in a quantifiable way how well and to what degree the college is achieving
its stated aims. Institutional assessment is a centralized activity usually initiated by the
college’s senior management and coordinated or carried out by a college committee in
conjunction with the Office of Institutional Research and Assessment.
2) Program or Department/Unit Level – Assessment is conducted at the program or
department/unit level to learn how well students in each academic program are achieving
that program’s learning objectives. In addition, each educational and student support
services area, as well as each administrative unit, carries out assessments not only to
gauge their success in meeting administrative, academic or student support objectives but
to ensure that these objectives remain in alignment with the college’s mission and goals
and with University targets. Assessment at the program/department or unit level is
decentralized to the particular academic department or administrative unit responsible for
the program or service being assessed. The information is gathered and utilized primarily
by the academic department or administrative unit conducting the assessment for making
improvements in the program or service. Responsibility for academic
program/department assessment planning and implementation rests with the department
chairs and their faculty with the administration providing support and resources.
Assessment in the administrative units and the academic and student support services
areas is the responsibility of the unit directors and their staffs.
3) Course Level – Course level assessment produces most of the direct evidence of student
attainment of intended learning outcomes. “Tangible examples of student learning, such
as completed tests, assignments, projects, portfolios, licensure examinations, and field
experience evaluations, are direct evidence of student learning. Indirect evidence,
including retention, graduation, and placement rates and surveys of students and alumni,
can be vital to understanding the teaching-learning process and student success (or lack
thereof), but such information alone is insufficient evidence of student learning unless
accompanied by direct evidence. Grades alone are indirect evidence…but the
assignments and evaluations that form the basis for grades can be direct evidence if they
are accompanied by clear evaluation criteria [such as test blueprints or scoring rubrics]
that have a demonstrable relationship to key learning goals.” [Middle States Commission
(2006). Characteristics of Excellence, 12th edition, p. 65] Assessment of student learning
in individual courses is conducted by department faculty responsible for instruction in
those courses.
B. Institutional Effectiveness and Student Learning Assessment
Student learning is essential to the college’s mission and makes up a major portion of its efforts
to assess its institutional effectiveness. The assessment process collects and examines evidence
of student learning to determine the degree to which there is congruence with the college’s stated
educational goals and objectives. However, the college also includes as part of its mission other
aims, including a variety of community service and job development activities as well as
collaborative partnerships with New York City high schools and other organizations. Assessing
institutional effectiveness involves assessing not only student learning but also each of these
other aims.
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
C. Assessment and Planning
Information gathered through assessment activities must be included for review as part of the
college’s ongoing planning processes. There are four principal reasons for this:
•
“to determine if institutional and unit level mission and goals are being achieved,
•
to understand why they have or have not been achieved,
•
to evaluate whether institutional resources are being allocated and used in accordance
with the priorities established by the institutional mission and goals, and
•
to determine if the quality of resources allocated for the achievement of each
institutional goal is appropriate.” [Middle States Commission (2006). Characteristics
of Excellence, 12th edition, p. 6]
The following figure and accompanying explanation illustrates how assessment is an integral
part of the college’s ongoing planning and budgeting process:
PLANNING
BUDGETING
IMPLEMENTATION
ASSESSMENT
The college’s institutional (or strategic) plan may involve a variety of individual plans targeted to
such areas as academic programs, enrollment management, technology, capital facilities, etc.
Each individual plan develops specific short-term and long-range goals and objectives that are
coordinated and prioritized according to college’s strategic plan, funding priorities and
University imperatives. Assessment measures are included as an essential planning component
of any proposed goal or objective. Once the implementation of these objectives is underway,
assessment activities are undertaken to measure their achievement. The results of assessment are
then used to inform subsequent planning so that initiatives can be coordinated, funding priorities
established and operational budgets constructed on a firm and rational foundation of evidence.
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
V. Description of Planned Assessment Activities
The college undertakes many different assessment activities that, taken together, measure every
aspect of the college’s functioning and provide an assessment of its progress toward achieving its
goals. Responsibility for achieving the college’s goals is shared across units and divisions.
Many inter-relationships exist between course level, program or unit level, and institutional
assessment activities. An assessment activity may relate to multiple goals and multiple activities
may be employed to address each goal. The map provided below identifies all major assessment
activities and shows how each activity relates to the college goals.
Assessment Activities Mapped To College Goals
College Goals:
1.
2.
3.
Provide higher education to a diverse urban constituency in support of CUNY's policy of open admissions;
Provide a collegiate environment conducive to the advancement and reinforcement of teaching and learning;
Provide all students with a level of proficiency in basic skills to assure their readiness for, and likely success in, college
and in the workplace;
Enable and encourage students to make sensible and informed choices in setting their academic, career and personal
4.
goals;
Provide for all students a general education which fosters personal development, intellectual curiosity, and critical
5.
thinking to enhance informed and effective participation in society;
6.
Promote multi-cultural awareness and understanding in our college community and respect for pluralism and diversity in
our society;
Prepare liberal arts and career students for transfer to four-year colleges;
7.
8.
Prepare students in career programs for employment and career mobility;
Encourage lifelong learning independent of degree programs;
9.
10. Enhance the cultural, recreational, and social life of the community;
11. Maintain a governance structure that facilitates the participation of faculty, administrators and students in the life of the
college and encourages contributions and involvement by alumni and advisory groups;
12. [Provide resources, budget, facilities and administrative support to meet the needs of college’s instructional programs,
academic and student support services, and research and public service activities.]*
Assessment Activities
A. Institutional Effectiveness
1. CUNY Performance
Management Process
2. College Assessment
Review Report
3. Institutional Research
and Surveys
College Goals
1
2
3
4
5
6
7
8
9
10
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
B. Academic Program Review
X
X
X
X
C. Academic Program Learning
Outcomes Assessment
X
X
X
X
D. Basic Skills Program Assessment
X
X
X
X
E. General Education Program
Assessment
F. Assessment of Other Programs
and Initiatives
1. Collaborative Programs
2. Adult & Continuing Education
3. Writing/Reading/Math Across the
Curriculum
4. Honors Programs
5. Distance Learning
X
X
X
X
G. Course Level Learning
Outcomes Assessment
H. Assessment of Academic and
Student Support Programs and
Services
X
X
X
X
I. Administrative Unit
Assessment
X
11
12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
th
*The 12 goal has been created by the Assessment Committee to allow for the assessment of budgetary and administrative support
components which are not represented by the college’s mission statement goals in their present form. The committee feels this
goal is essential to every other aspect of the college’s mission; teaching and learning cannot occur without proper administrative
functioning.
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Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
A. Assessment of Institutional Effectiveness
1. CUNY Performance Management Process and the College’s Annual PMP Plan
Integral to BMCC’s mission is the notion that the college’s programs and services should
align with CUNY’s mission. The CUNY Master Plan 2004-2008 outlines a vision of “an
integrated university” able to “provide a truly seamless education for all New Yorkers”
without regard to the particular campus (or campuses) the student may attend. CUNY’s
Performance Management Process (PMP) plays a key role in helping to bring about this
vision by offering a comprehensive strategy for institutional renewal and establishing clear
and measurable standards of accountability.
While BMCC defines its own mission, goals and objectives and works to achieve them
independently, the Chancellor sets annual university-wide performance targets that the
college must connect to its own goals. This is achieved in consultation between the
Chancellor and the college’s President who, working with senior administrative staff, takes
into account the college’s own mission and resources, its unique circumstances, and its
performance in previous years. College targets must have sufficient rigor and be in
alignment with University priorities and plans.
The college prepares two PMP reports each year that are submitted to the Chancellor: one
details the college’s achievements in meeting the previous year’s performance targets; the
other specifies the targets for the coming year. These reports are organized around several
broad goals and a number of objectives put forth by the Chancellor which may vary from
year to year depending on the University’s progress in realizing its master plan.
The goals and objectives for academic year 2007-08 are to:
• Raise Academic Quality
a) Strengthen CUNY flagship and college priority programs and continuously
update curricula and program mix
b) Attract and nurture a strong faculty that is recognized for excellent teaching,
scholarship and creative activity
• Improve Student Success
c) Ensure that all students receive a solid general education and effective support,
particularly in the first 60 credits of study
d) Increase retention and graduation rates
e) Improve post-graduate outcomes
f) Improve quality of student academic and support services
• Enhance Financial and Management Effectiveness
g) Meet enrollment goals and facilitate movement of eligible students from associate
to baccalaureate programs
h) Increase revenues and decrease expenses
i) Improve administrative services
Specific annual university performance targets are set for each objective and various
performance indicators are used to measure the university’s overall success in meeting its
goals. Included among the performance indicators are commonly used measures of
institutional effectiveness such as admissions and enrollment, retention, graduation and job
placement rates, performance on licensure examinations, fund raising and the acquisition of
grants. The university targets are used to formulate the college’s annual performance targets
which must then be approved by both the college’s President and the University Chancellor.
At the end of the cycle, the Chancellor reviews with the President the degree to which the
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
college was able to meet each of its performance targets. In turn, the President reviews the
year’s performance with senior administrative staff using the results to set new goals and
targets.
As part of the campus-based portion of this process, the college asks each of its departments
and administrative units to formulate its own goals, objectives, and desirable outcomes
making sure to take into consideration the annual goals of the college and the University. At
the end of each academic year, each senior administrative officer submits an assessment of
his/her division’s achievements for the previous year and a proposed set of new goals for the
upcoming year. Each department chair and unit director (or program coordinator) engages in
this process by proposing goals and assessing the achievement of these goals within their
respective units. In this way, each functional entity is continually operating within the
context of clearly stated goals and is aware of the process by which it will be held
accountable for the achievement of these goals. [See the Chancellor’s Office page at
http:www.cuny.edu for more information and the most recent PMP results.]
2. College Assessment Review (CAR) Report
The primary purpose of this report will be to formally “document the mission”, that is, to
offer clear evidence of the degree to which the college is achieving its mission and goals.
The CAR report will utilize for its structural framework the perspective of the college’s
stated mission and goals. In adopting this perspective, the CAR report differs from the PMP
report which, while comprehensive, is meant to demonstrate how well the college has
achieved selected performance targets as they relate to the direct realization of CUNY’s
Master Plan. Omitted from the PMP reports is information about college achievements that
are not the current focus of the PMP. The CAR report will incorporate all of the items
included in the PMP and add additional relevant information from department and
administrative unit reports, financial planning data and progress on the achievement of
strategic or long-range planning objectives. The intent is to offer a clear and complete
assessment of the college’s mission statement goals.
The CAR report will be structured around the eleven goals that articulate and give
concreteness to the mission. A twelfth goal has been added to account for the omission of an
explicit budgetary and administrative support component from the college’s mission
statement. For each goal, four columns are provided as in the example grid shown below.
The first column lists a number of performance indicators that may be used to demonstrate
the attainment of a particular goal. The second column contains for each goal a set of
performance targets derived from the indicators. The third column collects and analyzes the
data furnished by the indicators to show the degree of attainment of the target in question.
The fourth column shows what changes have resulted or what plan of action will result from
reviewing the data presented in column three. In the upcoming year, the Assessment
Committee will produce its first annual CAR report to evaluate how well the college is
achieving its goals and establish baselines for future year comparisons. [see Appendix A for
an CAR Report Template with column 1 completed for each of the college’s goals.]
Mission Statement Goal:
Effectiveness
Performance
Indicator
Target(s)
Data Analysis
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
3. Institutional Surveys and Reports
a) CUNY Student Experience Survey – Every two years (in the spring of the evennumbered years), the CUNY Office of Institutional Research and Assessment (OIRA)
conducts a survey of student experiences that samples students from each campus and
provides a set of benchmarks which the responses of BMCC students can be
evaluated against. This survey, in addition to providing a picture of relevant student
economic and family resources, gathers information about:
• access to and use of technology
• interaction with other students and faculty
• course taking patterns and availability of courses, and
• satisfaction with academic quality, academic support, counseling, and
administrative services.
OIRA provides a comparative report for all colleges which is posted on the CUNY
Portal site. BMCC’s senior management and their subordinates carefully consider the
results of this survey to help identify particular college strengths and areas that may
be in need of improvement. [See CUNY Student Experience Surveys for 2002, 2004
and 2006 at: http://www.oira.cuny.edu/]
b) Community College Survey of Student Engagement (CCSSE) – The Community
College Survey of Student Engagement (CCSSE) is a project housed within the
Community College Leadership Program at The University of Texas at Austin.
Through its assessment instrument, the Community College Student Report, CCSSE
furnishes participating community colleges with objective and relevant data about a
broad range of student college experiences such as “how they spend their time; what
they feel they have gained from their classes; how they assess their relationships and
interactions with faculty, counselors, and peers; what kinds of work they are
challenged to do; how the college supports their learning; and so on.” [Retrieved
from http://www.ccsse.org/aboutsurvey/aboutsurvey.cfm on March 28, 2007] BMCC
will be participating in this survey as a member college in Spring 2007. The survey
will provide data complementing what CUNY Student Experience Survey and
college-generated survey data reveals and will show how BMCC students compare to
those of other community colleges and to national norms in the areas covered.
c) BMCC Fact Book – The annual BMCC Fact Book is the principal source of
information about the college and its students. It provides extensive student
information that is invaluable for academic program planning, accreditation studies,
grant applications, and institutional planning. All of the enrollment, new student, and
graduation data (presented by major, race/ethnicity, gender, etc.) are displayed as tensemester trend data. Other information in the Fact Book includes the results of
numerous student surveys, and detailed listing of college grants, articulation
agreements with other colleges, and the various partnerships and collaborations
between BMCC and New York City high schools and junior high schools.
d) BMCC Office of Institutional Research and Assessment – The college undertakes
many internal research projects addressing different aspects of institutional
functioning through its Office of Institutional Research and Assessment (OIRA).
OIRA conducts analytical studies and survey research, designs and manages
evaluation research, compiles and issues statistical reports to the college community
and various external agencies, and keeps abreast of higher education policy issues and
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
research findings. It plays a vital role in any college endeavor where the gathering,
analyzing, interpreting, and communicating of information about the college and its
students is required. As students progress through the college, OIRA assists in
tracking, monitoring and questioning them at almost every stage of their experience,
and analyzing and reporting the results.
Some of the office’s more notable functions include supporting the college’s various
self-study processes, including Academic Program Planning, and the Nursing, Allied
Health and college-wide accreditation studies; producing the BMCC Fact Book;
helping academic departments and administrative units design appropriate assessment
instruments; ensuring that grant and institutionally supported projects have
appropriate evaluation designs; actually conducting such evaluations; furnishing
results data from the CPE, the Assessment of Student Learning Survey, and other
assessment instruments to academic departments; and helping faculty and staff to
understand and interpret assessment findings. [See Appendix B for a comprehensive
Schedule of Assessment Surveys, Questionnaires and Data Reports]
B. Academic Program Review
As part of CUNY policy, the college must review each of its academic programs every ten years
in a formal review process termed Academic Program Planning (APP). The primary objective of
APP is to monitor and improve teaching and learning at the department and program level. On a
rotating cyclic basis, each academic program undergoes a thorough evaluation that takes two
years to complete. During the first year, an exhaustive self-study is undertaken similar to one
that might be prepared for reaccreditation. Departments without an academic program conduct a
self-study of their service courses and the department overall. When completed, the report is
submitted to the Office of Academic Affairs and to an external evaluator. In the second year, the
external reviewer conducts a site visit and issues a report containing the reviewer’s analysis of
the program/department’s functional performance. Departments then implement an action plan
based on the results of these reports designed to improve their program(s) or department. [See
the APP Reports Timeline below]
In spring 2004, the college introduced a new APP reporting document that places great emphasis
on how the assessment of student learning is undertaken and used by departments and programs.
This document is structured around five key areas (program mission, curricular design, student
outcomes, program resources and support services) and requires answers to numerous specific
questions in each of the areas. [see Appendix C for the APP Report Template.]
Questions pertaining to the assessment of student learning include the following:
1. What are the educational goals and objectives of the program/department?
2. Describe how the program/department’s mission, goals, and objectives support the
college’s mission.
3. Describe how the curriculum is structured to achieve the program/department’s education
goals.
4. Does the program/department adequately cover each of the college’s General Education
learning goals?
5. Are the program/department’s objectives measurable? In other words, how do you
determine whether the program/department is achieving its stated educational goals and
objectives?
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
6. Describe how the program/department ensures that its educational goals, objectives,
curriculum, and intended learning outcomes are well-aligned? (For example, in a wellaligned program, the goals, objectives, and curriculum have been designed to maximize
the achievement of the intended learning outcomes.)
7. How does the program/department assess student learning (e.g., comprehensive exams,
portfolios, special projects, special assignments)?
8. List the competencies that the program’s graduates are expected to have. If your program
does not have a major, answer with respect to your courses in general.
9. How are these competencies verified (e.g., tests, portfolios, capstone course, course-bycourse, other forms of assessment)?
10. To what extent are students achieving the intended learning outcomes?
11. How do program/department faculty members use the results from BMCC’s Assessment
of Student Learning survey to help assess their teaching?
12. How has the department used results of assessment? What changes/improvements have
been made to your program/department as a result of assessment?
13. The widely known Bloom Taxonomy for Learning and Teaching ranks the cognitive
difficulty of assignments from simple recall to higher order thinking skills. Specifically
the taxonomy is 1) recall, 2) comprehension, 3) application, 4) analysis, 5) synthesis, and
6) evaluation. To what extent do course syllabi have assignments that demand higherorder thinking? In other words, what is the program/department doing to insure that
student learning is well beyond simple recall and comprehension? Along with your
explanation, please provide course assignments as examples.
14. What means do you use to evaluate instruction in the program/department?
15. Describe how evaluation results are used to improve instruction in your
program/department.
16. What percentage of students successfully progress through key course sequences?
APP Reports Timeline
2004-2006
2006-2008
2008-2010
2010-2012
2012-2014
2014-2016
ACC, BEC, BAN,
SBE, CED, BAT,
CIS, and OAA
report findings
by the end of
Spring 2005 and
complete the
process by the
end of Fall 2005
VAT and MMP will
report their
findings by the
end of Fall 2006
and complete the
process by the
end of Spring
2007
RTT, EMT and
HIT will report
findings by the
end of Spring
2007 and
complete the
process by the
end of Fall 2008
HED, MLD, MUA,
SCI, SPE, SOC,
SCI, and Ethnic
Studies will
report findings
by the end of
Spring 2011 and
complete the
process by the
end of Fall 2012
ESC, ECE, HUM,
General
Education,
Library and LRC
will report
findings by the
end of Fall 2013
and complete the
process by the
end of Spring
2014
ACC, BEC, BAN,
SBE, MMP, CED,
BAT, CIS, and
OFF will report
findings by the
end of Spring
2015 and
complete the
process by the
end of Fall 2016
ECE and HUM will
report findings
by the end of Fall
2005 and
complete the
process by the
end of Spring
2006
Liberal Arts,
Theatre Arts,
TED, and Writing
& Lit will report
findings by the
end of Spring
2007 and
complete the
process by the
end of Fall 2007
Developmental
component of
DEV, ENG, MAT,
Math majors, and
NUR will report
findings by the
end of Fall 2009
and complete the
process by the
end of Spring
2010
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C. Academic Program Learning Outcomes Assessment
Since the APP review is conducted at widely spaced intervals, it represents, of necessity, a
summative assessment at the end of the planning cycle of a program’s success in achieving its
goals and objectives. Between this comprehensive review and other reviews such as those
required by program accreditation, the academic departments are expected to conduct and
evaluate their program outcomes more frequently. These are meant to be formative (or “inprogress”) assessments to ensure that movement towards achieving the desired learning
outcomes continues in the interval between comprehensive program reviews, as well as to
address changes in particular disciplines and the continuing adequacy of budgets and resources.
The academic departments select the particular program objectives to be assessed in the interim
cycles based on the nature of the particular program and the department’s needs. Annual status
reports and a mid-cycle (or 5-year) assessment report are required to document the department’s
progress towards achieving its outcomes. This process provides the department the opportunity
to consider and report on major issues of importance encountered within each annual assessment
cycle. The BMCC Assessment Committee will create a program assessment handbook to help
departments articulate their program goals and desired learning outcomes, assess the degree to
which the goals and outcomes are achieved, and use assessment results to enhance students’
learning.
D. Basic Skills Program Assessment
As part of the college’s admissions process, all students entering into a regular program of study
must take placement tests in reading, writing and mathematics to determine their readiness for
college level work. The majority of entering students do not achieve the minimum cut scores on
one or more of the tests and must undertake developmental instruction. During this period of
remediation, students’ progress in developing stronger reading, writing and mathematics skills
and their growing readiness to carry a full program of college level courses is assessed using a
variety of measures, including standardized tests, oral and written assignments, and teachercreated quizzes and tests. Upon completion of the course or series of courses, a final assessment
(or series of assessments) determines each student’s readiness to advance to a higher level. This
final assessment involves retaking and achieving exit scores on the appropriate CUNY placement
test. The college determines the effectiveness of its developmental programs by closely
monitoring the rates of progress within the course sequences and the pass rates of those students
retesting at the completion of developmental instruction. Several performance targets included
in the annual PMP address supportive programs designed to enhance students’ progression to
their desired programs of study, such as Summer/Winter Immersion and Supplemental
Instruction. The performance of students after completing developmental instruction plays a part
of regular assessment of students’ progress conducted for both the major and general education.
E. General Education Program Assessment
In May 2006 college governance approved a plan for assessing general education. The plan was
developed with the understanding that responsibility for the general education curriculum is a
college-wide responsibility and not the province of any one academic department. Building
upon this assumption, the General Education Assessment Committee, working with the academic
departments, articulated a set of seven general education learning goals that specify the cognitive
abilities, content literacy, and value awareness students are expected to attain. Several intended
learning outcomes accompany each of the seven goals as stated below. Together, these general
education goals and outcomes make up the foundation for all the major programs of study.
Students are provided many opportunities to achieve these desired outcomes in numerous
courses across the curriculum and through other extra-curricular experiences.
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
General Education Learning Goals and Outcome Objectives
1. Communication Skills – Students will write, read, listen and speak critically and
effectively. Student behaviors include being able to:
• express ideas clearly in written form
• employ critical reading skills to analyze written material
• exhibit active listening skills
• give an effective oral presentation
2. Quantitative Reasoning – Students will use quantitative skills and the concepts and
methods of mathematics to solve problems. Student behaviors include being able to:
• use quantitative skills to solve problems
• interpret quantitative information
• translate problem situations into their symbolic representations
3. Scientific Reasoning – Students will understand and apply the concepts and methods
of the natural sciences. Student behaviors include being able to:
• demonstrate scientific literacy
• apply the scientific method in a lab setting
4. Social & Behavioral Sciences – Students will understand and apply the concepts and
methods of the social sciences. Student behaviors include being able to:
• demonstrate an understanding of the unique theories and methods of a social or
behavioral science
• analyze and interpret a social, economic, political, cultural, philosophical, or
historical issue
5. Arts & Humanities – Students will develop knowledge and understanding of the arts
and literature. Student behaviors include being able to:
• critique a particular work of art, music, theatre or literature
6. Information & Technology Literacy – Students will collect, evaluate and interpret
information and effectively use information technologies. Student behaviors include
being able to:
• conduct research using appropriate research strategies
• make effective use of technology
7. Values – Students will make informed choices based on an understanding of personal
values, human diversity, multicultural awareness and social responsibility. Student
behaviors include being able to:
• demonstrate awareness of one’s own values and beliefs while showing respect for
the ideas, values and beliefs of others
• demonstrate an appreciation of social and cultural diversity,
• appreciate personal and social responsibilities
• demonstrate commitment to lifelong learning
The plan presents a timeline for assessing the seven general education learning goals; assessment
is to be conducted on a repeating three-year cycle with year one examining goals 1-2, year two
investigating goals 3-4, and year three goals 5-6. In year four, the assessment of goal 7 will be
undertaken simultaneously with the recurrence of goals 1-2 assessment, and so on. As of this
writing (Spring 2007) the plan is well along in its first year of implementation. Appropriate
assessment instruments for each intended outcome have been or are being selected by the
academic departments working closely with the General Education Assessment Committee and
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
assessment data has already begun to be collected. The committee has produced a Student Guide
that introduces students to the seven general education learning goals, explains the importance of
each goal as a component of a general education, and describes the kinds of educational
experiences, both curricular and extracurricular, that will lead to students achieving these goals.
The committee has also created a General Education Assessment Resource Center maintained on
the college’s website where the general education assessment plan, the Student Guide, committee
progress reports, and other general education assessment resources have been posted. The site
may be accessed at: http://www.bmcc.cuny.edu/genedassess/.
F. Assessment of Other Programs and Initiatives
A significant number of assessment activities occur for various learning programs and initiatives
that have not been considered in the previous discussion. Some of these are cyclical and
continuing and address long-standing programs run by the college; others are invoked in
response to particular initiatives. The following listing highlights examples of how assessment is
used in some of these programs.
1. Collaborative Programs [College Now, Liberty Partnerships, Bridge Program, Science
and Technology Entry Program (STEP), GEAR-UP, Upward Bound] – BMCC is a leader
in cooperation with both New York City and New York State Departments of Education
in offering credit and non-credit programs and services to prepare high school students,
especially middle-range or moderate achievers, to negotiate successfully the educational
and emotional changes that occur between high school and college. The success of these
programs is measured in part by the number of students participating in these programs,
their academic performance in high school, their enrollment into programs of study at
two and four year colleges following graduation, and their academic performance and
retention rates once they enroll in college.
2. Adult and Continuing Education – The Center for Continuing Education and
Workforce Development offers individuals, organizations and businesses educational and
training opportunities through its many continuing education, professional development,
and career training programs. The addition of new adult and continuing education
courses, the number of seats filled in these courses, and client satisfaction measure the
effectiveness of this important community outreach effort.
3. Writing/Reading/Math/ESL Across the Curriculum – These programs were
developed in response to the critical need for improvement of students’ writing, reading
comprehension and quantitative reasoning skills, especially as reflected in their
performance on the CUNY Proficiency Exam (CPE). Participating faculty in a number
of disciplines receive training by faculty specialists in pedagogical strategies designed to
enhance students’ reading skills, quantitative literacy, and their ability to express
themselves in writing throughout the whole range of the curriculum. Because of the
cross disciplinary nature of WAC, RAC, MAC, and ESLAC courses, the General
Education Assessment Committee will look to these courses as an evidentiary source for
assessing student attainment of the general education communication skills and
quantitative reasoning learning goals.
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Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
4. Honors, CSEMS, AMPS, & C-STEP Programs – The BMCC Honors Program is a
collaborative effort between high achieving students and faculty. Students, in
conjunction with faculty mentors in various disciplines, develop a rigorous project that
might consist of conducting research, writing a detailed term paper on a challenging
topic, or producing an arts performance piece. Students are required to present their work
to an Honors Committee comprised of faculty representatives from each department.
Upon successful completion of the special project, the student’s work receives an Honors
designation. Through this process, participating students develop and enhance their
writing, analytical, and problem solving skills. Along similar lines, students collaborate
with faculty on research projects in Computer Science; Engineering; the Mathematics
Scholarship Program (CSEMS); the Alliance for Minority Participation in Sciences,
Engineering, Mathematics and Technology (AMPS); and the Collegiate Science and
Technology Entry Program (C-STEP).
5. Distance Learning – The growth and expansion of online course offerings is both a
university and a college priority. While faculty and students generally express high
levels of satisfaction with online learning, online students are more likely than their
counterparts in traditional sections not to complete the course. The college continues to
introduce new online course offerings while working to enhance online student course
completion rates. A DL Advisory Committee has worked with the DL Coordinator to
develop criteria that will help to ensure that students enrolling in DL courses are
prepared, and have every opportunity to be successful. A DL academic advisor works
with faculty and students to make sure online students are fully able to engage in course
work; forwards information about the CUNY Portal, email passwords, and faculty hours;
recommends and assists with specific requests to the college’s e-tutoring service; and
corresponds with students who are at risk of doing poorly in an online course. Students
and faculty are offered expanded technical assistance in the form of call-in and e-mail
inquiry services, technology workshops, and introductory orientations. Finally, the
college is working towards the constitution of a totally online associate degree in liberal
arts. Ongoing evaluation of this initiative continues under the college’s Office of
Institutional Research and Assessment.
G. Course Level Learning Outcomes Assessment
Assessment at the course level is a source of much of the direct evidence that students are
making progress towards achieving the intended outcomes of an academic program. However,
to be able to collect such evidence, the learning outcomes of the course, the relationship between
the course objectives and program objectives, and appropriate assessment strategies must be
clearly articulated.
Since 2004, all new courses have been required to include statements of expected learning
outcomes in their proposed course syllabi. Beginning in 2007-08, academic departments will
begin the process of creating learning objectives for all the courses offered by the department
and a plan for assessing these objectives. The departments who have completed APP using the
new reporting document will be asked to undertake this endeavor first because, through the APP
process, these departments have already developed a set of measurable learning objectives for
each of its programs as well as assessment strategies. The Assessment Committee will meet
regularly with the departments to establish reasonable timelines and assist with the planning of
appropriate assessments. One challenge each department faces is how to create and assess
learning outcomes for multi-sectioned courses. Another is how best to align course outcomes
with program outcomes.
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As is the case with program assessment, the Assessment Committee will create a course
assessment handbook to assist faculty in articulating course level learning outcomes, assessing
the degree to which those outcomes are achieved, and using assessment results to improve
student performance.
H. Assessment of Academic and Student Support Programs and Services
Though all academic and student support programs and services are expected to take part in the
PMP (see above), the scope of any support unit’s programs and services extend beyond, and may
not be included, in the PMP objectives. Therefore, each academic and student support unit is
expected to engage in its own ongoing program of assessment that focuses on the full measure of
its goals and objectives.
Responsibility for the full array of the college’s academic and student support programs and
services are shared principally between the Office of Academic Affairs, the Office of Student
Affairs and the center for Continuing Education and Workforce Development. Working with
their respective vice-presidents and deans, the unit directors and program or service coordinators
have written individual unit mission statements and specific goals and objectives that define the
scope of the particular support program or service.
Each division produces a yearly planning document consisting of the goals of the various
individual support units. Directors work with their staffs to set the goals of their area and
finalize them. This planning process takes into account:
• the unit’s defined mission, goals and objectives;
• performance targets that are the focus of the PMP;
• areas that have been identified by the unit or division as needing improvement;
• objectives that may be associated with the college’s strategic or master plans.
After the directors discuss the goals of their area with the appropriate dean, goals are forwarded
to the respective vice-president. During the assessment cycle, each unit director monitors the
progress made towards achieving the desired outcomes and gathers data that demonstrates
whether or not a particular goal has been met. At the end of the cycle, the deans meet with their
directors to review the results of the assessment and consider its implications. Each unit in the
division is then required to use the assessment results to make improvements or changes as
needed.
BMCC Academic and Student Support Programs and Services
Accelerated Study in Associate Programs (ASAP)
Academic Advisement and Transfer Center (AATC)
Adult and Continuing Education
Admissions
Athletics
Basic Skills Immersion Program (Winter & Summer)
Black Male Initiative (BMI)
Campaign for Student Success
Career Services
Early Childcare Center
College Discovery
College Opportunity to Prepare for Employment (COPE)
Coordinated Freshman Program (includes Freshman
Orientation, Freshman Assembly, FYE Workshops, etc.)
Counseling and Advisement
Disabilities Services
Evening/Weekend Program
Financial Aid
Health Services
International Student Services
Learning Resource Center
Library Facilities and Services
Manhattan Discretionary (24 College Credit) Program
Out-In-Two Program
Prep for Success: Gateway Workshop Program
Registrar
Student Activities and Leadership Development
Testing
Title V Academic Advising Program
Writing Center
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I. Administrative Unit Assessment
The college assesses its administrative effectiveness in a manner similar to the process outlined
in the immediately preceding section on support programs and services (see Section H above).
Like the support services areas, all administrative units take part in the annual PMP. Certain
mandated processes also exist whose purpose is to document administrative accountability in a
number of areas. At the same time, the college examines the effectiveness of its administrative
units in the context of college goals and objectives. Each separate administrative entity has a
written mission statement and specific unit goals and objectives that define the scope of their
administrative responsibilities.
Responsibility for creating the environment in which teaching and learning occurs, as well as
securing the resources the college needs to support all of its objectives, rests with the Office of
the President, the Office of Administration and Planning, the College Development Office, and
the Office of Human Resources, with significant administrative functions also occurring within
the Academic Affairs and Student Affairs divisions. In a manner analogous to the process
described for the support services areas, all administrative units work with their respective vicepresidents, deans and unit directors to create specific goals and objectives for that area which are
in accord with the unit’s mission, and college and university priorities. The goals of the various
administrative units are incorporated into the yearly divisional planning document described
above in the previous section. Directors work with their staffs to set the goals of their area and
finalize them. As is the case for the support service areas, the administrative assessment
planning process takes into account:
• the unit’s defined mission, goals and objectives;
• performance targets that are the focus of the PMP;
• areas have been identified by the unit as needing improvement;
• objectives that may be associated with the college’s strategic or master plans.
Additional considerations that may be taken into account are:
• college or university priorities
• financial exigencies;
• external audit findings;
• the college’s internal control program reports (yearly administrative operational
audits that are prepared for CUNY); and
• university-mandated productivity initiatives.
After the directors discuss the goals of their area with the appropriate dean, goals are forwarded
to the respective vice-president. During the assessment cycle, each unit director monitors the
progress made towards achieving the desired outcomes and gathers data that demonstrates
whether or not a particular goal has been met. At the end of the cycle, the deans meet with their
directors to review the results of the assessment and consider its implications. Each unit in the
division is then required to use the assessment results to make improvements or changes as
needed.
23.
Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
VI. Assessment Logistics
A. Implementation – This assessment plan has presented descriptions of the many evaluative
processes that together make up the college’s assessment program. However, assessment in
practice is constantly changing and evolving. Areas are at different stages of development; some
have been engaged in the process for some time, while others are just getting started.
Practitioners are continually learning from their own experiences and those of their colleagues.
As in any learning process, the college has discovered that it must prioritize its efforts.
Beginning in the 2007-08 academic year and continuing in subsequent years, the Assessment
Committee will assist faculty and staff in the academic departments and administrative areas to:
1. Develop learning outcomes for all programs and courses;
2. Articulate outcome objectives for all administrative and support areas;
3. Complete an assessment cycle for each academic and administrative area which will
include specifying outcomes, choosing measurements, collecting assessment data,
considering the data, and modifying practices as appropriate; and
4. Strengthen the connection between assessment, and the planning and resource allocation
processes.
B. Communication – One of the essential components of an effective assessment program is the
effective dissemination and utilization of assessment results. Changes that result from the
assessment process need to be made public. Participants need to see that their time, effort and
feedback made a difference. In the 2007-08 academic year the Assessment Committee will work
with the college community to:
1. Create a College Report Card summarizing the college’s achievements on each year’s
Performance Management Process;
2. Create the first College Assessment Review (CAR) Report;
3. Launch an Office of Institutional Research and Assessment website to serve as a source
of information about college assessment and planning activities;
4. Elicit better feedback from existing assessment activities such as the internal control
process, etc.;
5. Create more effective dialogue between units/departments and senior management so that
needed improvements identified from assessment results can be reviewed and acted upon;
6. Continue to foster a campus culture of assessment by establishing mechanisms, such as
open forums, departmental or divisional meetings, working groups, etc., where faculty
and staff can readily share what they have discovered about teaching and learning from
practicing assessment.
C. Resources – The college has already invested significant resources to prepare the BMCC
community to undertake a coordinated and sustained program of assessment. The college can
continue its support of this human component by:
1. Expanding BMCC Assessment Committee participation to allow for better coordination
of assessment at the various levels: institutional, departmental/unit and course level. Two
subcommittees will be formed within the BMCC Assessment Committee, one to
coordinate academic program and course assessment and another to handle administrative
and educational support assessment. The General Education Assessment Committee will
continue to work closely with the BMCC Assessment Committee so that each
committee’s efforts enhance the work of the other.
2. Considering release time or incentive grants to help faculty design, implement and
evaluate assessments.
3. Increasing involvement of adjunct faculty in assessment process.
24.
Borough of Manhattan Community College
Comprehensive Plan to Assess Institutional Effectiveness and Student Learning
D. Training – Assessment is a continual learning process for even the most experienced
assessment practitioners. While the best way to learn assessment is most probably from the
experience of actually “doing” assessment, there is no questioning the benefits of additional
training and guidance. To this end, the Assessment Committee will:
1. Develop an academic program/department assessment handbook;
2. Develop a course-based assessment handbook; and
3. Conduct regular workshops/seminars on all aspects of assessment including developing
mission statements, defining goals and objectives, writing learning outcomes and
assessment plans, designing and implanting appropriate assessment instruments, and
analyzing and utilizing assessment results.
E. Evaluating the College Assessment Plan – The college assessment plan will be continually
reviewed and updated because of the dynamic nature of the assessment process. Every five
years, the BMCC Assessment Committee will invite each of the academic departments,
administrative areas and educational support units in the college to evaluate and recommend
improvements to the college’s assessment program including, but not limited to, assessment
activities, methods, resources, and use of assessment results. This evaluation of the college’s
assessment program with recommendations for changes will be communicated by committee
report to college governance, the college’s senior administrators, and the college community at
large.
VII. Conclusion
A shared commitment to systematic and ongoing assessment by an institution’s faculty, staff and
administrators institutionalizes an investigative and adaptive approach to teaching and learning.
When an institution attempts to seek answers to questions about “which students learn, how well
they learn, and when they learn, and explores how pedagogies and educational experiences
develop and foster student learning,” it is exhibiting what Peggy Maki refers to as institutional
curiosity. In a questioning environment, assessment becomes a collective means whereby
colleagues look to the difference between expectations for student achievement and actual
student achievement and, when student performance falls below expectations, take the
opportunity to try and improve it. “Assessment, then, becomes a lens through which an
institution assesses itself through its students’ work.” [Maki, P. L. (2002). “Developing an
Assessment Plan to Learn about Student Learning.” The Journal of Academic Librarianship
28(1/2), p. 8]
25.
APPENDIX A:
COLLEGE ASSESSMENT REVIEW (CAR) REPORT
TEMPLATE
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 1:
Provide higher education to a diverse urban constituency in support of CUNY's policy of open admissions
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. Enrollment trends (total
enrollment*, total FTEs*, ratio
of FTEs to headcount*,
numbers of first-time
freshmen*, transfers*, new
non-degree undergraduates*,
continuing undergraduates*,
undergraduate readmits*,
total undergraduates*,
black/Hispanic male
freshmen*, enrollment by
academic program, age,
gender, ethnicity, etc.)
b. Degrees awarded by type,
gender and ethnicity
*CUNY Performance Management Report Indicator
1.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 2:
Provide a collegiate environment conducive to the advancement and reinforcement of teaching and learning
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. Student/faculty ratio*
b. Percentage of instruction
(in FTEs) taught by full-time
faculty*
c. Number of full-time faculty
who taught at least 1 course
in the fall*
d. Number of full-time
faculty, FTE part-time faculty,
full-time professional and
executive staff*
e. Student satisfaction and
participation rates in special
programs – (Honors Program,
College Discovery, etc.)
f. Percentage of students who
win external scholarships/
awards/honors
g. Faculty/staff
accomplishments* and
satisfaction
h. Faculty/staff
recognition/validation from
external sources*
i. Research awards and
faculty publications*
j. Outstanding faculty hired*
k. Participation in faculty
development programs/
workshops/projects and other
initiatives*
*CUNY Performance Management Report Indicator
2.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 3:
Provide all students with a level of proficiency in basic skills to assure their readiness for, and likely success in, college and in
the workplace
Effectiveness Indicator
Performance
Data Analysis
Action Taken or
Target(s)
Planned
a. Student performance on CUNY placement tests
(reading, writing and mathematics)
b. Enrollment and pass rate of pre-ACT workshop
attendees
c. Student success in completing
developmental/remedial requirements (including
time needed to complete these requirements)
d. Enrollment in immersion program as a
percentage of students needing basic skills work
e. Percentage of immersion students who
progress at least one level
f. Pass rates on writing, reading or mathematics
exams on exit from remediation*
g. Percentage of associate degree students who
have met basic skills proficiency in reading,
writing and math by the 30th credit*
h. Pass rates in Supplemental Instruction courses
i. College Now registrations*
j. Percentage of College Now participants who
earn an A, B, or C in College Now courses or
demonstrate mastery of material in workshops*
k. implementation of 2004-08 College Now
strategic plan*
l. Student participation and performance of
Upward Bound, Liberty Partnership and STEP
students
*CUNY Performance Management Report Indicator
3.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 4:
Enable and encourage students to make sensible and informed choices in setting their academic, career and personal goals
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. Student satisfaction & goal
completion (student persistence,
changes of major, attrition rates,
student return rates from
previous semesters)
b. One-Year Retention Rate
(institution rate): % of full-time
1st-time freshmen/% of full-time
black/Hispanic male 1st-time
freshmen in associate programs
still enrolled in college of entry 1
year later*
c. Student satisfaction with
academic, student support and
administrative services*
d. Number of students using
tutoring and e-tutoring services
e. Number of students passing
courses after being tutored
f. Frequency of student use of
computer technology
g. Student satisfaction with oncampus access to computer
technology*
h. Student enrollment in and
satisfaction with FYE Workshops*
i. Degree Works implementation*
j. Percentage of students passing
gateway courses with C or better*
k. Percentage of freshmen and
transfers taking one or more
courses the summer after entry*
l. Percentage of grades issued for
withdrawal*
*CUNY Performance Management Report Indicator
4.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 5:
Provide for all students a general education which fosters personal development, intellectual curiosity, and critical thinking to
enhance informed and effective participation in society
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. General education
assessment results
b. Student pass and show
rates on CUNY Proficiency
Exam (CPE) (e.g., percentage
of required test-takers
passing the CPE*, percentage
of required invitees who took
CPE*, percentage of testtakers passing on first try)
c. Number and pass rates of
students attending CPE
workshops
*CUNY Performance Management Report Indicator
5.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 6:
Promote multi-cultural awareness and understanding in our college community and respect for pluralism and diversity in our
society
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. Number of students
participating in
clubs/activities/SGA
b. Enrollment in Ethnic
Studies programs
c. Student perception of
campus multi-cultural
awareness and understanding
d. Faculty & staff diversity
reports
*CUNY Performance Management Report Indicator
6.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 7:
Prepare liberal arts and career students for transfer to four-year colleges
Effectiveness Indicator
Performance
Target(s)
a. Liberal arts/vocational programs (AA/AS)
enrollment, grade analysis, earned GPA, total
credit hours achieved
b. Graduation numbers, degree types, length
of time until degree
c. Six-year Graduation Rate (institution rate):
Percentage of full-time first-time freshmen in
associate programs who graduate from the
college of entry within 6 years*; percentage of
full-time black/hispanic male first-time
freshmen in associate programs who graduate
from college of entry within six years*
d. Transfer numbers/rates
e. Percentage of TIPPS course equivalencies
completed*
f. Percentage of students logging on to Degree
Works*
g. Percentage of full-time freshmen in
associate programs who transferred outside of
CUNY within six years of entry*
h. Articulation agreements
i. Student academic performance after transfer
(percentage of AA/AS/AAS recipients who
transferred to a CUNY baccalaureate
program*,average first term GPA of transfers
from AA/AS/AAS programs*, one year (fall to
fall) retention rates of AA/AS/AAS transfers to
baccalaureate programs*)
j. # of STEM grantees transferring to City
College for Engineering
k. Survey of associate graduates 1 year after
leaving the college*
*CUNY Performance Management Report Indicator
7.
Data Analysis
Action Taken or
Planned
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 8:
Prepare students in career programs for employment and career mobility
Effectiveness Indicator
Performance Target(s)
Data Analysis
a. Career programs (AAS)
enrollment, grade analysis,
earned GPA, total credit hours
achieved
b. Graduation numbers,
degree types, length of time
until degree
c. Six-year Graduation Rate
(institution rate): Percentage
of full-time first-time
freshmen in associate
programs who graduated
from the college of entry
within 6 years*
d. Six month job/education
placement rate in vocational
programs* – VTEA job
placement rate
e. Pass rates on
licensure/certification exams*
(nursing, respiratory therapy,
paramedic, accounting and
teacher education)
f. Employer satisfaction with
student preparation
g. Survey of associate
graduates 1 year after leaving
the college*
*CUNY Performance Management Report Indicator
8.
Action Taken or Planned
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 9:
Encourage lifelong learning independent of degree programs
Effectiveness Indicator
Performance Target(s)
a. Number of seats filled in
Adult & Continuing
Education/Workforce
Development courses*
b. Satisfaction with these
programs
c. Percentage of FTEs offered
on Fridays, evenings or
weekends*
d. Weekend and evening
program satisfaction
e. Distance learning program
enrollment/satisfaction
f. Percentage of courses
offered online*
g. BMCC-CUNY Language
Immersion Program
enrollment*
Data Analysis
*CUNY Performance Management Report Indicator
9.
Action Taken or Planned
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 10
Enhance the cultural, recreational, and social life of the community
Effectiveness Indicator
Performance Target(s)
Data Analysis
a. Use of college by area
residents as a cultural and
recreational resource
b. Positive community
perception of the college
c. Tribeca Performing Arts
Center programs and
attendance
*CUNY Performance Management Report Indicator
10.
Action Taken or Planned
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
Mission Statement Goal 11:
Maintain a governance structure that facilitates the participation of faculty, administrators and students in the life of the college
and encourages contributions and involvement by alumni and advisory groups
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. Composition of college-wide
planning committees
*CUNY Performance Management Report Indicator
11.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
[Proposed] Mission Statement Goal 12:
Provide resources, budget, facilities and administrative support to meet the needs of college’s instructional programs,
academic and student support services, and research and public service activities
Effectiveness Indicator
Performance Target(s)
Data Analysis
Action Taken or Planned
a. Grants and contracts income
(voluntary support-cash in and
testamentary gifts*, grants and
contracts awarded administered by
the Research Foundation*,
alumni/corporate fundraising [CAEVSE report]*)
b. Institutional support services
(includes general administration,
general institutional services and
maintenance and operations) as a
percentage of total tax levy budget*
c. General administration (includes
president and provost offices, legal
services, fiscal operations, campus
development and grants office) as a
percentage of total tax levy budget*
d. General Institutional Services
(includes mail and printing,
institutional research, public
relations, computing, telephone
services and computing) as a
percentage of total tax levy budget*
e. Maintenance and operations
(includes administrative, maintenance
and custodial activities associated
with the college’s physical plant) as a
percentage of total tax levy budget*
f. Number of non-instructional new
hires
g. Indirect cost recovery as a
percentage of overall activity*
h. Revenues generated by Adult &
Continuing Education*
12.
Borough of Manhattan Community College
College Assessment Review (CAR) Report Template
i. Development and successful
implementation of balanced budget
financial plan*
j. Development and implementation
of strategic/long-range plan
k. Technology plan implementation
l. Productivity targets*
m. Compliance audit results
n. Internal control (risk assessment)
reports
o. Report card measuring campus
performance on ERP implementation*
p. Chemical inventory and hazardous
waste management system training
and implementation*
*CUNY Performance Management Report Indicator
13.
APPENDIX B:
SCHEDULE OF ASSESSMENT SURVEYS,
QUESTIONNAIRES AND DATA REPORTS
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 1:
Provide higher education to a diverse urban constituency in support of CUNY's policy of open admissions
Indicators of Effectiveness
a. Enrollment trends (total enrollment*, total FTEs*, ratio of FTEs to headcount*, numbers of first-time freshmen*, transfers*,
new non-degree undergraduates*, continuing undergraduates*, undergraduate readmits*, total undergraduates*,
black/Hispanic male freshmen*, enrollment by academic program, age, gender, ethnicity, socio-economic status, etc.)
b. Degrees awarded by type, gender and ethnicity
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
CUNY Data Book
Date: Fall
CUNY OIRA
Frequency: Annual
BMCC Fact Book
Date: Spring
BMCC OIRA
Frequency: Annual
CUNY Student Experience Surveys 2002, Date: Spring
CUNY OIRA
Frequency: every two years
2004, 2006 question #20, 23, 24
Integrated Postsecondary Education
Date: Fall
CUNY OIRA
Frequency: Annual
Data System (IPEDS) Data
*CUNY Performance Management Report Indicator
1.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 2:
Provide a collegiate environment conducive to the advancement and reinforcement of teaching and learning
Indicators of Effectiveness
a. Student/faculty ratio*
b. Percentage of instruction (in FTEs) taught by full-time faculty*
c. Number of full-time faculty who taught at least 1 course in the fall*
d. Number of full-time faculty, FTE part-time faculty, full-time professional and executive staff*
e. Student satisfaction and participation rates in special programs – (Honors Program, College Discovery, etc.)
f. Percentage of students who win external scholarships/awards/honors
g. Faculty/staff accomplishments* and satisfaction
h. Faculty/staff recognition/validation from external sources*
i. Research awards and faculty publications*
j. Outstanding faculty hired*
k. Participation in faculty development programs/workshops/projects and other initiatives*
l.
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
Staff & Teaching Load Report
Frequency: semester
BMCC OIRA
BMCC Fact Book
Date: Spring
BMCC OIRA
Frequency: Annual
BMCC Performance Management Report Date: June
BMCC OIRA
Frequency: Annual
Office of Academic Affairs
Work Load Analysis
Date: June
BMCC OIRA
Frequency: Annual
Office of Academic Affairs
Student Learning Assessment Survey
Date: May
BMCC OIRA
Frequency: Annual
Office of Academic Affairs
(#s 2, 3 and 7)
BMCC Graduate Survey #7
Date: December, May & August
BMCC OIRA
Frequency: After each graduation term
Office of Academic Affairs
CUE Assessments
Date:
BMCC OIRA
Frequency:
Office of Academic Affairs
Pedagogical Innovations Survey
Date: Spring
BMCC OIRA
Frequency: Annual
Office of Academic Affairs
Faculty Observation
Date: Fall and Spring
BMCC OIRA
Frequency: Semi-annual
Office of Academic Affairs
Faculty Evaluation
Date: Fall and Spring
BMCC OIRA
Frequency: Semi-annual
Office of Academic Affairs
*CUNY Performance Management Report Indicator
2.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 3:
Provide all students with a level of proficiency in basic skills to assure their readiness for, and likely success in, college and in the
workplace
Indicators of Effectiveness
a. Student performance on CUNY placement tests (reading, writing and mathematics)
b. Enrollment and pass rate of pre-ACT workshop attendees
c. Student success in completing developmental/remedial requirements (including time needed to complete these requirements)
d. Enrollment in immersion program as a percentage of students needing basic skills work
e. Percentage of immersion students who progress at least one level
f. Pass rates on writing, reading or mathematics exams on exit from remediation*
g. Percentage of associate degree students who have met basic skills proficiency in reading, writing and math by the 30th credit*
h. Pass rates in Supplemental Instruction courses
i. College Now registrations*
j. Percentage of College Now participants who earn an A, B, or C in College Now courses or demonstrate mastery of material in
workshops*
k. Implementation of 2004-08 College Now strategic plan*
l. Student participation and performance of Upward Bound, Liberty Partnership and STEP students
Source of Data
Date and Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
Winter & Summer Immersion Reports
Date: Spring & Fall
BMCC OIRA
Frequency: Annual
College Now Reports
Date:
BMCC Performance Management Report Date: June
BMCC OIRA
Frequency: Annual
CCSSE #s 13e
Date: February-March
BMCC OIRA
CUNY Student Experience Surveys 2002, Date: Spring
CUNY OIRA
Frequency: every two years
2004, 2006 question #14c
*CUNY Performance Management Report Indicator
3.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 4:
Enable and encourage students to make sensible and informed choices in setting their academic, career and personal goals
Indicators of Effectiveness
a. Student satisfaction & goal completion (student persistence, changes of major, attrition rates, student return rates from
previous semesters)
b. One-Year Retention Rate (institution rate): % of full-time 1st-time freshmen n associate programs still enrolled in college of
entry 1 year later*; % of full-time black/Hispanic male 1st-time freshmen in associate programs still enrolled in college of
entry 1 year later*
c. Student satisfaction with academic, student support and administrative services*
d. Number of students using tutoring and e-tutoring services
e. Number of students passing courses after being tutored
f. Frequency of student use of computer technology
g. Student satisfaction with on-campus access to computer technology*
h. Student enrollment in and satisfaction with FYE Workshops
i. Degree Works implementation*
j. Percentage of students passing gateway courses with C or better*
k. Percentage of freshmen and transfers taking one or more courses the summer after entry*
l. Percentage of grades issued for withdrawal*
Source of Data
Date and Frequency of
Office/Committee Responsible for
Assessment
Report and Analysis
CUNY Student Exp Surveys 2002/04/06
Date: Spring Frequency: bi-annual
CUNY OIRA
BMCC PMP Report
Date: June Frequency: Annual
BMCC OIRA
AATC Advisement Day Survey
Date: Fall & Spring
Transfer & Advisement Center
Learning Resource Ctr Open House Survey Date: Spring Frequency: Annual
BMCC OIRA
CCSSE #s 9b, 9d, 13a, 13b, 4m, 12n, 12o
Date: February-March
BMCC OIRA
Student Development Services Survey
Date: Spring
BMCC OIRA
Frequency: Annual
Office of Student Affairs
(advisement, tutoring, counseling)
Women’s Resource Center Workshops
Date: Fall & Spring
BMCC OIRA
Frequency: Semi-annual
Office of Student Affairs
Student Women’s Leadership Conference
Date: June
Frequency: Annual
BMCC OIRA/Women’s Resource Center
Health Center Survey
Date: Fall & Spring
BMCC OIRA
Frequency: Semi-annual
Office of Student Affairs
Scholarship Awareness Survey
Date: Fall & Spring
BMCC OIRA
Frequency: Semi-annual
Office of Student Affairs
College Discovery Survey
Date: Fall & Spring
BMCC OIRA
Frequency: Semi-annual
Office of Student Affairs
Counseling & Advisement Center Survey
Date: Fall & Spring
BMCC OIRA
Frequency: Semi-annual
Office of Student Affairs
*CUNY Performance Management Report Indicator
4.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 5:
Provide for all students a general education which fosters personal development, intellectual curiosity, and critical thinking to
enhance informed and effective participation in society
Indicators of Effectiveness
a. General education assessment results
b. Student pass and show rates on CUNY Proficiency Exam (CPE) (e.g., percentage of required test-takers passing the CPE*,
percentage of required invitees who took CPE*, percentage of test-takers passing on first try)
c. Number and pass rates of students attending CPE workshops
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
Assessment of General Education Goals
Frequency: Every 3 years in cyclic rotation
Office of Academic Affairs
Academic Departments
CPE Analysis
Frequency: Semester
Office of Academic Affairs
BMCC OIRA
Assessment of General Education Goals
Frequency: once every 5 years as part of
Academic Department Conducting
by Curriculum
Academic Program Review
Program Review
CCSSE #s 12a
Date: February-March
Office of Academic Affairs
*CUNY Performance Management Report Indicator
5.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 6:
Promote multi-cultural awareness and understanding in our college community and respect for pluralism and diversity in our society
Indicators of Effectiveness
a. Number of students participating in clubs/activities/SGA
b. Enrollment in Ethnic Studies programs
c. Student perception of campus multi-cultural awareness and understanding
d. Faculty & staff diversity reports
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible
for Report and Analysis
CCSSE #s 4s, 4t, 9c, 12k
Date: February-March
BMCC OIRA
Office of Academic Affairs
BMCC Graduate Survey #7
Date: January, May & August
BMCC OIRA
Frequency: after each graduation term
Office of Academic Affairs
BMCC Affirmative Action Plan &
Frequency: annual
BMCC Affirmative Action Unit
Workforce Inventory Reports
*CUNY Performance Management Report Indicator
6.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 7:
Prepare liberal arts and career students for transfer to four-year colleges
Indicators of Effectiveness
a. Liberal arts/vocational programs (AA/AS) enrollment, grade analysis, earned GPA, total credit hours achieved
b. Graduation numbers, degree types, length of time until degree
c. Six-year Graduation Rate (institution rate): Percentage of full-time first-time freshmen in associate programs who graduate
from the college of entry within 6 years*; percentage of full-time black/hispanic male first-time freshmen in associate
programs who graduate from college of entry within six years*
d. Transfer numbers/rates
e. Percentage of TIPPS course equivalencies completed*
f. Percentage of students logging on to Degree Works*
g. Percentage of full-time freshmen in associate programs who transferred outside of CUNY within six years of entry*
h. Articulation agreements
i. Student academic performance after transfer (percentage of AA/AS/AAS recipients who transferred to a CUNY baccalaureate
program*,average first term GPA of transfers from AA/AS/AAS programs*, one year (fall to fall) retention rates of AA/AS/AAS
transfers to baccalaureate programs*)
j. # of STEM grantees transferring to City College for Engineering
k. Survey of associate graduates 1 year after leaving the college*
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
BMCC Fact Book
Date: Spring
Frequency: Annual
BMCC OIRA
CUNY Data Book –tracks Four Year
Date: Fall
CUNY OIRA
Frequency: Annual
Retention, Graduation and Transfer Rates in
cohorts of entering first-time, full-time
students in Perkins eligible programs
BMCC Enrollment Show Tapes
Frequency: approx. mid-semester and 3
Office of the Registrar
(preliminary & final)
weeks after end of semester
BMCC Enrollment Performance Tape
Frequency: 1 month after end of semester
Office of the Registrar
BMCC Graduation Tape
Frequency: 1 month after end of semester
Office of the Registrar
BMCC Performance Management Report Date: June
BMCC OIRA
Frequency: Annual
College-to-College & Program-toFrequency: updated as required by changes Office of Academic Affairs
Program Articulation Agreements
BMCC Graduate Survey #7
Date: January, May & August
BMCC OIRA
Frequency: after each graduation term
Office of Academic Affairs
National Clearinghouse Data – tracks
Frequency: as needed
BMCC OIRA
student transfers to other colleges
CCSSE #s 17c
Date: February-March
Office of Academic Affairs
*CUNY Performance Management Report Indicator
7.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 8:
Prepare students in career programs for employment and career mobility
Indicators of Effectiveness
a. Career programs (AAS) enrollment, grade analysis, earned GPA, total credit hours achieved
b. Graduation numbers, degree types, length of time until degree
c. Six-year Graduation Rate (institution rate): Percentage of full-time first-time freshmen in associate programs who graduated
from the college of entry within 6 years*
d. Six month job/education placement rate in vocational programs* – VTEA job placement rate
e. Pass rates on licensure/certification exams*(nursing, respiratory therapy, paramedic, accounting and teacher education)
f. Employer satisfaction with student preparation
g. Survey of associate graduates 1 year after leaving the college*
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
BMCC Fact Book
Date: Spring
BMCC OIRA
Frequency: Annual
CUNY Data Book – tracks Four Year
Date: Fall
CUNY OIRA
Frequency: Annual
Retention, Graduation and Transfer Rates in
cohorts of entering first-time, full-time
students in Perkins eligible programs
BMCC Enrollment Show Tapes
Frequency: approx. mid-semester and 3
Office of the Registrar
(preliminary & final)
weeks after end of semester
BMCC Enrollment Performance Tape
Frequency: 1 month after end of semester
Office of the Registrar
BMCC Graduation Tape
Frequency: 1 month after end of semester
Office of the Registrar
BMCC Performance Management Report Date: June
BMCC OIRA
Frequency: Annual
Student Development Services Survey
Date: Spring
BMCC OIRA
Frequency: Annual
(job placement & career counseling)
NCLEX-RN Licensing Exam
Frequency: results reviewed annually
BMCC Dept of Nursing
CUNY OIRA
Nursing Exit Survey
Date: December & May
BMCC Dept of Nursing
Frequency: semi-annual
Nursing Graduate Survey
Date: January, May & August
BMCC Dept of Nursing
Frequency: after each graduation term
BMCC Graduate Survey #7
Date: January, May & August
BMCC OIRA
Frequency: after each graduation term
Office of Academic Affairs
Job Placement Survey
Date: 6 months after graduation
BMCC OIRA
CCSSE #s 12b, 13c, 17a, 17d
Date: February-March
Office of Academic Affairs
Frequency:
*CUNY Performance Management Report Indicator
8.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 9:
Encourage lifelong learning independent of degree programs
Indicators of Effectiveness
a. Number of seats filled in Adult & Continuing Education/Workforce Development courses*
b. Satisfaction with these programs
c. Percentage of FTEs offered on Fridays, evenings or weekends*
d. Weekend and evening program satisfaction
e. Distance learning program enrollment/satisfaction
f. Percentage of courses offered online*
g. BMCC-CUNY Language Immersion Program enrollment
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
BMCC Fact Book
Date: Spring
BMCC OIRA
Frequency: Annual
CUNY Student Experience Surveys 2002, Date: Spring
CUNY OIRA
Frequency: every two years
2004, 2006
Evening/Weekend Program
Date: Spring 2006
Evening/Weekend Program/
Frequency:
BMCC OIRA
Student/Faculty Surveys
CCSSE #s 17e
Date: February-March
BMCC OIRA
Office of Academic Affairs
BMCC Graduate Survey #7
Date: January, May & August
BMCC OIRA
Frequency: after each graduation term
Office of Academic Affairs
CUNY Alumni Survey
Date: Spring
CUNY OIRA
Frequency: Annual
*CUNY Performance Management Report Indicator
9.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 10
Enhance the cultural, recreational, and social life of the community
Indicators of Effectiveness
a. Use of college by area residents as a cultural and recreational resource
b. Positive community perception of the college
c. Tribeca Performing Arts Center programs and attendance
Sources of Data
Date/Frequency of Assessment
*CUNY Performance Management Report Indicator
10.
Office/Committee Responsible for
Report and Analysis
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
Mission Statement Goal 11:
Maintain a governance structure that facilitates the participation of faculty, administrators and students in the life of the college and
encourages contributions and involvement by alumni and advisory groups
Indicators of Effectiveness
a. Composition of college-wide planning committees
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
Committee Minutes
*CUNY Performance Management Report Indicator
11.
Borough of Manhattan Community College
Schedule of Assessment Surveys, Questionnaires and Data Reports
[Proposed] Mission Statement Goal 12:
Provide resources, budget, facilities and administrative support to meet the needs of college’s instructional programs, academic and
student support services, research and public service activities
Indicators of Effectiveness
a. Grants and contracts income (voluntary support-cash in and testamentary gifts*, grants and contracts awarded administered
by the Research Foundation*, alumni/corporate fundraising [CAE-VSE report]*)
b. Institutional support services (includes general administration, general institutional services and maintenance and operations)
as a percentage of total tax levy budget*
c. General administration (includes president and provost offices, legal services, fiscal operations, campus development and
grants office) as a percentage of total tax levy budget*
d. General Institutional Services (includes mail and printing, institutional research, public relations, computing, telephone
services and computing) as a percentage of total tax levy budget*
e. Maintenance and operations (includes administrative, maintenance and custodial activities associated with the college’s
physical plant) as a percentage of total tax levy budget*
f. Number of non-instructional new hires
g. Indirect cost recovery as a percentage of overall activity*
h. Revenues generated by Adult & Continuing Education*
i. Development and successful implementation of balanced budget financial plan*
j. Development and implementation of strategic/long-range plan
k. Technology plan implementation
l. Annual productivity targets*
m. Compliance audit results
n. Internal control (risk assessment) reports
o. Report card measuring campus performance on ERP implementation*
p. Chemical inventory and hazardous waste management system training and implementation*
Sources of Data
Date/Frequency of Assessment
Office/Committee Responsible for
Report and Analysis
BMCC Performance Management Report Date: June Frequency: Annual
BMCC OIRA
A-133 Audit
Date: July
CUNY Office of Internal Audit
Frequency: Annual
BMCC Budget/Fiscal Office
Internal Control (Risk Assessment)
Date: Spring
CUNY Office of Internal Audit
Frequency: Annual
BMCC Budget/Fiscal Office
Reports
BMCC Financial Plan
Date: Fall
BMCC Budget/Fiscal Office
Frequency: Annual
CUPS File
Date: December and May
BMCC OIRA
Frequency: every 6 months
CUNY Student Experience Surveys 2002, Date: Spring
CUNY OIRA
Frequency: every two years
2004, 2006
*CUNY Performance Management Report Indicator
12.
APPENDIX C:
ACADEMIC PROGRAM PLANNING REPORT TEMPLATE