Center for Teaching Learning and Technology
Assessment Plan
Submitted by: James F Stenerson
April 2005
What follows is the assessment plan for the Center for Teaching, Learning and
Technology. Since the CTLT is a multi-faceted area with a number of work units, the
assessment plan breaks out into multiple parts. The CTLT assessment plan also needs to
be paired with the Pforzheimer Center for Faculty Development’s assessment plan. The
CTLT and Pforzheimer work in partnership striving to achieve the same mission –
working closely and partnering with faculty.
The first part of the CTLT assessment plan is the Mission and Vision. The second part
presents an assessment plan for those initiatives that involve all the staff, including the
Pforzheimer Center. The next assessment plan is for the Instructional Design unit
followed by the Online Support Service, Blackboard Courseware Coordinator and then
the Evening Support Office in Pleasantville.
Part 1 --- Mission and Vision
Mission:
The Center for Teaching, Learning and Technology (CTLT) offers support to faculty in a
rapidly changing teaching/learning environment. The University’s Strategic Plan
recognizes the importance of faculty and their essential role in providing for a studentcentered educational experience. In recognition of the faculty’s desire to keep up with
the latest instructional methodologies, the CTLT is committed to faculty driven initiatives
that incorporate current pedagogical strategies and highlight new technologies resulting
in teaching excellence. CTLT will offer and facilitate new faculty development programs
that will demonstrate how to provide a positive learning environment that foster students’
intellectual growth and competence. To realize the University’s core objective of
strengthening Pace’s academic reputation, the CTLT is dedicated to assisting faculty in
exploring dynamic teaching and learning methods appropriate for a diverse student body.
CTLT will support both traditional and non-traditional instruction. In order to enhance
the student-centered environment, CTLT will advocate for effective student support so
that students can succeed in learning.
Vision:
The Center for Teaching, Learning and Technology (CTLT), following the direction of
Pace University’s strategic plan, will strive for the highest quality distributed education
environment. CTLT, in partnership with Pforzheimer Center for Faculty Development,
recognizes that certain characteristics of teaching excellence include the establishment
and communication of clear learning outcomes, the assessment of learning and the active
involvement of students. Sound pedagogical design and student-center initiatives will
drive the Center’s activities. The specialized areas of operation at CTLT include
Instructional Design, Online Support Services for both students and faculty, and the
Evening Support Office on the Pleasantville campus. The CTLT and Pforzheimer will
coordinate and arrange workshops and services for the faculty that are both discipline
specific and for the entire University faculty. In order to attain the vision, the CTLT will
collaborate with key University departments and divisions.
Part 2 --- CTLT Strategies
Submitted by James F Stenerson
Core Objective One: Strengthen Pace’s Academic Excellence and Reputation
At the core of this objective is the essential role of faculty in bringing about a dynamic
teaching and learning environment. To this end, the CTLT will continue to organize
various faculty development events.
Action One: Continue to organize and provide the support mechanism for the annual
multi-day Faculty Institute. The event is usually held in May and in 2005 the Faculty
Institute will celebrate its fourth anniversary.
Strategies
 Continue to financially and administratively support the Faculty Institute
 Offer a dynamic line-up of workshops and keynote speakers that reflect the
current challenges faced by faculty
 Seek outside funding for the Institute so that it does not remain the largest
expense of the operating budget
 Continue to attract and invite more faculty to the Institute, both from within and
outside of Pace University
Means of Assessment
 Continue to survey faculty after the end of each day of the Institute. Review the
assessment of the sessions and individual responses. Important to convey
concerns to the planning group at the debriefing meeting held after the Institute
 Research and locate outside foundations sources that may provide funding for the
Faculty Institute
Criteria for Success
 Continuation at the overwhelming success rate (~85%) as determined by the
conference surveys
 10% annual increase (~15) in the number of faculty registering for the Faculty
Institute
 Increase in the number of out side Colleges and Universities invited to the
institute
 Successful implementation of a modest fee for outside faculty
 Application made to at least one outside funding source
Action Two: Co-facilitate with the Associate Provost and act as the central resource for
the Faculty Resource Network (FRN). The FRN is a consortium of colleges
headquartered at New York University. Each year there are a number of events that take
place which the full-time faculty at Pace can attend. The most popular events are the
week long Summer Seminar, National Conference University Associates and Lunch
Time Lectures along with the semester long University Associate Program.
Strategies
 Continue to promote the various events/programs offered by the FRN and make
the resources available to the Pace’s full time faculty
 Improve name recognition of the FRN among the faculty and make certain the
benefits from the programs are know (i.e. University Associates permit reading
privileges at the NYU Library)
Means of Assessment
 Request feedback report from all the faculty who attend the various programs
offered by the FRN
 Establish avenue whereby faculty can present what they researched during their
Week Long Summer Seminar or their time as a University Associate.
Criteria for Success
 Increase the number of faculty applying for Summer Seminars. The increase
should be two faculty a year.
 Increase the number of faculty applying for University Associates each semester.
 Organize Pace faculty attending the Lunch Time Lectures.
Action Three – Address the current status of the Teaching Learning and Technology
(TLTR) at Pace University. This initiative goes beyond Core Objective One since it
embraces many of the elements in Core Objective Two –a Student Centered University.
The TLTR’s mission is to motivate and enable institutions and all the constituents to
improve teaching and learning with technology. One focus is to assist with the continual
change caused by new technologies.
Strategies
 Develop a new strategic plan with revised goals for the TLTR
 Promote the revised TLTR to the Pace community
Means of Assessment
 Perform a needs assessment and fact finding session to gather faculty, staff and
student input for the revised TLTR
Criteria for Success

The formation of a revised TLTR at Pace with new leadership and a new mission.
Part 3 --- Instructional Design Team
Submitted by Dhal Anglada
Unit Mission Statement
The services provided by the area of Instructional Design (ID) complement CTLT’s
mission to provide innovative professional development programs to all Pace faculty. The
ID team is dedicated to providing Pace University faculty with the highest level of
instructional design support for all online, web-assisted, or classroom-based courses.
Furthermore, the ID team works extensively at both the program level and with
individual faculty to develop effective learning environments and approaches, with a
special emphasis on the successful integration of instructional technology.
________________________________________________________________________
University Core Objective: Strengthen Pace’s Academic Excellence and Reputation
The ID team will continue to support existing, and provide new, faculty development
programs where needed – especially in the area of instructional design for both online
and face-to-face courses.
Action: Offer various workshops and resources, focused on instructional design and
course development, to faculty who teach online and face-to-face courses.
Strategy:
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Prior to the start of spring and fall semesters, offer a day long seminar dedicated
to course design and development – “Course Development Day”
Prior to the start of spring and fall semesters, offer a week-long online orientation
focused on - Teaching Effectively Online
Provide individual consultations and/or group training to faculty on course design
and course development both synchronously and asynchronously.
Make available and easily accessible online resources which address online
teaching and learning – http://www.pace.edu/intructionaldesign.
Means of Assessment
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Various faculty surveys gauging level of difficulty in learning, adjusting and
receiving continued support regarding online and classroom teaching.
Various workshop evaluations
Criteria for Success

Over 80% satisfaction rate desired with participating faculty.
________________________________________________________________________
University Core Objective: Strengthen Pace’s Academic Excellence and Reputation
Great universities are distinctive and their reputation is based on their academic quality
and rigor. Pace must continue to be at the forefront of knowledge development and
learning. To this end, the ID team recognizes the importance of faculty development
especially with new academic programs/initiatives which demand specialized skills
needed for effective instruction.
Action: Train faculty within the Pforzheimer Honors College on the effective use of
laptops in classroom environments.
Strategy:
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Provide support on curriculum development and Blackboard integration to
individual faculty participating in Honors laptop program.
Participate in faculty roundtable discussions highlighting best practices in
teaching with laptops.
Make relevant resources available online and easily accessible.
Means of Assessment


Survey faculty on the overall comfort of integrating laptops into existing courses
and curriculum within the Honors program.
Survey students and address their overall satisfaction with the laptop program.
Criteria for Success


Faculty will be asked specific questions based primarily on their experience and
comfort level with using the laptops to enhance teaching. Over 50% satisfaction
rate among faculty is desired.
Students will respond to questions based on “Laptop Learning Applications” –
which will address student perceptions of how the laptop has influenced their
learning. Over 50% satisfaction rate among students is desired.
________________________________________________________________________
University Core Objective: Strengthen Pace’s Academic Excellence and Reputation
EPortfolios at other institutions have proven to be an effective performance assessment
technique for assessing student learning. EPortfolios have the ability to follow a
student’s educational process from beginning to end, documenting all the stages of
learning which takes place both inside and outside the classroom. The ID team is
dedicated to supporting the ePortfolio initiative by designing tools which facilitate its
implementation.
Action: Design and develop an ePortfolio solution to be implemented in various school
programs and activities.
Strategy:
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Utilize and promote the use of “storage.pace.edu” as a capable and efficient
means to archive students’ works throughout their time at Pace.
Design an “ePortfolio Wizard” to facilitate the presentation and sharing of an
individual ePortfolio work.
Create extensive online support and resources to assist in the creating and
implementation of ePortfolios.
Provide faculty training on the use and implementation of ePortfolios.
Means of Assessment
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
Survey faculty and students with regards to level of difficulty in learning and
implementing ePortfolio initiatives.
Faculty focus groups to share experiences, best practices and suggestions for
improvement with regard to EPortfolio initiatives.
Criteria for Success
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
Positive feedback both from students using the ePortfolio wizard and members of
ePortfolio grant committee.
Showcase of students ePortfolios which demonstrate effective use of ePortfolio
creation tools.
________________________________________________________________________
University Core Objective: Strengthen Pace’s Academic Excellence and Reputation
A course syllabus is the single most important document faculty can offer their students.
It serves a variety of purposes that go well beyond the confines of a specific course. A
good syllabus is a road map that lays out the course itinerary for the entire semester and
thus becomes a valuable resource for students. The ID team is committed to helping
faculty members develop effective syllabi which provide valuable course information including clear course objectives and requirements for successful course completion.
Action: Design, develop, as well as assist in implementation of “Syllabus Wizard” to
facilitate the creation of syllabi within participating university schools.
Strategy:
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Design and develop web-based tool to facilitate the creation of standardized
syllabi within university schools.
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Integrate school policies and procedures within all syllabi created as it pertains to
the university and each individual school.
Allow for database integration, customization and multi-level access using
various Pace software systems.
Assist with implementation and customization of “Syllabus Wizard” – within
each participating schools through training and easily accessible online resources.
Means of Assessment
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
Survey faculty and students with regards to level of difficulty in learning and
implementing “Syllabus Wizard” initiative.
Faculty focus groups to share experiences, best practices and suggestions for
improvement with regard to “Syllabus Wizard” initiative.
Criteria for Success
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Positive satisfaction from most faculty is desired - especially with “Syllabus
Wizard” ease-of-use.
99.8% software dependability and stability will be achieved.
Overall Faculty usage and integration of the Syllabus wizard will also be criteria
for success.
Part 4 --- Online Support Services
Submitted by Christine Moloughney
Unit Mission Statement
The services provided by the area of Online Support Services are designed to
complement Pace’s commitment to Opportunitas. The area of Online Support Services
seeks to provide synchronous and asynchronous support resources to Pace students and
faculty involved in distance education at Pace. Specifically Online Support Services
provides information to the university community and prospective students about online
learning at Pace University through various communication channels. Furthermore this
area is responsible for provide administrative support to the Provost’s Council on
Distance Education.
University Core Objective Two: Reinforce Commitment to Be a Student-Centered
University. The Online Support Services Unit supports the University’s initiative to
provide Pace students with access to “one-stop services” for administrative and student
services. In identifying with this need the area of Online Support Services will seek to
provide this access to students enrolled in distance education programs and courses at
Pace.
Action One: Distribute an “early course evaluation” for online courses the 4th week of the
semester to assess quality of support services related to distance education at Pace
University.
Strategies
 Distribute the “early course evaluation” via the Announcement feature within
each online Blackboard course shell and email the evaluation to each student.
 Collaborate with faculty on ways to encourage student response to surveys.
 Measure evaluation’s effectiveness.
Means of Assessment
 Evaluate number of students responding to the evaluation.
 Analyze the results.
Criteria for Success
 An increase in the number of respondents. During Academic Year 2003-2004,
1350 students responded to the early course evaluation. This number will be used
as the benchmark.
 Create and distribute a semester composite report of respondent feedback for all
interested parties.
Action Two: Provide a central location for current and prospective students to explore the
online education opportunities and services at Pace.
Strategies
 Maintain http://online.pace.edu, by posting the most up to date information
regarding distance education programs and courses, and the academic and
administrative areas that support distance education.
 Use different channels of communications (i.e. posters, email, telephone) to
promote http://online.pace.edu as an informative, one stop location for
information for online learning students at Pace.
Means of Assessment
 Survey students, using early course evaluation, on the level of satisfaction with
http://online.pace.edu.
 Evaluate effectiveness of the communication channels based on feedback.
Criteria for Success
 Maintain and increase this level of satisfaction For Academic year 2003-2004
95% of the students responding to the early course evaluation were either
“satisfied” or “very satisfied” with http://online.pace.edu. This figure will be used
as the benchmark.
Action Three: Introduce students to the course management system and the support
services available at Pace University to students who are enrolled in distance education
courses.
Strategies
 Maintain and update an asynchronous orientation, which will be referred to, as
“Online Orientation Community” and which will be populated with all students
who are new to distance education at Pace University. This orientation will
require students to complete an assessment based on the information contained in
the orientation.
 Reinforce knowledge of those students who are returning to online education, by
providing them with an asynchronous community, which will be referred to as
“Online Learners Community”, containing information on the services and
resources available to online students.
 Increase the number of students completing the orientations assessment.
Means of Assessment
 Examine the number of students accessing information in the “Online Orientation
Community.”
 Examine the number of students accessing information in the “Online Learners
Community.”
 Examine the number of students completing the orientations assessment.
Criteria for Success
 For Academic Year 2003-2004 13% of the students enrolled in the Orientation
Community completed the Online Orientation, using this figure as a benchmark
we seek to increase this number to 15% in the next academic year.
 An increase in the number of students accessing the Online Learners Community.
During Fall 2004, 7% of those enrolled in the community accessed the
community. Using this figure as a benchmark we seek to increase this number to
10% in the next academic semester.
University Core Objective One: Strengthen Pace’s Academic Excellence and
Reputation.
The Online Support Services Unit supports the University’s initiative to provide new
faculty development programs that will promote the use of technology in the learning
environment. Furthermore we continue to develop and promote the information
technology and support services available to faculty to enhance the online and web
assisted teaching experience.
Action One: Work with Faculty to coordinate proctoring services for students taking
online courses to satisfy in-person exam requirements which is closely aligned with Core
Objective Two.
Strategies
 Coordinate with Faculty the time, date and location of Midterm and Final exam.
 Provide a testing location on Pace’s New York City and/or Westchester campus at
no extra cost to the Pace student.
 If a Pace campus is not a convenient location, coordinate with testing centers in
other areas, in order to find a suitable location for the exam.
Means of Assessment
 Create and administer a survey to students utilizing Proctoring Services.
 Track number of students utilizing proctoring services on campus.
 Track the number of students utilizing proctoring services at other locations,
through coordination efforts of the Online Support Services office.
Criteria for Success
 Analyze the initial number of respondents who complete the survey. This initial
figure will be used to establish a benchmark.
Action Two: As a central resource of distance education for faculty, provide them with
information on the support services and resources available to faculty, as well as students,
participating in distance education at Pace University.
Strategies
 Participate as a facilitator at faculty development workshops such as Online
Teaching Workshop, Course Development Day and the Faculty Institute.
 Research Copyright and Accessibility Issues and provide information on how
these issues impact faculty and students.
 Communicate textbook ordering methods to Online and Web Assisted Faculty
members prior to the start of the new semester.
 Coordinate the textbook orders for online and web assisted courses with
Instructors, Pace Bookstore managers and representatives at MBS (online
bookstore).
 Use Online Communities, email and other communication channels to provide
students with detailed information on how and where they can purchase books for
online and web assisted courses.
Means of Assessment
 Review surveys submitted from Faculty Development workshops that evaluate
workshops effectiveness.
 Monitor the number of online and web assisted courses, faculty and Pace
Bookstore to make sure orders were received and posted to MBS.
 Monitor the number of students purchasing books in the Pace Bookstores and
MBS.
Criteria for Success
 Majority of participants in faculty development initiatives respond favorably to
content and presentation’s effectiveness.
 At least 40% of textbook orders received for online and web assisted courses are
posted on MBS 1 month prior to the beginning of the semester.
 Using the benchmark established in the early course evaluation administered
during Academic Year 2003-2004, no fewer then 43% of online and web assisted
students responding to the early course evaluation report using the Pace
Bookstore or MBS to purchase their textbooks.
Distance Education Council
University Core Objective One: Strengthen Pace’s Academic Excellence and
Reputation. University Core Objective Two: Reinforce Commitment to Be a
Student-Centered University.
The Provosts Council on Distance Education chaired by Dean Merritt and supported by
the Center for Teaching Learning and Technology seeks to promote distance education as
a viable learning environment that will strengthen Pace’s academic excellence and
reputation by supporting on-line course development as well as newly emerging
technology areas. Furthermore in our efforts to promote Pace as a student-centered
environment we will focus our attentions to providing each Pace student with competitive
information technology services.
Action One: Support, promote and guide the development of distance education programs
that increase flexibility of study for diverse student populations.
Strategies
 Have regularly scheduled meetings to discuss initiatives and challenges related to
distance education at Pace.
 Retain current students and gain additional enrollments for online (WWW) and
web assisted (WA*) through advertisements of distance education programs.
 Communicate distance education initiatives and support services to the
community at large using http://online.pace.edu, email communications and
advertisements where possible.
 Participate in alternate ways to fund projects that will promote and enhance
distance education at Pace.
Means of Assessment
 Follow-up on the progress of initiatives discussed at council meetings.
 Monitor and report the number of online (WWW) and web assisted (WA*)
courses.
 Monitor and report the unduplicated head count of students taking online and web
assisted courses.
 Report the number of hits to the http://online.pace.edu website; and number of
inquires generated from Contact Us form (email inquiries sent to
online@pace.edu).
Criteria for Success
 Oversee the creation of a sustainable strategy that promotes and delivers distance
education at Pace University that increases additional student enrollments and
course offerings.
Action Two: Generate and support ideas for the development and implementation of
student support services for Distance Education.
Strategies
 Examine existing support services such as Online Orientations, IT, Library,
Academic Advisement, Textbooks and discuss areas that may need improvement.
 Participate in the SPARTA campaign and provide faculty and students with
information on how this project will affect online support services at Pace
University.
 Update “early course evaluation” to elicit student satisfaction on new and updated
support services as they relate to SPARTA.
Means of Assessment
 Survey students, using “early course evaluation”, on the level of satisfaction on
support services.
Criteria for Success
 Student Satisfaction. Majority of the students responding to the “early course
evaluation” are satisfied with support services provided.
Part 5 --- Blackboard Systems Coordinator
Submitted by Melissa Brennan
Unit Mission Statement
The services provided by the Blackboard Systems Coordinator are designed to
complement Pace’s commitment to Opportunitas. In keeping with CTLT’s mission and
Pace University’s Strategic Goals, which include enhancing student learning
opportunities, the Blackboard Systems Coordinator area is dedicated to providing support
and resources to faculty enabling them to have an asynchronous component to their
courses. Specifically, the unit acts as a liaison, focusing on the partnership with the
Division of Information Technology. Furthermore the Blackboard Systems Coordinator
unit is responsible for measuring the success of Blackboard in the Pace community and
also provide any documentation for services offered by the CTLT.
University Core Objective One:
Strengthen Pace’s Academic Excellence and Reputation
The Blackboard Systems Coordinator supports the University’s objective to provide
competitive technology services (1E). To identify with this need and in order to support
faculty development programs, the area of Blackboard Systems Coordinator will provide
a variety of supplemental services to faculty and to the Pace community (1F).
Action 1: Blackboard, Pace University’s Course Management System, has become a
vital link for faculty and students. The area of Blackboard Systems Coordinator believes
that it is necessary to coordinate a support system and measure faculty usage in order to
foster faculty development. In measuring the usage of Blackboard, Pace will be able to
offer competitive technology services.
Strategies
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Maintain and promote the Resource page as an informative location for updates
and documentation on Blackboard.
Use a variety of communications to inform faculty of alerts, glitches, updates and
outages affecting Blackboard.
Means of Assessment
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Track the number of faculty using Blackboard, analyze user accounts, and provide
data that reflects the success of Blackboard usage.
Criteria for Success
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Raise the percentage of faculty using Blackboard from last year’s reported 43% to
50% of all Pace faculty.
Action 2: Provide Standard Operating Procedures as well as Blackboard training
sessions in order to maintain a convenient and accessible environment for faculty
development and their use of Blackboard.
Strategies
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Per the request of faculty members, provide in-class training in order to
familiarize students with the functions of Blackboard.
Maintain the Standard Operating Procedures and Blackboard Manual, keeping
information up to date and revising when necessary.
Establish information channels, acting as liaison, for faculty and the Division of
Information Technology. Collaborate with the DoIT Helpdesk in order to obtain
feedback with regards to issues addressed in the Standard Operating Procedures.
Means of Assessment
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Measure the effectiveness of in-class training through surveys given at the end of
the class sessions.
Create documentation and Standard Operating Procedures where necessary in
order to address any issues that DoIT has supplied as feedback.
Measure the effectiveness of the Standard Operating Procedures and Blackboard
Manual as well as any additions provided through feedback via the DoIT
Helpdesk by including an online survey link.
Criteria for Success
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A majority of the in-class training surveys will have positive feedback.
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Surveys will be developed that address satisfaction of the Standard Operating
Procedures, Blackboard Manual, and Resource Center. A majority of the feedback
will be positive.
Action 3: Create and maintain documentation for all programs and services outside of
Blackboard, offered by the CTLT and Pforzheimer Center. This documentation is
necessary in order to provide faculty with the resources which facilitate excellence in
teaching and enrich the learning process.
Strategies
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Promote the Faculty Gateway, a comprehensive online directory of resources that
benefit and help facilitate the flow of information to faculty.
Assess what programs and systems offered and sponsored by the CTLT and
Pforzheimer Center need to be documented by collaborating with co-workers.
Keep current documentation up-to-date (i.e. E-portfolios, Syllabus Wizard).
Means of Assessment
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Documentation is created when necessary as supplied by co-workers.
Measure and determine faculty satisfaction with online documentation as well as
program specific documentation (i.e. E-portfolios, Syllabus Wizard) offered by
CTLT.
Criteria for Success
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New documentation has been reviewed, edited and perfected in order to make
available to Pace’s faculty.
A majority of the surveys regarding online documentation will have positive
feedback.
Part 6 --- Evening Support Office
Submitted by Chris Ojar
Unit Mission Statement
The services provided by the Evening Support Office (ESO) are designed to complement
Pace University’s commitment to Opportunitas. Under the auspices of the Center for
Teaching, Learning and Technology (CTLT), ESO is dedicated to ensure the continuity
of university services to Pace’s evening faculty and students at the Pleasantville Campus
by providing information, administrative resources, and opportunities to facilitate the
process of improved teaching and learning. Additionally, because the majority of evening
sessions are taught by Pace’s adjunct community, ESO recognizes their importance and
need for consistent and dedicated support and training. Furthermore, the ESO Program
Coordinator is the budget representative and administrative resource for CTLT and the
Pforzheimer Center for Faculty Development.
1. University’s Core Objective One
Strengthen Pace’s Academic Excellence and Reputation.
I.
ESO supports Pace University’s objective to provide competitive information
technology services to all faculty (1e); in identifying with this need, ESO will
seek to offer this service to all faculty at Pace’s Pleasantville Campus.
II.
Moreover, ESO reinforces Pace University’s emphasis on supporting and
enhancing adjunct faculty and the important contributions they make to the
University (1i).
Action I
ESO aims to offer opportunities in areas of information and multimedia technology and
proficiency that will improve the quality of teaching and learning at Pace University.
Strategy
ESO intends to provide workshops on various software products. A semester-long pilot
study to determine need and faculty proficiency will include a session using a Microsoft
Office software package to help simplify and lighten a faculty’s workload. In the Spring
Semester of 2005, a 45 minute-workshop on the basics to MS PowerPoint and how to
integrate it into Blackboard will be offered before the 6:00 pm evening classes.
Means for Assessing Objective
Surveys conducted at the end of each workshop will evaluate the quality of the workshop
and presenter’s performance. Also, to determine the effectiveness of the workshop, a
follow up survey will be conducted two months after the workshop. This time frame
would provide faculty with sufficient time to implement the information received at the
workshop.
Criterion for Success
▪ Determine faculty interest and support.
▪ A majority of the feedback from surveys should be positive with an opportunity to
assess needed improvements to the workshop.
▪ Conduct a follow-up survey two months after the workshop, to determine whether
workshop attendees implemented the information received at the workshop.
Action II
Building a sense of community and providing quality support and information to our
adjunct community contributes directly to the quality of instruction students receive.
Strategy
ESO will establish an environment for adjunct faculty by creating an online community
where it will give faculty with similar experiences and interests the opportunity to come
together via Blackboard. Blackboard will be the tool used which will have the added
benefit of helping adjunct faculty become familiar with the course management system.
This online community will
▪ help promote greater interaction among adjunct faculty,
▪ create special forums for adjunct faculty to discuss issues and needs, and
▪ provide help and share resources, ideas and opportunities.
Means for Assessing Objective
An evaluation will be sent to the participants in early December to monitor their
satisfaction level with the discussion group as well as the accuracy and relevancy of the
calendar and link information. A final evaluation can be sent to the participants in mid
May for their final satisfaction level with the online community.
Criterion for Success
The first outcome is the Blackboard community itself. At the beginning of Fall 2005, the
Blackboard course should exist with
▪ a calendar populated with dates and milestones for the adjunct faculty,
▪ a links page with relevant links to information and web pages with information, and
▪ a discussion thread established in the Discussion Board.
Secondly, in Fall 2005 semester, the goal is to register seven active adjunct faculty
members and in Spring 2006 semester, an additional three adjuncts. Finally, an analysis
of the December and May evaluations’ feedback will be conducted. A majority of the
feedback should be positive with an opportunity to assess needed improvements to the
online community.
2. University’s Core Objective Three
Strengthen Pace’s Financial Situation
I.
The ESO Program Coordinator supports Pace University’s aim to balance
yearly operating budgets (2a); in identifying with this need, the ESO Program
Coordinator will be responsible and accountable for balancing the yearly
operating budget of the Center for Teaching, Learning, and Technology
(CTLT) and Pforzheimer Center for Faculty Development.
II.
Also, the ESO Program Coordinator sustains Pace University’s ambition to
raise monies for general support (4c); in identifying with this need, the ESO
Program Coordinator recognizes the programs’ limited resources and seeks to
enhance CTLT’s financial condition by searching for potential funding
sources.
Action I
Coordinating and monitoring the budgetary affairs of CTLT and Pforzheimer Center for
Faculty Development enhances the programs’ fiscal condition.
Strategy
Budgetary control is maintained by a formal appropriation and encumbrance system.
First, establish a means to monitor and reconcile expenditures that are not readily
available in Pace’s Banner system. Second, earmark funds to ascertain spending priority
for annual conferences, program workshops and staff travel expenses. Finally, the
Program Coordinator and Program Director will review monthly and quarterly reports on
the operating budget.
Method for Assessing Objective
At the conclusion of each fiscal year, the Program Coordinator and the Program Director
compare the budgeted versus actual revenues and expenditures.
Criterion for Success
The ESO Program Coordinator should ensure that the program expends funds within its
appropriated budget. Expenditures should not exceed appropriations and review monthly
reports in a timely manner.
Action II
CTLT recognizes the limited resources and that outside funding are needed. The ESO
Coordinator is interested in securing its base revenue and is considering diversifying
funding sources to support current and new activities. The ESO Program Coordinator is
currently concerned with strategies and techniques for identifying potential funding
sources.
Strategy
▪ Research and assess potential funding sources and their potential impact in
consultation with the University’s Philanthropy Office.
▪ Grant opportunities, local foundations, and other sources will be aggressively
explored.
Means for Assessing Objective
Identify sources from grantmaker documents, websites, IRS filings, and other
grantseeking resources. Proposals and applications will be submitted to select funders
with priorities that match CTLT’s mission and plans.
Criterion for Success
Identify and establish relationships of two potential funding sources by September 2005.