State of the College 2005 – 2006 Report to the Board of Trustees December 19, 2006
Planning and Assessment Process
The 2005-2006 year marked the approval of the Middle States Association Commission on Higher Education of the progress on the recommendations of both assessment and planning. The next action required for Middle States is to file a Periodic Review Report in 2009 which will document further progress on the recommendations. The Mission Review II Memorandum of Understanding with the State University of New York underwent several iterations as consensus was developed. The final document was not received during the 2005-2006 academic year. As the college enters its third year of institutional assessment, an assessment “culture” is beginning to develop. Some units are integrating assessment in their day-to-day thinking about services or student outcomes. The most significant achievement of this year was the initiation of a strategic planning process. A total of 27 focus groups were held to receive input regarding these five questions: 1. 2. 3. 4. 5. What are the college’s strengths and weaknesses? Which positive trends can the college make work for us? What negative trends can the college mitigate? What are the challenges the college will face over the next five years? When someone in the community is asked about Hudson Valley Community College, what is the ideal image we want to project?
Included in the focus groups were representatives from the Rensselaer County Legislature and the County Executive. Foundation Board members and members of the various Advisory Committees also participated. Responses to these questions were forwarded to the Senate Planning Committee. The Planning Committee will be conducting environmental scanning and integrating the focus group information in the 2006-2007 year. It is expected that a strategic directions document will be forwarded to senior staff in early spring of 2007.
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State of the College
2005 – 2006
“Excellent Teaching, Engaged Learning, and Enriched Lives”, the theme for 2005-2006, characterizes the achievements of Hudson Valley Community College. While student enrollment leveled off at 12,205, the number of graduates rose to 1690, a five percent increase over the previous year. As this report will show, all of the challenges set forth by President Matonak have been achieved. • • • • • • • Build an environment of collegiality, mutual respect, and common purpose Maintain financial and enrollment stability Ensure up-to-date facilities and state-of-the-art equipment are available to both complement and enhance the teaching and learning environment Integrate planning, assessment, and budgeting processes, as well as allow for greater involvement in the planning process Creatively address capacity needs to renovate and expand our facilities Serve as the college of choice in the Capital Region for workforce training needs Create an environment that is respectful of everyone’s rights, yet will ensure that we learn and work in a safe institution
The new programs in the academic five year plan for 2005-2006 were implemented. Additional programs were developed and implemented to meet a community need. The Workforce Development Institute continues to enhance partnerships with businesses and the community evidenced by the programs developed for the Golub Corporation and CVS. The Community and Professional Development Office increased offerings, participants, and revenue. The College in the High School Model also grew by double digits. In April, Dr. Alexander Popovics was appointed as Vice President for Enrollment Management and Student Development. With this new focus on enrollment management, a team was created and both a mission and goals were developed. Dr. Marco Silvestri presented his sabbatical report “Toward Effective College Staff Succession Planning: An Exploratory Study to Meet a Challenging Future” to the Board of Trustees in June 2005. The Board created a Succession Planning Committee to study the issue and determine initiatives. The new Administrative/Academic Building was begun and is expected to be completed in spring 2007. It will contain seven new classrooms, a teaching art gallery and will also allow for the relocation of administrative, academic, and support functions from the Hyman Rosenblum Administrative building.
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Planning Annual Report
Executive Summary ummary The 2005-2006 year marked the first time that the planning data base was used to develop this report. The framework for this section of the annual report is a table on the following page which summarizes the number of total initiatives under each goal, and then reports the percent that were met, are in progress, are delayed, not met, and terminated as defined in the Annual Report Format (see appendix). Additionally, selected highlights for each goal are noted. Observations (Refer to chart on following page) • • • • • There was a 40 percent increase in the number of planning activities compared to the 2004-2005 academic year. Of the 783 total activities planned, 77 percent (604) were met or are in progress and expected to be completed during the 2006-2007 year. Of the 11 percent of activities that were reported delayed, nearly all were due to circumstances outside of the control of the unit (i.e. limitations of space, funds, or external delays) The 4 percent of activities not met indicate that the initiative requires further investigation or the data was not available in time for this report. The 8 percent that were terminated were investigated and judged to be unrealistic.
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Institutional Planning Report Summary - November 2006
Goal 1 - To enhance and promote excellence in teaching and learning 2 - To develop and support a student centered collegial environment 3 - To promote the integration of pluralism within the college community 4 - To create and sustain a technological environment that is supportive of academic and administrative needs 5 - To maintain and improve administrative services 6 - To develop and foster beneficial relationships with the community Activities 265 34% Met 148 56% In Progress 57 22% Delayed 24 9% Not Met 13 5% Terminated 23 9%
100
13%
50
50%
27
27%
12
12%
2
2%
9
9%
75
10%
37
49%
18
24%
9
12%
5
7%
6
8%
99
13%
56
57%
21
21%
13
13%
2
2%
7
7%
97
12%
52
54%
24
25%
11
11%
6
6%
4
4%
147
19%
80
54%
34
23%
15
10%
5
3%
13
9%
Totals Note: Numbers may not total 100% due to rounding.
783
100%
423
54%
181
23%
84
11%
33
4%
62
8%
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GOAL 1
To enhance and promote excellence in teaching and learning
The first of the six goals provides a way for the college to continually monitor the necessary ingredients which ensure that our reputation of excellence is maintained. This involves investigating new programs, updating or eliminating those that are outdated, and preserving the achievement of programmatic goals and standards. Additionally, this goal addresses the need for providing resources for faculty and staff that foster professional development. During the 2005-2006 academic year, the following objectives were achieved: 1 To enhance and promote excellence in teaching and learning • Five new programs were implemented as planned: Weekend Format for Business Administration, Computer Information Systems A.S. degree, System and Network Associate Certificate, Computer Software Application Certificate, and Health Information Technician Certificate • Three programs were revised: Auto Body Repair, an online format for Teaching Assistant Certificate, and EMT-Paramedic Certificate and A. A. S. Program • Nine new programs were developed for 2006 implementation: Alternative Dental Assisting Program (noncredit), Biological Sciences A. S., Heating, Air Conditioning, Refrigeration Tech Services, Heating Systems Certificate, Refrigeration and Air Conditioning Certificate, and Human Services A. S. 1.1 To institute an integrated academic and administrative infrastructure that makes optimal employee support a priority • Four faculty members received the Teaching and Learning Certificate of Completion.
1.2 To support faculty with the necessary resources for professional and personal development • • • • • • • Seventeen faculty were promoted to Assistant Professor, six to Associate Professor, and four to full Professor. Merit Awards were received by one department chairperson, and five faculty. One faculty member received the President’s Award for Excellence in Teaching. Sabbatical leave was granted to one faculty member. Chancellor’s Awards were given to two faculty members for Excellence in Teaching, two were given for Excellence in Professional Service, and one for Excellence in Librarianship bringing the total to 93. There was wide faculty participation in conferences, exhibits, and workshops in their fields including serving as presenters. The Business Administration department created a faculty scholarship.
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1.4 To increase and strengthen articulation agreements with educational institutions and affiliations with educational partnerships • Eleven new articulation agreements were signed, a 57 percent increase over 20042005. To create an academic atmosphere that encourages and supports innovation in the teaching environment • Five grants were awarded from the President’s Innovation Fund: Hudson Valley – Troy City Schools Future Educator’s Association, Curriculum Development for Essentials of Mathematics I, New Faculty Portal Organization, HVCC Reads, and Narrated Assessment for Student Critical Thinking Skills To assess effectiveness in the teaching and learning environment • 1.8 • • • The college completed its third year of institutional assessment. To ensure that the goals and standards of the College’s academic programs are achieved Six programs underwent program review. The college achieved a full-time to part-time faculty contact hour ratio of 65 percent to 35 percent. Dental Hygiene students achieved a 100 percent pass rate on the National Board licensing exam.
1.6
1.7
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GOAL 2
To develop and support a student centered collegial environment
The second of the college goals focuses on the heart and soul of the institution – the students – for they are the purpose of the institution. All decisions ultimately rest on what is best for our student population. The following objectives were achieved during the 2005-2006 academic year: To develop and support a student centered collegial environment 2.1 • To promote and provide friendly, informative and supportive services for students Even with the renovation of the Siek Campus Center, students still ranked Hudson Valley number 1 on the SUNY Student Opinion Survey.
2.2 To develop a systematic and integrated approach to student retention and success • • Surveys have been developed as an institutional mechanism for gathering student goal data and assessing goal attainment. An investigation of the apparent anomaly of a high graduation rate and a low retention rate reported by SUNY revealed that a significant number of students either “stop out” and return, or transfer prior to graduation. If these groups are omitted from the retention number analysis, the college has averaged a 78 percent retention rate over the last three years.
2.3 To provide effective academic advising for all students • • 100 percent of the fall 2005 and spring 2006 Liberal Arts graduates completed seven or more of the SUNY General Education Requirements. Departmental assessment reports are establishing base line data on the success of students who transfer. Initial reports document high percentages both of acceptance and performance.
2.6 To foster and promote student responsibility and involvement in his/her education • Students participated in departmental workshops and field trips relevant to their career fields.
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GOAL 3
To promote the integration of pluralism within the college community
The college works diligently to address the third goal by striving to increase the number of under-represented groups in employees when new openings occur. In addition, frequent campus sponsored events serve to enhance the awareness of the campus community about issues surrounding diversity. In 2005-2006, the following objectives were accomplished: To promote the integration of pluralism within the College community 3.1 To develop and promote institutional programs and processes that embrace diversity • • Attendance at NCBI workshops increased by 20 percent. The office found that the most effective marketing device was their brochure. NCBI Diversity Workshops are now available for service learning credits for students.
3.2 To promote affirmative action and equal employment opportunities to increase the number of faculty and staff members from under-represented groups • Minority applications for faculty and staff members overall were up 22 percent and in specified goal areas up 21 percent. However, the minority percentage of full time faculty decreased from 6.6 percent to 5.8 percent (one person).
3.3 To increase the recruitment, retention, success, and transfer of students from under-represented groups • • • • The current minority enrollment is up to 14 percent from 13 percent in 20042005. This compares favorably wit the 11.2 percent in the Capital Region. Of the students from under-represented groups who attend the Multicultural Orientation Program, 79 percent completed the registration process. Survey respondents rated this program highly. Of those students in the College Academic Support Program who received tutoring in mathematics, an average of 83 percent successfully completed their mathematics courses. The Disability Resource Center has increased its office space in the renovated campus center which allows two additional testing rooms which foster students being as independent as possible.
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• •
Additional accessible workstations were installed at 175 Central Avenue and in the Learning Assistance Center to promote accessibility in various locations on and off campus. Due to the expansion of space for the Disability Resource Center, additional individualized intake and counseling opportunities for students with disabilities have been provided.
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GOAL 4
To create and sustain a technological environment that is supportive of academic and administrative needs
Hudson Valley Community College has expended considerable financial and human resources to establish its reputation of a technological leader. The fourth goal inspires the institution to sustain this technological environment to keep pace with the demands of the workforce, both internally and externally. To create and sustain a technological environment that is supportive of academic and administrative needs 4.1 • To provide for continuous review and upgrading of technology as it serves academic and administrative applications Based on the Educause Core Data Services Survey of a peer group of 12 similarly-sized associate degree granting public institutions, the college: o Exceeded the mean regarding the percent of campus classrooms permanently equipped with certain technologies. The only exception was in the Wireless Internet connectivity which is planned to be operational in the spring 2007 semester. o Exceeded the mean in number of hours a week a public help desk service is provided. o Exceeded the median for funding for the central Instructional Technology organization. Internet services were upgraded increasing the capacity of our Internet connection New ACE PCs were installed in Amstuz, Hudson and Lang. Five new smart classrooms were installed and 3 were rehabilitated.
• • •
4.2 To promote computer competence for students, faculty, and staff • The college Web site was improved to streamline navigability and interactivity.
4.3 To maintain an administrative database that is useful, integrated, and user friendly • The institutional planning data base became operational this year and an assessment data base was developed. Both of these proved extremely useful in collecting and reporting on information from unit annual reports.
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4.4
To provide a supportive environment for implementation of distance learning opportunities •
the
development
and
A survey conducted by the Distance Learning staff concerning faculty satisfaction with teaching online and the support provided had a response rate of approximately 25 percent. Satisfaction (satisfied or very satisfied) ratings were 100 percent.
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GOAL 5
To maintain and improve administrative services
The fifth goal is directed at providing both efficient and effective administrative services which support the college mission and provide the framework for the delivery of academic programs and the education of students. To maintain and improve administrative services 5.1 To develop and maintain an integrated institutional planning process • Assessment, planning and budget processes are now integrated across the entire institution. The strategic planning process was begun this year and is expected to be completed in spring 2007.
5.2
To regularly assess the effectiveness of all areas under administration • All units of the college now submit annual assessment reports evaluating student outcomes and/or services provided.
5.3 • •
To promote communication, cooperation, and shared decision making among administrative and academic departments Input was sought for the strategic planning process through 27 focus groups representing all constituencies of the campus. Charettes were held for two days seeking input to assist in the development of a new facilities master plan. To ensure fair and equitable performance evaluation, promotion, and compensation systems for all faculty and staff • A new evaluation form for NTPs and Classified Staff was developed, implemented, and received a 100 percent satisfaction rating from users. To support the staff with the necessary resources for professional and personal development • A new employee orientation manual in both web and hard copy format was implemented. To implement a non-adversarial and collaborative approach to the bargaining process • A five year successor agreement with NTPs was completed. Negotiations are in progress with NIEU. 13
5.4
5.5
5.6
5.7 •
To provide a clean, safe, and accessible environment which meets the needs of students, faculty, and staff A new Facilities Master Plan 2008-2013 was developed which exemplifies a vision of the college for the future. As of this writing, the funding for this plan has not been addressed. To promote fiscal responsibility and accountability • • • • Tuition was not raised and the college maintained its ranking below the average for cost of SUNY community colleges. The college maintains its below average standing in terms of cost per FTE. A reserve fund of 5 percent of the operating budget was maintained. The annual budget was approved by Rensselaer County with no increase in the sponsor contribution.
5.8
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GOAL 6
To develop and foster beneficial relationships with the community
The sixth goal is focused on activities which represent cultivating connections with external groups within the community of the college service area. This would include areas of Workforce Development, the Foundation, Community Education and Summer Programs, cultural events, and community rentals. To develop and foster beneficial relationships with the community 6.1 • • To enrich and increase administrative and academic partnerships with businesses and the community The teacher preparation department provided support and services to seven schools. The College in the High School Model experienced a 32 percent increase in headcount and a 20 percent increase in FTEs. To promote and support the Office of Workforce Development, the Foundation, the Office of Planning and Research, and the Office of Community and Professional Education and the Office of Continuing Education and Summer Sessions as generators of external revenue • • • The Community and Professional Education Office experienced an 11 percent increase in revenue, a 14 percent increase in FTEs, and a 20 percent increase in course enrollments. A pharmacy technician certificate was developed and implemented for CVS through the Workforce Development Institute. A Supermarket Management and Operations option in the Business Administration Department was implemented. To develop a comprehensive enrollment management system to achieve and maintain effective recruitment, and retention of students • An Enrollment Management committee has been created with a mission and goals established.
6.2
6.3
6.5
To promote the image of Hudson Valley Community College as an exemplary educational institution through an institution-wide marketing focus, that highlights the merits of all programs • The college has established itself as a leader in National Coalition Building Institute training in and beyond the Capital Region. Hudson Valley Community College is the only community college within the SUNY system that offers Diversity Training workshops. 15
• • •
Communications and Marketing promoted the Photovoltaic, Semiconductor, Pharmacy Technician, alternative fuels, and Arabic language. Cognitive Marketing of Rochester was selected as the new marketing firm. Stronger relationships with The Business Review and the Times Union resulted in a significant increase in college news story placements.
6.6
To promote a spirit of community service among students, faculty, and staff • The Construction department participated in the Channel 6 fundraiser for the poor and constructed two Habitat for Humanity Houses in Schenectady.
6.8
To cultivate relationships with external funding sources and actively pursue financial support for programming, goods and services not supported by the College budget • • • The Foundation initiated an endowment fund for Dental Hygiene. CAE/VSE gift income of $1,418,199 was registered exceeding the $1.3 million goal. The Clements Group was retained to conduct a capital campaign feasibility study.
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Assessment Annual Report
Executive Summary The table on the following page summarizes the number of total outcomes under each goal, and then reports three sets of data: 1. the percent where the criteria for success was achieved or not achieved, 2. if the results were used to improve service/student outcomes, and 3. whether the outcome will be measured again in 2006-07. This year marked the creation of an assessment data base which facilitated the preparation of this report. The data base has the capability of producing reports for all functional units of the college. Additionally, this was the first year of assessing what are termed “institutional indicators”. These are measures which are utilized to document the overall effectiveness of the institution. Some examples include student goal attainment, faculty and student support for technology, affirmative action strategies, tuition rate, economic impact, responsiveness to community needs, and philanthropic support. These combined with all individual unit assessment activities will document institutional effectiveness. The SUNY Student Opinion Survey (SOS), given every three years, was administered in the spring of 2006. Hudson Valley Community College maintained its first ranking in areas such as the quality of education, satisfaction with the college, and choosing Hudson Valley if you could start over. There were many areas where improvement was shown since the last administration of the SOS in 2003. Some areas of concern were identified and need to be clarified. This will be done in the spring of 2007. The institutional assessment plan includes a student survey annually instead of the SUNY plan of every three years. The rationale is that information is needed more frequently to evaluate improvement. SUNY plans to change the student survey to the Community College Survey of Student Engagement (CCSSE) in 2008. The college plans to administer it in spring of 2007. In order to clarify some of the concerns identified in the SOS, additional questions will be added to the CCSSE. The ultimate goal of assessment activities is to demonstrate how assessment results are used to improve student outcomes or services. Some examples of these improvements are highlighted below. The detailed reports of each unit are available on the Assessment and Institutional Effectiveness Web page. • • • One department in tracking success of students who transfer discovered that there had been an increase in the number of students going to non-SUNY schools. Advisement strategies will be modified as a result. The public safety office that the number of video cameras covering an area on campus increased the likelihood that identification(s) were made and/or information developed for investigation. Admissions discovered that there was a 50 percent yield for enrollment from the High School Instant Admit program. Communication will be enhanced for this group of students in 2006-07. 17
• •
•
The Disability Resource Center will develop a computer tracking system to monitor student participation in training in the use of assistive technology. A manual sign in book proved ineffective. The Financial Aid Office discovered a slight increase in the number of applications where off-campus workshops were conducted. In 2006 they will focus on the top 10 feeder schools where the number of applicants and enrollees has not increased for 2005. The Graphics Office implemented an online job submission system that allows for an online follow-up survey in regards to the timeliness of each job submitted and the client’s satisfaction as such. Results confirmed that timeliness for both design and printing were excellent.
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Institutional Assessment Report Summary - November 2006
Results Goal 1 - To enhance and promote excellence in teaching and learning 2 - To develop and support a student centered collegial environment 3 - To promote the integration of pluralism within the college community 4 - To create and sustain a technological environment that is supportive of academic and administrative needs 5 - To maintain and improve administrative services 6 - To develop and foster beneficial relationships with the community
Outcomes Criteria Achieved Criteria Not Achieved Results to be used to Improve Service/Outcomes²
Extend to 06-07¹
238
54%
152
64%
86
36%
180
76%
222
93%
76
17%
47
62%
29
38%
56
74%
51
67%
29
7%
18
62%
11
38%
26
90%
25
86%
29
7%
21
72%
8
28%
24
83%
22
76%
39
9%
26
67%
13
33%
32
82%
28
72%
28
6%
13
46%
15
54%
17
61%
13
46%
Totals
439
100%
277
63%
162
54%
335
76%
361
82%
Note: Numbers may not total 100% due to rounding and multiple responses. ¹ Of the 439 assessment outcomes for which data was available, the criteria for success was reached in 152 (64%) and not reached in 86(36%), for a total of 238 (54%). The remaining 207 outcomes are included in the 222 outcomes in the ‘extended’ column, which represents outcomes for which data was insufficient or not available but which was expected to become available during the 2006-2007 assessment period, outcomes that will be assessed routinely every assessment period, and outcomes that have been refined or revised because appropriate data was not expected to be available at any point. The ‘intended use of results’ column includes those outcomes that were able to be assessed and also those non-assessed outcomes that resulted in revision or refinement of the outcomes and/or data collection methods and procedures.
²
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General Education
The General Education findings for 2005-06 document this year’s theme of excellent teaching, engaged learning, and enriched lives. They reflect the strength of Hudson Valley’s programs and the faculty’s commitment to excellence to teaching. The positive results also demonstrate the college’s commitment to providing students with excellent resources for learning and skills development, including access to resources, free peer tutoring, and small class sizes (with the exception of occasional large group lectures in some classes). In each of the areas assessed, approximately 83 percent of students met or exceeded standards. The number of general education assessments continues to grow. This year there were 57,637 assessments compared to 50,062 in 2004-05. In 2002-03, the first year of general education assessment, there were 9,575 assessments. The college submitted its plan for Strengthened Campus-Based Assessment (SCBA) to System Administration and it was approved. In preparation for the implementation of SCBA, the CAAP standardized test was piloted in basic communication – writing. Eighteen sections across various courses participated in the pilot. As a result, test administration and general administrative logistical problems were identified and addressed.
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ASSESSMENT OF STUDENT LEARNING OUTCOMES IN GENERAL EDUCATION CAMPUS REPORT
Campus: Hudson Valley Community College
(Specify name of branch campus, if relevant) Knowledge and Skills Areas / Competencies Learning Outcome Information Results1
% Exceeding Standard 58 % 57% 53% % Meeting Standards 22% 21% 19% % Approaching Standards 9% 10% 12% % Not Meeting Standards 11% 12% 16%
Academic Year: 2005-2006
Date of Assessment Semester/Year2 Arithmetic, Algebra, Geometry Data analysis, Quantitative reasoning Understanding of the methods scientists use to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical analysis Application of scientific data, concepts, and models in one of the natural sciences Understanding of the methods social scientists use to explore social phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical and interpretive analysis Knowledge of major concepts, models and issues of at least one discipline in the social sciences Knowledge of a basic narrative of American history: political, economic, social, and cultural, including knowledge of unity and diversity in American society Knowledge of common institutions in American society and how they have affected different groups Understanding of America’s evolving relationship with the rest of the world. Knowledge of the development of the distinctive features of the history, institutions, economy, society, culture, etc., of Western civilization Relate the development of Western civilization to that of other regions of the world
Fall 05 & Spring 06 Fall 05 & Spring 06 Fall 05 & Spring 06
Students Assessed N %3
2780 2729 2492 68% 66% 50 %
Mathematics4 Natural Sciences
Fall 05 & Spring 06 Fall 05 & Spring 06
2476 6404
49% 65%
48% 64%
23% 21%
13% 7%
16% 8%
Social Sciences
Fall 05 & Spring 06 Fall 05 & Spring 06
6453 847
66% 56%
56% 59%
25% 21%
10% 9%
9% 11%
American History
Fall 05 & Spring 06 Fall 05 & Spring 06 Fall 05 & Spring 06
847 829 1,313
56% 55% 67%
60% 60% 64%
20% 19% 20%
9% 9% 8%
11% 12% 8%
Western Civilization
Fall 05 & Spring 06
1,296
66%
62%
19%
9%
10%
1
Each student should be counted only once and the four percentages should total 100%. System Administration will combine category results, as appropriate, for aggregate reporting purposes, for example, “meeting” and “exceeding” as “meeting and exceeding” 2 . Enter the previous date, the current date or the planned date, whichever is appropriate 3 . As a percentage of the students enrolled in courses intended to address this learning outcome 4 . The five explicit learning outcomes in Mathematics in the Implementation Guidelines should be grouped, for reporting purposes, as two outcomes; [Arithmetic, Algebra, Geometry] and [Data analysis, Quantitative reasoning]
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ASSESSMENT OF STUDENT LEARNING OUTCOMES IN GENERAL EDUCATION CAMPUS REPORT (Page 2)
Knowledge and Skills Areas / Competencies Learning Outcome Information Results1
% Exceeding Standard 83% % Meeting Standards 14% % Approaching Standards 2% % Not Meeting Standards 1%
Date of Assessment Semester/Year2 Knowledge of either a broad outline of world history, or the distinctive features of the history, institutions, economy, society, culture, etc., of on non-Western civilization Knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge areas required by the General Education program Understanding of at lease one principal form of artistic expression and the creative process inherent therein Basic proficiency in the understanding and use of a foreign Language Knowledge of the distinctive features of culture(s) associated with the language they are studying Produce coherent texts within common college-level written form Demonstrate the ability to revise and improve such texts Research a topic, develop an argument, and organize supporting Details Develop proficiency in oral discourse Evaluate an oral presentation according to established criteria Identify, analyze, and evaluate arguments as they occur in their own or other’s work Develop well-reasoned arguments Perform the basic operation of personal computer use Understand and use basic research techniques Locate, evaluate and synthesize information from a variety of sources
Fall 05 & Spring 06
Students Assessed N %3
171 91%
Other World Civilizations Humanities
Fall 05 & Spring 06
4278
71%
68%
17%
6%
9%
The Arts
Fall 05 & Spring 06
1,552
75%
76%
13%
4%
7%
Foreign Language
Fall 05 & Spring 06 Fall 05 & Spring 06
678 674
56% 56%
77% 69%
14% 18%
5% 7%
4% 6%
Basic Communication
Fall 05 & Spring 06
4,419
68%
65%
17%
7%
11%
Fall 05 & Spring 06 Fall 05 & Spring 06 Fall 05 & Spring 06 Fall 05 & Spring 06 N/A N/A N/A N/A N/A
4,419 4,419 4,279 4,279 0 0 0 0 0
68% 68% 66% 66% 0 0 0 0 0
65% 65% 75% 75% 0% 0% 0% 0% 0%
17% 17% 12% 12% 0% 0% 0% 0% 0%
7% 7% 3% 3% 0% 0% 0% 0% 0%
11% 11% 10% 10% 0% 0% 0% 0% 0%
Critical Thinking (Reasoning Information Management
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Daring to be Better
2006 – 2007 Strategic Directions
The 2006-2007 academic year has been titled “Daring to be Better”. Summarized below are the highlights of the directions planned. • • • • • • • The institutional strategic plan will be completed and current operation plans of all units will be revisited to ensure strategic directions are indicated. The Succession Planning Committee of the Board of Trustees will set forth strategies to ensure stability as through projected retirements of many employees. A Capital Campaign will be developed and implemented to pursue financial support for programming, goods, and services not supported by the college budget. The new administrative/academic building will be opened and pedestrian friendly landscaping will be completed. The Mission Review II Memorandum of Understanding will be finalized. Nine new programs will be implemented. The 2008-2013 Facilities Master Plan will be submitted to the State University of New York and Rensselaer County for approval.
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Annual Report Format 2005 - 2006 Due Dates: All Annual Reports are due to the Office of Assessment and Institutional Effectiveness by October 31, 2006. Annual Reports will consist of two parts: Part One: Report on the status of 2005-2006 planning initiatives as detailed in the Departmental Unit Plan. Additional departmental highlights may be included within the designated section at the end of the report. Additions to the 2006-2007 Departmental Unit Plan may also be included in Part One. Part Two: Report on status of 2005-2006 assessment plans as detailed in the Assessment Plan. Part One: Departmental Unit Plan—Yearly Planning Reports at the Departmental Level This section reports on the status of the year’s departmental planning initiatives as delineated in the 2005-2006 Departmental Unit Plan. If desired, it is appropriate to add to the chart to reflect those initiatives undertaken during the academic year that were not cited on the original planning document. As well, additions to the 2006-2007 Plan may be added on the blank Unit Plan matrix that is included. Format: Use the Departmental Unit Plan chart that has been forwarded electronically to review and report on the status of the initiatives as cited in your Departmental Unit Plan using the following definitions: Met Completed In Progress Initiative not completed in 05-06, but is still ongoing. If possible, indicate what percentage of the objective has been completed at this point. Delayed Initiative may be delayed due to any number of factors. List those factors in the Comments column. Indicate if initiative will move to 06 – 07 Plan. Not Met Neither delayed nor terminated. Requires further investigation. Terminated For some reason, the objective was unrealistic, or other factors contributed to abandoning this objective. Include reasons in the Comments column. Add Comments in the Comments column as appropriate. Additional Departmental Information may be added in the final section of the Departmental Unit Plan. This section provides an opportunity for a department to include 2005-2006 departmental accomplishments not previously identified in the Departmental Unit Plan. Provide additions (if any) to the 2006 - 2007 Departmental Unit Plan on the blank Unit Plan Matrix that is included in the electronic submission packet. Part Two: Assessment Plan and Report —Yearly Outcomes Report This section reports on the status of the year’s outcomes assessment initiatives as delineated on the annual Assessment Plan and Report. Program Assessment Format: Use the Assessment Plan and Report matrix that has been forwarded electronically to: Review cited institutional mission and goals, educational outcomes, means of assessment and criteria Using the definitions below, check the appropriate responses (for data base use) Identify the specific goal/objective for each intended outcome in the first column Summarize assessment data collected and check the following Yes – met criteria No – criteria too high or need to change something to improve outcome/service Describe how results will be used to improve instruction/services and Use of Results Yes – will implement change No – level of outcome/service was confirmed Extend to next year Yes – if “no” on criteria and change will be implemented No – no further action for outcome/service needed NOTE: Addition of check boxes does NOT eliminate the need for the narrative portion. General Education Assessment Format: A copy of the General Education annual report will be provided by the Coordinator of General Education Assessment. (Annual Report Form 9/5/06)
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