Master copy part 1 Deans.Objectives · 1997-98 Planning Document, objectives and status reports...

Dutchess Community College

STRATEGIC PLANNING DOCUMENT 2010‐2011

To Endorse and Participate in the SUNY Strategic Planning Process Focusing on the Following Areas of Opportunity and Challenge:

“SUNY and the Seamless Education Pipeline (HS to college & CC to 4yr; e.g. Promote & Support: College Level Readiness, Displaced Worker

Populations, and Transfer Opportunities)”

“SUNY and an Energy-Smart New York: Environmental Consciousness, Sustainability, Green Jobs, etc.”

Dutchess Community College STRATEGIC PLANNING

DOCUMENT 2010– 2011

December 2010 Office of Institutional Research, Planning & Assessment Donna M. Johnson, Director Maryanne P. Kinsella, Research Assistant Mary A. Ramaglia, Program Assistant

Acknowledgements

This Planning Document would not be possible without the help of many people throughout the College community. All the deans, directors, academic department heads and program chairs make major contributions. Sincere thanks to all of you. Note: The Strategic Planning Document is available electronically. It can be accessed through the Dutchess Community College myDCC portal using the following steps: 1) Click on Working at DCC 2) Click on Documents 3) Click on Institutional Research, Planning Forms and Documents 4) Click on Strategic Planning Documents

Contents 1.0 Introduction and History ................................................................................... 4

2.0 Values and Mission ................................................................................... 6

2.1 Values Statement ............................................................................ 6 2.2 Mission Statement ........................................................................... 7

2.3 Institutional Goals ............................................................................ 7 3.0 Institutional Assessment and Benchmarking ..………………………………….9

3.1 Definition of Institutional Assessment ......................................................... 9 3.1.01 Core Indicator: Persistence ........................................................ 10 3.1.02 Core Indicator: Persistence after Transfer .................................... 11 3.1.03 Core Indicator: Degree Completion Rates .................................... 12 3.1.04 Core Indicator: Graduation Rates………………………………… ... 13 3.1.05 Core Indicator: Client Assessment of Programs and Services ..... 14 3.1.06 Core Indicator: DC Fall 2008 HS Grads ....................................... 15 3.2 Definition of Benchmarking…………………………………………............. 16

3.2.01 Tuition…………………………………………………………… .... …17 3.2.02 Effective Educational Practices...………… ......... .. ………………18 3.2.03 Enrollment………………………………………………………… ..... 19 3.2.04 Capture Rate…………………………………………………… ... ….19

4.0 Strategic Planning …………………………………………………………… .......... 20

4.1 Definition of Strategic Planning……………………………………….…… ... 20 4.1.01 InstitutionaI Identity…………………………………………….…… .. 20 4.1.02 Current Environment………………………………………….… ....... 20 4.1.03 Future Vision………………………………………………….… .... …21 4.1.04 Planning………………………………………………………. ........... 21 4.1.05 Strategic Issues and Assessment……..…………………… .......... .22 4.1.06 Summary…………………………………………………… ........... …23 4.2 Environmental Influences……………………………………………… . ……24 4.2.01 External Influences/Environmental Scan…………………………. . 24 4.2.02 Internal Influences………………………………………………… .... 27

5.0 Strategic Planning Process…………………………………………………… ..... .28 5.1 Participants ………………………………………………………. ..... 28

5.2 Planning Cycle/Model …………………………………………………… ...... 31 5.3 Strategic Planning Cycle Description .................................. …..................32 6.0 2010-2011 Plan…………………………………………… . ………………………….35

6.1 Division Response to College Objectives ............................................. …35 6.1.01 College Objective #1 ...................................................................... 36 6.1.02 College Objective #2 ...................................................................... 38

6.2 Division Objectives ................................................................................. 39

6.2.01 Academic Affairs ............................................................................ 39 6.2.02 Student Services and Enrollment Management ............................. 48 6.2.03 Administration and Finance ........................................................... 54 6.2.04 Community Services and Special Programs .................................. 61

6.3 Academic Department Objectives ............................................................ 63 6.3.01 Allied Health and Biological Sciences .......................................... 63 6.3.02 Behavioral Sciences .................................................................... 69 6.3.03 Department of Business .............................................................. 74 6.3.04 Engineering, Architecture, and Computer Sciences .................... 77 6.3.05 English and Humanities ............................................................... 83 6.3.06 Health, Physical Education, Athletics and Dance ........................ 88 6.3.07 History, Government, and Economics ......................................... 93 6.3.08 Mathematics, Physical and Computer Sciences .......................... 98 6.3.09 Nursing……………. ................................................................... 103 6.3.10 Performing, Visual Arts and Communications ........................... 106

7.0 Status of 2009-2010 Plan ............................................................................... 115

7.1 College Objectives and Status ............................................................... 115 7.1.01 DCC Foundation Mini-Grant Awards ......................................... 115

7.2 Division Status Reports……. ................................................................. .116 7.2.01 Academic Affairs ........................................................................ 116 7.2.02 Student Services and Enrollment Management ......................... 131 7.2.03 Administration and Finance ....................................................... 144 7.2.04 Community Services and Special Programs.............................. 153

7.3 Academic Department Status Reports ................................................... 159 7.3.01 Allied Health and Biological Sciences ........................................ 159 7.3.02 Behavioral Sciences .................................................................. 171 7.3.03 Department of Business…....... .................................................. 177 7.3.04 Engineering, Architecture, and Computer Sciences .................. 181 7.3.05 English and Humanities ............................................................. 191 7.3.06 Health, Physical Education, Athletics and Dance ...................... 196 7.3.07 History, Government, and Economics ....................................... 208 7.3.08 Mathematics, Physical and Computer Sciences ........................ 217 7.3.09 Nursing………………… ............................................................. 224 7.3.10 Performing, Visual Arts and Communications ........................... 229

8.0 Definitions ............................................................................... 246 Appendices ............................................................................... 258 Reader Comment Form ............................................................................... 260

Strategic Planning Document 2010-11 Page 4

1.0 Introduction and History Dutchess Community College, for the first 25 years of its existence, enjoyed a period of steady growth in a relatively stable environment. In the mid-1980s, enrollment declined for the first time and the external environment began to change rapidly. At that time, the College embarked on a comprehensive planning process. Prior to 1984, individual departments did their own planning, which was taken as a totality to provide the college plan. Starting in the mid-1980s, DCC embarked on a number of formal planning initiatives which resulted in annual planning documents: 1984-85 Comprehensive Planning Process 1984-85 The Consensus Plan 1985-86 Comprehensive Plan 1986-87 A Summary of Departmental Planning Objectives 1987-88 Planning for Quality at Dutchess Community College 1988-89 Planning for Quality at Dutchess Community College 1989-90 Interim Operational Planning Summary 1990-91 Interim Operational Planning Summary Fall 1990 DCC Strategic Plan for 1991-93 1991-92 Planning Committee Guidebook 1992-93 Planning Handbook and Budget Cycles 1993-94 Planning Document, objectives only 1994-95 Planning Document, objectives and status reports 1995-96 Planning Document, objectives and status reports 1996-97 Planning Document, objectives and status reports 1997-98 Planning Document, objectives and status reports 1998-99 Planning Document, objectives and status reports 1999-00 Planning Document, objectives and status reports 2000-01 Planning Document, objectives and status reports 2001-02 Planning Document, objectives and status reports 2002-03 Planning Document, objectives and status reports 2003-04 Planning Document, objectives and status reports 2004-05 Planning Document, objectives and status reports 2005-06 Planning Document, objectives and status reports 2006-07 Planning Document, objectives and status reports 2007-08 Planning Document, objectives and status reports 2008-09 Planning Document, objectives and status reports 2009-10 Planning Document, objectives and status reports 2010-11 Planning Document, objectives and status reports. The current Planning Process model has been used since 1993. At that time, DCC built on the lessons of the past to design a Planning Process that would meet its planning needs, would be easy to understand, and would utilize existing administrative structures.


DCC's Planning Process has several key features:

Strategic Nature. The Planning Process is driven and guided by the Strategic Direction of the

College. At each phase of the Planning Process, the Strategic Direction is considered.

Focus.

The Planning Process focuses on a small number of objectives. Usually only two College Objectives are chosen. This permits maximum recognition and allows the College to concentrate its efforts in a very effective way.

Broad participation.

The Planning Process involves a broad range of the college community, not just one dean or department (see Participants, section 4.1). This inclusion of a wide variety of viewpoints ensures a final plan that addresses the needs of the entire college community and will be supported by the entire college community.

Continuity.

Although each academic year has its own planning cycle, these cycles overlap for several months. At the same time that the accomplishments of the prior year are being evaluated, objectives are being set for the new year. This provides a natural progression from year to year.

Use of existing college structures.

This is critical for the acceptance and success of the Planning Process. With the exception of the Stakeholders group, no new college infrastructures were created to support the Planning Process. The majority of the planning is accomplished during pre-existing meetings and by pre-existing groups. For example, all academic departments produce an Annual Report. The Planning Document Status Reports are an integral part of these Annual Reports.

Multi-year approach.

The Planning Process is driven by the Strategic Direction of the College which extends for three to five years in the future. Although specific activities which can be accomplished in one year make up the major portion of the Planning Objectives, these are all chosen with an eye on the Strategic Direction of the College.


2.0 Values and Mission

2.1 Values Statement The Dutchess Community College Values Statement was developed in an effort to express and emphasize the actions and activities that should take place daily on our campus. The Values provide a guide for the quality of education offered here, as well as a standard measure for the future efforts of faculty, staff, and administration. The Values Statement, combined with the Mission of the College, define and reinforce the type of service Dutchess Community College is committed to providing to Dutchess County and the Mid-Hudson Region. The DCC Values are: Excellent education and service: We keep our programs strong and updated. We set and adhere to reasonable and appropriate standards. We assess how well we are doing and make needed changes. The College's basic challenge is to continue the tradition of excellence in education and service that has always been a hallmark of Dutchess Community College. Caring attitude: We show a genuine concern for our students: how they learn, mature and develop. The caring attitude exhibited by faculty and staff is extremely important to our students' success. Most of our graduates remember fondly people at Dutchess Community College who had an impact on their lives. This caring attitude also helps to define how we are perceived by those we serve, and in this sense contributes to our reputation. Innovation: We make a conscious effort to ensure that what we do is appropriate for the times and circumstances. Innovation includes the implementation of new and creative teaching methods as well as the use of technology to achieve efficiency and effectiveness. Pride: We strive to create an atmosphere in which all members of the College community have a sense of personal dignity and worth. Pride is related to self-respect and a desire for excellence. It establishes a tone and level of expectation that becomes the foundation for success. A college that achieves distinction has a right to be proud. Reputation: We desire to be held in high regard and esteem by others. A good reputation is hard to acquire, and it must be earned again and again. The way others view us is important to our success. Integrity, which is being honest and doing what we say we are going to do, is an essential component of earning and keeping a good reputation. The Board of Trustees adopted these Values on July 11, 1995.


2.2 Mission Statement The mission of the College is a statement of purpose, the basic foundation upon which Dutchess Community College is built. The Strategic Direction of the College emanates from this mission. The mission as stated in the College Catalog is: The mission of Dutchess Community College is to provide open

access to an affordable, quality post secondary education to citizens of Dutchess County and others. As a comprehensive community college, DCC offers college transfer and occupational/technical degree programs, certificate programs, lifelong learning opportunities, and service to the community. The College provides educational experiences that enable qualified students to expand their academic capabilities and further develop thinking and decision making skills. By providing a full collegiate experience, the College seeks to ensure that all students achieve their individual potential.

2.3 Institutional Goals The continuing institutional goals of Dutchess Community College

have been reviewed by faculty, administration, and Trustees of the College. They are as follows:

To provide courses and programs to prepare students for transfer to

four-year colleges and universities, as well as to prepare students for employment.

To offer educational programs that provide for the acquisition of

general knowledge and basic skills supporting opportunities for flexible, lifelong learning.

To provide non-credit vocational, professional, and self-development

courses and programs, and to offer public service activities for the community.

To provide student support services to help students achieve their

individual potential and participate in a full collegial experience by providing career, academic and personal counseling.

To assess the competencies of incoming students and provide an

academic experience that will afford all students the opportunity to be successful.

To maintain a policy of open access supported by outreach efforts to

attract a diverse student population and offer continued support to ensure a diverse college community.


To maintain an environment in which students recognize their social and political responsibilities to the community, the nation, and the world.

To provide an intellectual and physical environment conducive to

inquiry, expression and learning. To promote effective communication that creates and maintains trust

and respect within the college community. To provide opportunity for participation in college governance by

members of the college community. To maintain excellence in teaching, learning, and administration by

providing opportunities for professional development. To continually monitor and evaluate institutional effectiveness. To provide the local community with access to college sponsored

cultural, intellectual and recreational activities. To encourage a recognition and understanding of personal and

cultural differences.


3.0 Institutional Assessment and Benchmarking 3.1 Definition of Institutional Assessment

Institutional assessment involves close analyses of the education and services provided by a college, as well as monitoring and improving student learning. Outcomes assessment is the process that not only monitors what and how well students learn, but it also measures the effectiveness of the institution in providing effective learning opportunities. These opportunities must include the dissemination and understanding of core indicators of effectiveness objectives and student support strategies as well as the consistent application of high academic standards.

Overall, such an on-going student outcomes assessment process works to improve institutional effectiveness. This process uses multiple measures of valid, reliable, and relevant assessment procedures, both quantitative and qualitative, to monitor and improve courses, services, and program core indicators of effectiveness. The data collected over time provides information for curriculum reform, broad-based planning, resource allocation, organizational leadership, institutional governance, and staff and student development. This information is used to improve instruction, student and community services, and to certify academic excellence for our students and constituencies.

Core Indicators of Effectiveness are broad measures that act as important gauges of institutional effectiveness. Core Indicators’ trends are tracked, analyzed over time, and eventually compared with peer colleges in order to establish benchmarks. Core Indicators of Effectiveness results are publicly shared within the context of celebrating accomplishments and identifying areas needing improvement.

The following tables showing how effective DCC is in a number of Core Indicators:

3.1.01

Student ProgressCore Indicator: Persistence (Fall to Fall)

Cohort: New Full-Time Students, Falls 2000-2009National Fall to Fall

Full-Time Student Count of New Count of New Count that Re-Enrolled Percent that Re-Enrolled (First Year to Second Year)Start Semester Full-Time Students Grads in 1st Yr in the Following Fall in the Following Fall Re-Enrollment Percents

Fall 2000 634 7 418 65.9% 51.6%

Fall 2001 716 4 476 66.5% 52.8%

Fall 2002 766 4 469 61.2% 51.3%

Fall 2003 922 6 596 64.6% 51.6%

Fall 2004 997 3 634 63.6% 52.5%

Fall 2005 984 4 618 62.8% 51.4%

Fall 2006 1,001 11 609 60.8% 53.7%

Fall 2007 1,043 8 634 60.8% 53.7%

Fall 2008 1,660 9 1,121 67.5% 55.70%

Fall 2009 2,027 11 1,287 63.5% *

ACT Data Files for Two-Year Public Colleges, www.act.org/path/policy/pdf/retain_trends.pdf ST0110: FTFT.*There is a lag in the availability of this data


3.1.02

Student ProgressCore Indicator: Persistence After Transfer

Cohort: Full-time transfer students entering SUNY 4-year institutions Fall 2006

Fall 2007 Still Enrolled# % Freshman Sophomore Junior Senior

% % % %# # # #

Dutchess 273 218 79.85% 0.5% 6.9% 29.8% 62.8%1 15 65 137

Orange 155 130 83.87% 0.8% 10.0% 39.2% 50.1%1 13 51 65

Rockland 182 138 75.82% 1.5% 6.5% 44.2% 47.8%2 9 61 66

Sullivan 63 45 71.43% 2.2% 13.3% 33.4% 51.1%1 6 15 23

Ulster 136 106 77.94% 0.0% 4.7% 50.0% 45.3%0 5 53 48

Westchester 188 148 78.72% 1.4% 16.9% 35.1% 46.6%2 25 52 69

Source: SUNY Office of Institutional Research, Fall 2006 - Fall 2007 (Most recent data available).


Persistence of Full-Time Transfer

Students to a SUNY Senior Institution

Full-Time In SUNY Fall

2006

After One Year in SUNY Senior Institution By Student Level in Fall 2007 # and % Still Enrolled

Senior Institution

3.1.03Student ProgressCore Indicator: Degree Completion Ratesfor First-Time, Full-Time Associate Level Students

Grads Total Successfulwithin Other Educational

3 Years Grads Outcomes Attrition

Dutchess 24.66% 9.94% 10.87% 0.73% 15.49% 61.69% 38.31%

Orange 13.54% 10.98% 12.86% 0.45% * * *

Rockland 15.35% 8.84% 12.28% 0.29% 19.33% 56.09% 43.91%

Sullivan 14.87% 15.38% 22.05% 0.78% 3.84% 56.92% 43.08%

Ulster 23.75% 13.03% 6.07% 1.08% 12.85% 56.78% 43.22%

Westchester 11.43% 5.33% 18.94% 0.37% 20.76% 56.83% 43.17%

source: SUNY Office of Institutional Research "Successful Educational Outcomes" Report, Fall 2006 cohort, Status as of Fall 2009.

note: recent transition to new student informational systems may be distorting numbers reported by other institutions.


Fall 2006 Cohort

(Without a Degree) (Without a Degree) Fall 2009

PersistersSUNY Transfers Non-SUNY Transfers Enrolled


3.1.04

Graduation Rates Core Indicator: Graduation Rates in Comparison to 36 Large Public Community Colleges in the Northeast Graduation rate cohort as a percent of all undergraduates and as a percent of total entering students (Fall 2009); graduation rate and transfer-out rate (2006 cohort) Dutchess Comparison Group

Community College Median*

Graduation rate cohort as a percent of undergraduates 20% 17%

Graduation rate cohort as a percent of total entering students 66% 50%

Graduation rate, overall 24% 14%

Transfer-out Rate 21% 21%

Graduation rates of full-time, first-time, degree/certificate-seeking undergraduates within normal time, and 150% and 200% of normal time to completion: 2005 cohort Dutchess Comparison Group


Normal time 12% 4%

150% of normal time 21% 13%

200% of normal time 27% 21%

Graduation rate cohort as percent of total entering students (Fall 2009) Dutchess Comparison Group


Full-time Retention 67% 63%

Part-time Retention 44% 44% Source: U.S. Dept. of Education, National Center for Education Statistics, IPEDS: Spring 2010 Graduation Rates component. *(N=36) Fall to Fall Retention Rates (Fall 2008- Fall 2009)

3.1.05

Workforce Development Core Indicator: Client Assessment of Programs and Services

PercentYour Comparison

Institution Colleges

If you could start over, would you choose to attend this college again?

Item Average 4.15 3.99

(quality scale: 5=Def. Yes, 4=Prob. Yes, 3=Uncertain, 2=Prob. No, 1=Def. No)Percent

Your ComparisonInstitution Colleges

Since you enrolled what is your overall impression of quality of education at this college?

Item Average 3.98 3.69

(quality scale: 5=Very High, 4=High, 3=Average, 2=Low, 1=Very Low)

Satisfaction AverageYour Comparison

How satisfied are you with this college in general? Institution Colleges

Item Average 4.16 3.99(satisfaction scale: 5=Very Satisfied, 4=Satisfied, 3=Neither Satisfied nor Dissatisfied, 2=Dissatisfied, 1=Very Dissatisfied)

Satisfaction AverageYour Comparison

Institution CollegesSatisfaction with Services, Facilities, College Environment and Climate

How satisfied are you with…Overall information provided by academic advisor(s) 3.69 3.70Campus acceptance of individual differences 4.05 3.92Quality of instruction 4.08 4.00

source: SUNY Student Opinion Survey, Aug 2010, SUNY Mid-size Community Colleges


3.1.06

Student RecruitmentCore Indicator: Dutchess County Fall 2009 High School Grads

college- college- college- as % of as % of as % of as % of as % of as % ofbound bound bound H.S. all college- 2yr coll. H.S. all college- 2yr coll.

High School Name count 4yr 2yr 4yr + 2yr count graduates bound bound3 count graduates bound bound

Arlington 751 339 364 703 330 44% 47% 91% 269 36% 38% 74%Beacon 213 77 107 184 108 51% 59% 101% 74 35% 40% 69%Dover 135 58 56 114 55 41% 48% 98% 39 29% 34% 70%

Franklin D. Roosevelt 325 103 169 272 125 38% 46% 74% 101 31% 37% 60%John Jay 475 224 223 447 223 47% 50% 100% 183 39% 41% 82%Millbrook 112 47 58 105 50 45% 48% 86% 48 43% 46% 83%

Pawling 106 59 32 91 47 44% 52% 147% 26 25% 29% 81%Poughkeepsie H.S. 225 91 96 187 139 62% 74% 145% 86 38% 46% 90%Red Hook 146 77 47 124 57 39% 46% 121% 40 27% 32% 85%

Rhinebeck 86 56 26 82 31 36% 38% 119% 21 24% 26% 81%Roy C. Ketcham 424 173 223 396 228 54% 58% 102% 184 43% 46% 83%Spackenkill 129 67 61 128 65 50% 51% 107% 49 38% 38% 80%

Stissing Mountain 86 37 37 74 37 43% 50% 100% 25 29% 34% 68%Webutuck 64 24 35 59 18 28% 31% 51% 13 20% 22% 37%

3,277 1,432 1,534 2,966 1,513 46% 51% 99% 1,158 35% 39% 75%

note: 1. 91% of High School graduates are College-bound. 2. H.S. graduates include Aug. 2008, January and June 2009. 3. There are some applicants with unknown or missing high school. If these are county h.s. grads, then the capture rate would increase.

Strategic Planning Document 2010-11

4. A possible cause for numbers exceeding 100% could be that--in addition to "2-yr college bound students"--some "4-yr college bound students" also apply to DCC.

Page 15

sources: Graduates NYSED website, NYS School Report Card, Comprehensive Information Report.

4. A possible cause for numbers exceeding 100% could be that--in addition to "2-yr college bound students"--some "4-yr college bound students" also apply to DCC.

H.S. Graduates Applicants Registered


3.2 Definition of Benchmarking

Benchmarking is the process of identifying, sharing, and using best practices to improve administrative processes and allows an institution to determine who amongst its peers is the best, who sets standards, and what those standards are. Benchmarks allow institutions the opportunity to make appropriate and useful comparisons between their performance and that of other groups of similar colleges.

Compared to the other SUNY community colleges in the region, DCC performed well on several important indicators.

1. TUITION: DCC currently has the lowest tuition of any other community college in the surrounding counties. In addition, the College’s tuition is the lowest of any college or university in the state. (3.2.01)

2. EFFECTIVE EDUCATIONAL PRACTICES: DCC outperforms the Mid-

Hudson Group of peer institutions—and, in fact, all SUNY Colleges as a group, as evidenced in the Community College Survey of Student Engagement (CCSSE), which utilizes the following benchmarks of effective educational practices(3.2.02) :

Active & Collaborative Learning Academic Challenge Student-Faculty Interaction Student Effort Support for Learners

3. ENROLLMENT: DCC achieves the highest enrollment of all the community

colleges in the region in terms of both headcount enrollment and state-funded FTE’s. (3.2.03)

4. CAPTURE RATE: DCC captures a higher percentage of County residents

as students than any of the community colleges in surrounding counties. (3.2.04)


3.2.01

Tuition

Community College

Full-time Tuition 2010-2011

Part-time Tuition 2010-2011

Dutchess $2,900 $121/credit hour

Columbia-Greene $3,496 $144/credit hour

Rockland $3,564 $142/credit hour

Orange $3,700 $154/credit hour

Ulster $3,820 $140/credit hour

Sullivan $3,890 $152/credit hour

Source: SUNY Finance Office, College websites.

3.2.022009 Community College Survey of Student Engagement

Effective Educational Practice Benchmark Results

DCC Mid-Hudson Group

All SUNY Colleges

All CCSSE Colleges

50.8

48.348.9

50

Benchmark Scores: Active & Collaborative Learning


All SUNY Colleges

All CCSSE Colleges

52.8

51.6

50.650

Benchmark Scores: Academic Challenge

52.151.4

0

Benchmark Scores: Student-Faculty Interaction

50.5

49.850

Benchmark Scores: Student Effort


Mid-Hudson Group consists of Orange County Community College, Rockland Community College, Ulster County Community College, and Westchester Community College.


All SUNY Colleges

All CCSSE Colleges

50.8

48.348.9

50

Benchmark Scores: Active & Collaborative Learning


All SUNY Colleges

All CCSSE Colleges

52.8

51.6

50.650

Benchmark Scores: Academic Challenge


All SUNY Colleges

All CCSSE Colleges

52.1

49.7

51.4

50

Benchmark Scores: Student-Faculty Interaction


All SUNY Colleges

All CCSSE Colleges

50.5

49

49.850

Benchmark Scores: Student Effort


All SUNY Colleges

All CCSSE Colleges

51.7

48.9

49.9 50

Benchmark Scores: Support for Learners


Mid-Hudson Valley SUNY Community Colleges Benchmarking Comparisons

3.2.03

Enrollment Community College

Headcount Enrollment Fall 2009 (1) State Funded FTE 2008-2009 (2) Full-time Part-time Total

Dutchess 5,274 4,549 9,823 5,782 Rockland 4,686 3,447 8,133 5,529 Orange 3,807 3,069 6,876 4,481 Ulster 1,759 1,781 3,540 2,246 Columbia-Greene 1,149 899 2,048 1,267 Sullivan 1,113 622 1,735 1,285 3.2.04 Capture Rate Community College

Total Population 2009 (3)

Total Resident FTE 2008-2009 (4)

% of Population Enrolled

Dutchess 293,562 5,359.4 1.826% Rockland 300,173 4,864.8 1.621% Ulster 181,440 1,990.0 1.097% Sullivan 75,828 795.2 1.049% Orange 383,532 3,901.9 1.017% Columbia-Greene 110,565 1,122.8 1.016% (1) IPEDS Feedback Report 2010. (2) IPEDS Feedback Report 2010. (3) U.S. Census Bureau 2008 Estimated Census Data (http://quickfacts.census.gov) Note: Most recent information available. (4) SUNY Community College Annual Report Summary, "Sponsor Resident FTE", DCC Admin; IR SMRT. Note: FTE Resident Enrollment is for 2008-2009.


4.0 Strategic Planning

4.1 Definition of Strategic Planning Dutchess Community College recognizes that strategic planning is a core part of institutional assessment. A comprehensive strategic planning cycle is instrumental in setting the strategic direction for the College, as well as providing a process for self-evaluation and improvement.

Although there are numerous definitions of Strategic Planning, Dutchess Community College uses a simple, yet powerful, definition. Strategic Planning is a process used to address the areas of:

• Institutional Identity: Who are we? • Current Environment: Where are we now? • Future Vision: Where do we want to be in 3 to 5 years? • Planning: How will we get there? • Strategic Issues and Institutional Assessment: How will we know if we

are making progress?

4.1.01 Institutional Identity

In terms of institutional identity, Dutchess CC has a Mission Statement (see section 2) that answers the basic question of "Who Are We?" In addition, in 1995, the Board of Trustees adopted a Values Statement to further articulate the identity and to provide a guide for the quality education offered here.

4.1.02 Current Environment

The current environment of the college ("Where are we now?") is monitored continually by the President and the Cabinet. This effort is formalized at the end of the Planning Cycle when the Status Reports on the prior year's Objectives are reported. Another routine check of the current environment takes place at the weekly Strategic Enrollment Management meeting. At this meeting, the College's current position is analyzed and measured in respect to the College's Strategic Direction. For example, if part of the strategic plan is to increase the enrollment of part-time students, then this weekly meeting is a convenient way to monitor progress. This meeting also provides an opportunity to identify unmet needs, review related data, and determine if and how the College should respond. Additionally, the weekly meeting makes it possible to respond quickly to changes in the environment.

4.1.03 Future Vision "Where do we want to be in three to five years?" This question is addressed each summer at the Cabinet retreat.


The long-term vision for Dutchess Community College is to continue to be the college of choice for the residents of Dutchess County. Also, Dutchess Community College will be recognized as the premier community college in the Mid-Hudson Valley.

The College has gathered data related to both goals:

College of Choice for the Residents of Dutchess County For the fall 2009 semester, 46% of all graduates from Dutchess County public high schools applied to Dutchess Community College, and 35% attended. Of the high school graduates who indicated an intention to enroll in four-year or two-year colleges after graduation, 39% came to DCC. It is clear that Dutchess Community College is the college of choice for the graduates of Dutchess County high schools. Premier College in the Mid-Hudson Valley Dutchess Community College has been collecting data comparing the five community colleges in the Mid-Hudson Valley region on key indicators. Dutchess Community College has the highest enrollment of all of the community colleges (3.2.03). Also, in calculating the percentage of resident students to the total population of the county (3.2.04), DCC has the highest penetration rate of the community colleges in the region. Further, DCC has the lowest tuition of the colleges in the area (3.2.01). Two independent student opinion surveys have recently been conducted. The 2009 Community College Survey of Student Engagement benchmark results (3.2.02) indicate DCC students provided higher rankings in all 5 benchmark categories: Active & Collaborative Learning, Academic Challenge, Student-Falulty Interaction, Student Effort, and Support for Learners. The 2010 SUNY Student Opinion Survey indicated that Dutchess Community College students remain in school, and complete their degrees at a higher rate than students at other local community colleges (3.1.03), making the DCC attrition rate the lowest among local peer institutions. Dutchess Community College will continue to collect and analyze pertinent data related to this long term vision for the College.

4.1.04 Planning

Planning is necessary to maintain, support, and improve the College’s programs and services, as well as to ensure resources are allocated appropriately. It is essential in determining the path to get where the College wants to be in three to five years. In fact, the entire Strategic Planning Process is based on the need to plot a course that will lead in the Strategic Direction that has been identified.


4.1.05 Strategic Issues Through the annual Cabinet Retreat, the priority Strategic Issues were identified. These issues were discussed with and affirmed by the Board of Trustees.

• Access: open admission policy, low tuition, GED, remediation programs

• Student Success: retention, graduation rates, academic support

services • Facilities: condition, utilization • Technology: academic and administrative computer support, website,

etc. • Reputation: student opinion survey results, community opinion • Community Services: workforce training and cultural activities offered

to community residents/businesses • Assessment: academic and institutional excellence, striving to be the

best we can be • Efficiency: monitoring operating expenses and energy use • Improvement: addition of new programs, staff development

4.1.06 Strategic Planning and Institutional Assessment The strategic planning process is an integral component of institutional assessment, and although there is a set cycle for developing objectives and assessing outcomes, assessment is an inherent part of the on-going activities of the College. The following outlines the annual planning cycle, which is communicated to everyone involved in the planning process. The annual college-wide objectives are identified at the Stakeholders group meeting in March. Each year, two college-wide objectives are adopted, usually with one being rolled over from the previous year. In April, the college-wide objectives are announced to the college community. At that time, if funding is available, DCC Foundation Mini-Grant applications are distributed, and Mini-Grant projects that will address the college-wide objectives are encouraged.


In order for the planning process to be effective, there must be a link between planning and the allocation of resources needed to implement the plan. Dutchess Community College has designed planning and budgeting processes that are interconnected. In July, the President’s Cabinet holds a two-day planning retreat. The Cabinet considers various environmental influences, both internal and external, that may impact the College. Also, the Cabinet identifies and discusses strategic issues that the College will face over the next three to five years.

Any new academic program or college project that will involve significant funds for staff, equipment, or facilities are planned on a two-year cycle and reviewed at the Cabinet Retreat. In the first year of the cycle, an objective regarding the new program or project is included in the Strategic Plan. At that time, the objective relates to the planning needed to decide whether the new program or project is feasible. In the second year of the process, an objective is included in the Strategic Plan related to the implementation of the new program or project. In this way, new resources needed to ensure the success of a new program or project would be thoroughly discussed and allocations provided.

As an integral part of the institutional assessment process, the deans meet with their staff to develop division and department objectives for the coming year. Using assessment strategies as a guide, objectives are determined by 1) identifying a need for and/or reviewing data regarding the proposed objective, 2) completing an analysis to determine if the objective should be included in the Annual Strategic Plan, 3) developing the objective for inclusion in the Annual Strategic Plan, and 4) reporting on the results of the actions taken. The objectives for the divisions of Administration, Student Services and Community Services are completed by the end of August. The objectives for academic departments are identified in the early fall after faculty have returned to campus. In October, the Strategic Planning Document for the year is published by Office of Institutional Research, Planning and Assessment. Finally, the Strategic Planning Document is presented to the Professional Staff Organization at its November meeting and to the Board of Trustees. Throughout the year, each division and department takes the necessary steps to reach the objectives that have been set. As part of the strategic planning cycle, divisions and departments report on whether or not the objectives have been attained. This information is included in the following year’s Annual Strategic Plan.


4.2 Environmental Influences

This part of the strategic planning process considers the context in which

the college will be operating for the next three to five years.

4.2.01 External Influences/Environmental Scan

The Environmental Scan identifies the key external influences that help shape many of the institution’s plans and goals. Specifically, the Environmental Scan looks at social/demographic, economic, technological, academic, and political/legal trends.

Social/Demographic Trends

1. The increasing diversity of the population will continue. The Hispanic/Latino population is now the fastest growing minority group in DCC's student body and in Dutchess County, reflecting national trends.

2. New York State Dept. of Education predicts a shortage of education professionals in New York State, in large part due to the impending retirement of baby boomers from the teaching profession.

3. Students are entering college with an increasing number of college credits already earned while in high school. Large numbers of students are arriving with several college credits earned during high school, but an increasing number of underprepared students are arriving at college as well.

4. Public concern related to safety, security, crime and alcohol issues have heightened awareness of personal risk issues on college campuses.

5. Though the overall county population has continued to increase marginally, the New York State Department of Education has projected that there will be a continuous decline in the number of high school graduates in Dutchess County for the next 10 years.

Economic Trends

1. The U.S. economy faces numerous difficulties, including uncertainty and volatility in the financial markets, a weak dollar internationally, growing fears of inflation and recession, the credit crisis, and low consumer confidence.

2. Consumer spending continues to erode regionally and nationally, as households face widespread financial pressures, including higher costs for many goods and services, higher unemployment, declining housing values,


tighter credit, and the shrinking value of their investments and retirement funds.

3. Nationwide, one in seven homeowners who hold a mortgage is now either late on at least one mortgage payment or already in foreclosure. Speculation suggests that it is the housing market, contrary to the usual employment market, that will be last to recover from the recession.

4. Growth in the per capita income in the county has stalled over the last five years. Some data suggests that workers in the Hudson Valley are taking on extra jobs to make ends meet.

5. The number of unemployed in the State is at 798,900. The unemployment rate in New York State is at 8.3% in September 2010. (Data is seasonally adjusted.) However, this is lower than the 9.6% unemployment nationwide. The unemployment rate in Dutchess County, while not calculated on a seasonally adjusted basis, compares favorably to state and national data.

6. Overall, the total number of non-farm jobs in New York State held steady over the past year, decreasing by under 0.1%. Education and Health Services experienced job growth in the State in the past 12 months. The sector experiencing the highest job losses was government. The rate of decline in the number of non-farm jobs in the Poughkeepsie-Newburgh-Middletown Metropolitan Area was modest (-0.2%).

7. The state has decreased its financial support for public education over the

past year, and we can expect no increase in county financial support, although student enrollment continues to increase each semester. Improvement in the economy is very subtle at this time. Until some measure of economic recovery is sustained, improved financial support at the state or local levels is unlikely.

Political/Legal Trends 1. The political climate continues to shift, as so-called “anti-incumbent fever” has

grown in New York and the nation.

2. Major budget shortfalls at all levels of government are driving significant cuts in public funding and services. At the state level, this is particularly true for public higher education.

3. New York already has among the highest taxes nationwide. Tax and fee

increases generally are hitting taxpayers at many levels. In the Hudson Valley this year the state added a payroll tax on businesses, including Dutchess Community College, that are served by the Metropolitan Transportation Authority.


Technological Trends

1. Virtually all of the “Net Generation” has access to computers--the hardware, that is. However, the digital divide continues to widen regarding access to wireless and broadband (high-speed) internet connections.

2. With almost constant access and exposure to the new stream of communication formats, students bring expectations and experiences that lead to changing qualities like shortened attention spans.

3. Increasingly, college campuses are taking steps to enhance technical literacy and create a campus culture that encourages faculty to use computers, smart devices, and other innovative tools in their curricula.

4. Classrooms are only one delivery mechanism in education, as use of online learning and blended learning continue to expand.

5. Institutions in higher education face demand for further investment in the use of educational and operational technologies.

Academic Trends

1. Students are enrolling at public schools and two-year schools in record and near record numbers, driven by the sustained broad-based economic downturn.

2. Emphasis on college and university accountability continues to require more outcomes assessment, benchmarking, and institutional research.

3. There is a greater interdependence between two-year and four-year institutions as the numbers of transfer students’ increase, and the new SUNY Chancellor has identified having a Seamless Education Pipeline a priority item.

4. Flexible, alternative methods of delivering academic courses and programs, for example asynchronous distance learning courses, are more common in higher education.

5. More high school seniors want college credit courses integrated with the secondary school schedule and, therefore, will want to utilize DCC services.

6. The percentage of higher education students speaking English as a second language will increase.

7. Pressure to improve student retention rates is increasing.

8. Dutchess Community College is moving forward with its plan to add on-campus housing for a limited portion of its full-time student population.


4.2.02 Internal Influences Internal influences must also be considered when generating a Strategic Plan. Some of these are:

1. Technology. a. DCC recently completed a new Strategic Technology Plan. This

document has been published separately. b. Banner modules have been implemented for Financial Aid, Finance,

Human Resources, Student and Alumni. The electronic tracking of student records is now fully integrated.

c. The campus now provides a widely-available wireless network.

d. The development and transition to new technology must include ongoing training of faculty, administrators and support staff. e. Faculty training and participation will be needed as demand for online courses continues to increase.

2. Outside funding. Increased demand for outside funding may be felt if traditional budget resources are limited. The College continues to seek more grant funding, especially to address the needs of--and develop partnerships and collaborations with--community and external groups. These partnerships will allow DCC to leverage resources and attract grant funding.

3. Physical plant.

DCC has a new Facilities Master Plan which should be reviewed in light of the internal and external influences identified here.

4. Personnel.

The College continues to manage its staffing levels to optimize resources.

5. New programs.

DCC continuously evaluates its existing programs and works on identifying and developing new programs as appropriate to the needs of the market and the strategy of the institution. This is both an external and internal influence.


5.0 Strategic Planning Process The "Strategic Planning Process" at Dutchess Community College is composed of: Participants Planning Cycle or Model Planning Calendar Each of these is described in detail in the following sections.

5.1 Participants One of the strengths of the DCC Planning Process is the broad participation of the College community. Starting with the summer Cabinet retreat through the President's Progress Report two years later, many levels of college staff are involved in the Planning Process. The major participants include: President's Cabinet Professional Staff Organization (PSO) Stakeholders President Mini-Grant Recipients Deans Administrative Department Heads Administrative Staff Academic Department Heads Program Chairpersons Faculty Office of Institutional Research, Planning and Assessment Board of Trustees The function of each of these is described briefly in the following section. For further information, refer to the definitions in section 7. President's Cabinet The President's Cabinet is composed of the President and the four deans. At their annual retreat in July, the Cabinet discusses the present and future needs and direction of the College. Professional Staff Organization (PSO) The PSO is active in the Planning Process in several ways: 1. A PSO/President's ad hoc Planning Review Committee developed the

current DCC Planning Process. 2. PSO has representation in the Stakeholders group. 3. The Planning Document for the coming year is reviewed by the PSO,

usually at its November meeting.


Stakeholders The Stakeholders meet in March to choose the College Objectives for the coming year based on the Strategic Direction set by the President's Cabinet. Usually two objectives are selected; one is carried over from the previous year, thereby allowing two years to work on an objective, and one is new. As part of their discussions, the Stakeholders consider changes and trends in the local economy and other environmental factors which may affect the College (see Strategic Planning, Environmental Influences, section 4.2). President The President initiates the planning cycle by participating in the Cabinet summer retreat and visioning session. The President then documents and communicates the Strategic Direction to the college community. In March, the President convenes the Stakeholders meeting to choose the College Objectives for the coming year. The President later reviews the Division Plans of each area, and finally presents the Planning Document to the PSO for its review. The President also shares the Planning Document with the Board of Trustees. Mini-Grant Recipients When funding is available, Mini-Grants are awarded by the DCC Foundation for projects that will address the College Objectives. Award recipients conceive ways to advance the College Objectives, above and beyond their regular duties. All professional staff is eligible to apply for Mini-Grants. Deans The Deans play several crucial roles in the Strategic Planning Process: 1. The Deans provide input to the Strategic Plan through their deliberations at

their summer Cabinet retreat. 2. The Deans are primarily responsible for implementing the Strategic

Direction by preparing the Division Objectives for the upcoming year. 3. The Deans must assess and report on the status of the objectives from the

prior year. 4. The Deans provide leadership for the departments under them in the

preparation and implementation of Department Objectives. Administrative Department Heads The administrative department heads are involved in the Planning Process in several ways, including: 1. Preparing Department Objectives to be included in the Division Objectives

for their area.


2. Implementing that portion of the Division Objectives that relate to their department.

3. Assessing the accomplishments as related to the plans at the end of the planning year (academic year).

Administrative Staff The administrative staff is involved in the planning process in several ways, including: 1. Providing input into the Department Objectives. 2. Implementing the Department Objectives for their department. 3. Reviewing the accomplishments as related to the plans at the end of the

planning year. Academic Department Heads Academic department heads are responsible for the planning and implementation of course and program assessment activities, as well as other aspects of the planning process that are similar to administrative department heads: 1. Preparing department plans to address both College Objectives and

Department Objectives. Academic departmental plans include implementation of action plans that result from program and/or course assessment activities. Program chairs and departmental assessment coordinators assist in this task as needed and as appropriate.

2. Implementing that portion of the Division Objectives that relates to them as department heads or as members of the Departmental Affairs Council.

3. Reviewing the department’s accomplishments and results against their objectives at the end of the planning year. The Status Report is included in the academic department's Annual Report.

Faculty Faculty is involved in the Planning Process in several important ways, including: 1. Providing direct input into the department objectives. 2. Participating in course and program assessment activities and providing

results and action plans based on those results. 3. Providing direct input into departmental plans to address the College

Objectives. Office of Institutional Research, Planning and Assessment The Office of Institutional Research, Planning and Assessment (IRPA) manage the Planning Process and coordinate the collection of all the materials needed to publish the Strategic Planning Document.


5.2 Planning Cycle / Model In 1992, the Professional Staff Organization (PSO) created an ad hoc Planning Committee to study planning at DCC. The result of that committee's work was the DCC Planning Cycle. This model consists of 12 steps for each academic year. The steps from one year overlap with the steps for the next year: evaluation of the previous year overlaps setting objectives for the following year, providing continuity. The following are the steps in the Planning Cycle: Step Month Activity

1 March Identify College-wide Objectives and Priorities for the Upcoming Year.

2 April Share College-wide Objectives with College Community.

3 May Apply for Mini-Grants.

4 July Determine Environmental Influences (Cabinet Retreat).

5 August Identify Division Objectives and Administrative Department Objectives.

6 September Identify Academic Department Objectives.

7 October Publish Strategic Planning Document.

8 November Review of Planning Document by Professional Staff Organization and Board of Trustees.

9 Sep – June

Implement Objectives.

10 May - Aug Evaluate and Report on the Status of Department and Division Objectives.

11 August Progress Report by President to College Community Including Update on Strategic Direction.

12 November Assess the Planning Process.

The above steps are described in detail in the next section.


5.3 Strategic Planning Cycle Description The twelve steps of the Strategic Planning Cycle are: Step 1. Identify College-wide Objectives and Priorities for the Upcoming Year.

In March, the Stakeholders Group (see definitions, Section 8) meets to determine the annual college-wide objectives. The result of this meeting is the setting of the two College-wide Objectives. Long-term College Projects are also reviewed at this time.

Step 2. Share College-wide Objectives with College Community. The College-wide Objectives are communicated to the college community

by the President. The College-wide Objectives are also listed in the Mini-Grant application that is available in April.

Step 3. Apply for Mini-Grants. (Based upon availability of funding) Early May is the deadline for Mini-Grant applications. The Mini-Grants can

be used as "seed" money to encourage activities that will further the College-wide Objectives and/or provide significant impact on students and college life. The intent of the Mini-Grant Program is to foster and support innovative ideas.

Step 4. Determine Environmental Influences. (Cabinet Retreat)

The President's Cabinet at its summer retreat considers the various environmental influences (both external and internal) that will affect the College in the next three to five years. This deliberation identifies and addresses the strategic issues for the College. Budget priorities for the next two fiscal years are also discussed.

Step 5. Identify Division Objectives and Administrative Department Objectives. In August, the four Deans determine the Division Objectives for the

upcoming year. The college-wide objectives, identified college needs, and the deliberations and budget discussions that took place at the Cabinet retreat are considered. In order to finalize the objectives, the following steps are taken: 1) identify a need for and/or review data regarding a proposed objective, 2) complete an analysis to determine if an objective should be included in the Annual Strategic Plan, 3) develop an objective for inclusion in the Plan, and 4) report on the results of the actions taken. Using the same procedure, the administrative Department Objectives are prepared by department heads. These then become input to the Division Objectives.


Step 6. Identify Academic Department Objectives. Department Objectives are set by each academic department, usually at

the first department meeting in the fall. Based on the Strategic Direction, and using the College and Division Objectives along with departmental Assessment Plans, the departments identify a need for and/or review data regarding a proposed objective, complete an analysis to determine if the objective should be included in the Annual Strategic Plan, develop the objective for inclusion in the Plan, and report on the results of the actions taken. The departments also determine specific actions they will undertake during the year to meet the objectives that have been set. Departmental objectives can usually be achieved in one academic year. Those requiring longer accomplishing are placed in a special section for Long-Term Objectives.

Step 7. Publish Strategic Planning Document. In October the Strategic Planning Document for the year is published. The

document is compiled by the Office of Institutional Research, Planning and Assessment using input from all divisions.

Step 8. Review of Planning Document by Professional Staff Organization and Board of Trustees. At the November meeting of the PSO, the President presents the Strategic

Planning Document to the PSO for review. It is also shared with the Board of Trustees.

Step 9. Implement Objectives. Most objectives are designed to be completed within one academic year.

From September to June, the objectives described in the Planning Document are implemented throughout the College. Selected Objectives are accomplished over the summer.

Step 10. Evaluate and Report on the Status of Department and Division Objectives. Each of the academic departments holds an annual retreat during the

month of May. Traditionally, this time has been used to review the year that is ending and to plan for the next year. With the Strategic Planning Process, the annual retreat provides an opportunity for a more formal evaluation of the Department Objectives. The status of each objective is reported and recorded for inclusion in the departmental Annual Report and the Strategic Planning Document for the upcoming year.

Some departments use their Planning Document objectives as a guide

throughout the year. At department meetings, the status of the objectives


is reviewed and updated. In this way, the Status Report is prepared incrementally as objectives get accomplished.

The status of Division Objectives is evaluated over the summer by the

deans. The status is recorded in a standard format for inclusion in the Strategic Planning Document for the next year.

Step 11. Progress Report by President to College Community Including Update of Strategic Direction.

Each year, the President ushers in the new academic year by inviting all faculty and professional staff to a President's Meeting. At this meeting, the President informs the college community of environmental influences that may impact the college over the coming year. The President also reviews the accomplishments of the past year, especially those activities that have taken place over the summer while the faculty was gone.

Step 12. Assess the Planning Process.

The President meets with the Director of Institutional Research, Planning and Assessment to review the effectiveness of this cycle of the planning process. Input is solicited from the Department Heads (via the DAC) and from the Deans (via the President’s Cabinet meeting). Any process problems are addressed and changes are made to the procedure for next year.


6.0 2010-2011 Plan DCC's Planning Process continues to be refined each year. Since 2003-04, there is an increased emphasis on Strategic Planning, which formerly had been infused throughout the Planning Process. Now there are specific activities (such as the President's Cabinet summer retreat) that address the Strategic Direction of the College in a concrete way. This Strategic Direction is used at the Stakeholders meeting and also by the deans when they set the Division Objectives.

6.1 Division Response to College Objectives

To Endorse and Participate in the SUNY Strategic Planning Process Focusing on the Following Areas of Opportunity and Challenge

SUNY and the Seamless Education Pipeline (HS to College & CC to 4-YR; e.g. Promote & Support: College level readiness, displaced worker populations, transfer opportunities)

SUNY and an Energy-Smart New York (Environmental

Consciousness, Sustainability, Green Jobs, etc.

Strategic Planning Document 2010-11 College Objectives Page 36

6.1.01 College Objective #1

Below are the responses of the four deans to the first College Objective:

To Endorse and Participate in the SUNY Strategic Planning Process Focusing on the Following Areas of Opportunity and Challenge

“SUNY and the Seamless Education Pipeline (HS to college & CC to 4yr; e.g. Promote & Support: College Level Readiness, Displaced Worker Populations, Transfer Opportunities)”

I. Academic Affairs Responsibility Completion Date

1. Increase the number of concurrent classes by 5% over fall 2010 enrollments.

C. Mazzarelli, J. Ruggi Summer 2011

2. Review gaps in and refresh articulation agreements with SUNY upper division institutions.

C. Mazzarelli, M. Meredith

Spring 2011

3. Over the next two years, develop or update articulation agreements with the top three transfer institutions and at least one SUNY four-year institution for each A.S and A.A. program.

C. Mazzarelli, M. Meredith, Program Chairs

Fall 2012

II. Student Services and Enrollment Management 1. Increase recruitment activities for non-traditional students. R. Banner Spring 2011 2. Increase workshops in area high schools. R. Banner, M.

Rosenbaum, C. McGill Spring 2011

3. Continue “Veterans Direct” the targeted recruitment and success program for veterans.

C. Marchase, S. Dawes, T. Goehring

Spring 2011

III. Administration and Finance 1. Work with area high schools regarding Concurrent classes. J. Dunn Ongoing 2. Support continuing development of concurrent enrollment in supplying textbooks, administering the tuition and rental payments.

J. Dunn, P. Cuttino, D. Rocap

Ongoing


IV. Community Services and Special Programs 1. Offer GED Transition Plus (College Preparation Program) five times per year/College Prep- Reading/Writing/Math/Study Skills.

L. Binotto Summer 2011

2. Explore linking non-credit green stackable certificates with ENACT credit programs.

V. Stoeffel Summer 2011

3. Expand information network and educational opportunities for GED and ESL students to continue both vocational and college opportunities.

C. Stevens, L. Binotto Summer 2011


6.1.02 College Objective #2

Below are the responses of the four deans to the second College Objective:

“SUNY and an Energy-Smart New York (Environmental Consciousness, Sustainability, Green Jobs, etc.”

I. Academic Affairs Responsibility Completion Date 1. Collaborate with the Office of Community Services to develop

hybrid training and education opportunities related to sustainability.

C. Denti, C. Stevens Fall 2010

II. Student Services 1. Investigate Student Services sustainability initiatives. Senior Administrators Spring 2011 III. Administration and Finance 1. Continue to meet with other colleges on integrating degree audit

package with Banner. J. Dunn Fall 2010

2. Hosting the NJHEPS where we will bring sustainable energy groups to campus.

J. Dunn, B. Anderson Fall 2010

IV. Community Services and Special Programs 1. Expand Green Technology courses to include: Building Analyst

and Envelope, Photovoltaics, Geothermal, Pre-Geothermal and Math for Photovoltaics.

R. Pirog, V. Stoeffel, L. Binotto

Fall 2010

2. Work with Green Talent Pipeline and local Green businesses to design and implement training courses in Green Technology and preparation for Green careers.

V. Stoeffel Summer 2011

3. Assist in implementation of solar panels on campus to generate energy for campus vehicles financed by NYSERDA grant.

C. Stevens, V. Stoeffel, J. Fouere

Fall 2010

Strategic Planning Document 2010-11 Academic Affairs Page 39

6.2 Division Objectives

6.2.01 Academic Affairs Office of Academic Affairs

Objectives 2010-11

I. College Objectives (see section 6.1) Responsibility Completion Date II. College Projects A. Benchmarking with Other Colleges 1. Participate in SUNY administered IR study on current practices

regarding the administration of final examinations. C. Denti, with results to be shared with governance groups

Spring 2010

2. Benchmark with other community colleges, especially within the SUNY system around best practices in concurrent enrollment.


B. Implementing Banner and DCC Technology Plan 1. Implement the Banner Electronic Personnel Action Form (EPAF)

module to replace OAA Miscellaneous Contracts (Program Chairs, Field Supervisors, etc.)

E. Gambino Spring 2011

2. Continue roll-out of Faculty Load & Compensation (FLAC) module.

E. Gambino Spring 2011

III. Division Objectives A. Academic Affairs

1. Develop implementation strategy for 2015 Middle States Self- Study.

OAA Ongoing

2. Develop recognition program for high school teachers involving Conklin Scholar recipients.

C. Denti, S. Holst Spring 2011

3. Continue to collaborate with relevant campus offices to facilitate information, data gathering, and documentation for required Perkins Grant reporting.

S. McGlynn Spring 2011

4. Refine and develop guidelines for courses that contain a travel component.

S. McGlynn Fall 2010


5. Categorize part-time positions; develop salary ranges to be consistent throughout the College.

OAA, All College Deans Fall 2010

6. Pilot a program-specific advisement initiative during Fall 2010 Advisement week.

C. Denti, S. Holst Fall 2010

7. Develop recruitment/retention material for the Honors Advisement sequence geared for prospective and current students.

W. Steger, C. Denti Fall 2010

B. Departmental Affairs Council (DAC) 1. Explore scheduling a Staff Development Workshop. OAA Spring 2011 C. Assessment and Curriculum (AC) 1. Explore the possibility of developing additional Allied Health

related programs. C. Denti, C. Mazzarelli; Appropriate Department Heads

Spring 2011

2. Investigate, select and implement a data management system for assessment data.

C. Mazzarelli, IT Staff Spring 2011

3. Continue to offer and promote professional development activities related to assessment, including but not limited to workshops, conference attendance and guest speakers.

C. Mazzarelli Spring 2011

4. Monitor and promote consistency in syllabi, testing and assessments between College Connection classes in the high schools and on-campus classes.

C. Mazzarelli; Department High School Supervisors

Summer 2011

D. Professional Staff Development (PSD) 1. Explore possibility of arranging for a speaker to come to the

campus in January to talk about sustainability. S. McGlynn Spring 2011

2. Offer ongoing professional development opportunities for high school faculty teaching in the College Connection program.


E. Scheduling 1. Create documentation of the processes involved in the creation,

verification, and maintenance of the master schedule of courses. S. Moore

Spring 2011

2. Complete conversion of faculty load information and calculations to Banner system in order to implement use of Banner Faculty Load and Compensation (FLAC) for full-time faculty workload and contracts in the 2010-11 academic year.

S. Moore, E. Gambino Spring 2011


3. Continue to explore adjustments to the course planning process. S. Moore, C. Denti, C. Mazzarelli

Spring 2011

4. Work with Associate Dean Carla Mazzarelli and the Office of Community Services to develop procedures for scheduling and cancellation of credit-free courses and OCS programs.

S. Moore, C. Mazzarelli, OCS

Spring 2011

5. Work with Associate Dean Carla Mazzarelli and Tim Decker, Director of Programs and Activities at DCC South, on development of a plan to increase utilization of DCC South.

S. Moore, C. Mazzarelli, T. Decker

Spring 2011

F. DCC South 1. Revise the summer schedule of courses offered at DCC

SOUTH to increase the utilization of the site and increase enrollment in the two five-week sessions.

T. Decker, S. McGlynn Spring 2011

2. Assess the use of the student support resources available through myDCC and the DCC webpage by DCC South students.

T. Decker, J. Stokes Fall 2010

3. Expand the energy conservation and recycling activities at DCC South to reduce energy use and promote sustainability initiatives

T. Decker, B. Anderson Spring 2011

4. Convert the coat closets in the hallway across from DS-237 into storage space for use by the EMS program.

T. Decker, S. Goldstein, Physical Plant

Spring 2011

5. Update the emergency plan for DCC South and establish an up-to-date procedures manual for use by DCC South staff and College security staff.

T. Decker, J. Bohlmann

Spring 2011

6. Establish instant admissions dates at DCC South in the Fall semester for Spring applicants and in the spring semester for Summer and Fall applicants.

T. Decker; R. Banner, J. Stokes

Fall 2010

7. Review class schedule and revise as needed to maximize the use of classroom space and laboratories, especially on Fridays.

T. Decker, S. Moore, C. Mazzarelli

Spring 2011


G. Academic Services 1. Initiate and implement Bridges to Excellence, a program for

educationally underprepared students in Dutchess County that provides a seamless and structured academic pathway from high school through two years at Dutchess Community College to transfer to an articulated baccalaureate program at Marist College.

J. Connell, W. Maragh-Taylor

Summer 2011

2. Expand college readiness testing of high school students by partnering with local high schools.

J. Connell, W. Maragh-Taylor

Summer 2011

3. Formalize Peer Mentoring Program to provide early and consistent outreach to students in developmental education programs.

L. Anderson, G. Grammas Spring 2011

4. Complete College Reading and Learning Association (CRLA) Certification for tutoring program to benchmark the program and provide a thorough review for improving student success.

S. Weglinski, N. Jenkins Spring 2011

5. Assess success of Reclaim My Math and modify as necessary to continue expansion of college preparatory math offerings for students testing into developmental math courses.

S. Weglinski, N. Jenkins Summer 2011

H. Library Assessment of Services

1. Establish baseline of responses to information literacy. R. Crovisier, T. Trinchera Spring 2011 2. Establish baseline of ILLiad inter-library loan usage. C. Carl, C. Billings, C.

Craig Spring 2011

Automation Activities 1. Enable patron initiated inter-library loan. C. Carl, C. Billings, C.

Craig Fall 2010

2. Enable electronic delivery of inter-library loan articles via Odyssey.

C. Craig Fall 2010

3. Investigate options for online New Book displays. A. McGovern, T. Kiernan Spring 2011 Collection Department

1. Review reference hardcopy collection for future digital replacements.

R. Crovisier, T. Trinchera Fall 2011


2. Catalog hardcopy periodicals in preparation for serials control in the Aleph acquisitions module.

C. Carl, T. Kiernan, A. McGovern

Fall 2011

Reference Services 1. Introduce co-browsing and seated reference service. C. Carl, R. Crovisier Spring 2011 2. Trial full computer access on all library workstations. R. Crovisier, T. Trinchera Spring 2011 3. Promote inter-library loan services more aggressively through

available venues. R. Crovisier, T. Trinchera, C. Carl

Summer 2011

New Library Services 1. Collaborate with DCC Foundation to offer alumni database

access through SUNY. C. Carl Fall 2011

2. Develop additional services using LibGuides and 360 searches. R. Crovisier, T. Trinchera, T. Kiernan

Summer 2011

3. Work with two faculty members to create library guides addressing individual course assignments, one in an online course.

R. Crovisier, T. Trinchera Summer 2011

Special Projects 1. Bring up Aleph acquisitions module to fully utilize the integrated

nature of our online library system. A. McGovern, C. Carl, T. Trinchera

Spring 2011

2. Develop a proposal for space and computer configurations designed to meet evolving needs of students studying and researching in the library.

C. Carl Summer 2011

K. Writing Center Tutoring Services 1. Expand last year’s successful program, Revise/Revisit. Assign

recorded tutoring sessions, reflection letters, and conferences to all returning tutors. Run workshops on writing the scholarship and college application essay each semester and train student-tutors in this subject.

T. Denton, S. Spezio Fall 2010, Spring 2011

2. Collaborate with Academic Services’ Smart Start program to establish the Writing Center as a campus home to prospective new students.

T. Denton, S. Spezio, E. Gray, professional tutors

Summer 2010


a. Schedule all Smart Start tutoring activities in the Writing Center lab and tutoring room. Hire professional tutors.

T. Denton Summer 2010

3. Revise publicity materials in response to results from the Fall 2009 survey of professional staff, including an emphasis on the availability of online tutoring.

T. Denton, L. Williams Fall 2010

4. Develop a new software program—Google Wave—for real-time sessions on our online tutoring site.

S. Spezio Summer 2010

5. Add new links and information on the Writing Center web site: plagiarism, APA guidelines, others.

T. Denton Fall 2010

6. In anticipation of increased activity due to higher enrollments, hire additional professional tutors for limited hours.

T. Denton Fall 2010

7. Write a grant with a new emphasis for our Perkins Grant staff position for 2011-2012.

T. Denton Spring 2011

8. Take a group of student-tutors to the annual conference of the Northeast Writing Centers Association.

T. Denton, S. Spezio Spring 2011

9. Hold a “community day” for the tutoring staff—a mix of training workshops and community- building activities.

T. Denton, S. Spezio Fall 2010

10. Continue exhibits of featured DCC writers and readings by guest writers.

T. Denton Fall 2010, Spring 2011

11. Continue Writing Center outreach to faculty and professional staff development through the Teaching Resource Project.

L. Williams, T. Denton Fall 2010, Spring 2011

a. Organize a January 2011 workshop for faculty and staff. L. Williams, T. Denton Fall 2010 b. Organize and moderate the Roundtable Discussions project. Apply for Improvement of Instruction funding.

L. Williams Fall 2010, Spring 2011

c. Offer workshops for students on writing-related topics, at faculty request. Provide assistance to faculty on planning

and responding to writing assignments.

L. Williams, T. Denton Fall 2010, Spring 2011

Computer Lab 1. Supervise the installation of new computer equipment in the lab

and offices. E. Gray, T. Denton Summer 2010

2. Continue efforts to reduce paper waste. E. Gray Fall 2010, Spring 2011


3. Continue to monitor the SICAS log-in system and identify its flaws.

E. Gray Fall 2010, Spring 2011

Computer Classrooms 1. Supervise the installation of new computer equipment in all

classrooms. T. Denton, E. Gray Summer 2010

2. Request enhanced smartroom technology in all rooms, including speakers and visualizers.

T. Denton Summer 2010, Fall 2010

3. Assist students and faculty in adapting to new software and network platforms, including Windows 7.

E. Gray Fall 2010, Spring 2011

L. CSTEP 1. Coordinating and sponsoring with SUNY Purchase a symposium

for current and prospective CSTEP and Bridges to the Baccalaureate students including workshops on transitioning from two to four-year colleges, value of undergraduate research and sustainable energy.

W. Bohlinger, M. Condon, K. Ingham, A. Zito, J. Scrivanek*, E. Fanizzi*, M. Solis* * SUNY Purchase staff

Fall 2010

2. Migrate CSTEP Student Roster and Database from MyMailList software program to Microsoft Excel to help facilitate data collection and reporting.

W. Cornell Fall 2010

3. Develop Academic Advisement Team (AAT) to support enhanced student success in place of tutoring for which there is insufficient funding.

W. Bohlinger, R. Watterson, M. Murphy

Summer 2011

4. Reconfigure existing CSTEP office space to increase available student study areas thereby facilitating increased student activity in program.

W. Bohlinger Fall 2010

5. Assess student satisfaction with program services by conducting survey.

W. Bohlinger, W. Cornell Spring 2011

6. Assess program success through retention and course completion rates.

W. Bohlinger, W. Cornell Spring 2011, Summer 2011


M. Other Outreach Activities 1. Develop a selection of course offerings for the Spring 2011

semester, and beyond, for the Hudson Valley United Cerebral Palsy (HVUCP) site in Brewster, Putnam County.

T. Decker, C. Mazzarelli Fall 2010

2. Create an outreach activity at Vassar Medical Center to promote new enrollment in the course offerings through Health-Quest for their employees.

T. Decker Fall 2010

N. Teaching Learning Center (TLC) 1. Present to SLN Faculty and the ISSC a proposal to require the

Online Student Orientation as a mandatory module for students taking online classes at DCC in Spring 2011.

C. Mitchell Fall 2010

2. Create and deploy a DCC Master Course template for online courses. This template will include the Online Student Orientation, with all associated technical necessities, and any DCC Resources applicable to all online classes.


3. Develop a process that offers the opportunity to all full-time online faculty to use the DCC Quality Matters Course Review to seek suggestions and advice for improving their online course.

C. Mitchell Spring 2011

4. Address the difficulty in scheduling SLN workshop training for adjuncts wishing to teach online.


5. Explore the potential for using the Quality in Online Instruction process for reviewing courses developed by adjunct instructors.


6. Create a pre-semester checklist for online and on-campus enhanced instructors using Angel. This checklist will provide a structure and procedure for deploying an Angel course, and seek to avoid many of the typical pre-semester Angel issues.



7. Streamline the “Online Course Proposal” form, creating a web- based application with a database back-end for record keeping purposes.


IV. Division Institutional Assessment 1. Administer the CCLA for the assessment of critical thinking in the

2010-2011 academic year. C. Mazzarelli Spring 2011

2. Assist in the evaluation of the CCLA results in order to assist in the determination as to how the institution will assess critical thinking in the future.

C. Denti, C. Mazzarelli, E. Gambino

Spring 2011

Strategic Planning Document 2010-11 Student Services and Enrollment Management Page 48

6.2.02 Student Services and Enrollment Management

Student Services and Enrollment Management Objectives 2010-11

I. College Objectives (see section 6.1) Responsibility Completion Date II. College Projects A. Benchmarking with Other Colleges 1. Visit four (4) SUNY Community Colleges to develop benchmarks for Student Services management of programs and services offered to residential dorm students.

S. Miller Holst, W. Walker, J. Bohlmann, C. Trogisch, M. Meredith

Spring 2011

2. Meet with SUNY Community Colleges who provide Student Success Models for comparative study purposes.

S. Miller Holst, W. Walker, J. Reilly, C. Trogisch

Spring 2011

B. Implementing the Banner and Technology Plan 1. Utilize Banner expert to support the entire Division of Student

Services; prioritize projects to maximize effectiveness. S. Miller Holst, M. Soltish Spring 2011

2. Design with the Computer Center the remaining ARGOS Reports necessary to measure the SPD Core Indicators.

D. Weibman, M. Soltish Spring 2011

III. Division Objectives A. Collection and analysis of data: Review the utility of current

data collected for decision-making and determine the need for gathering and reviewing additional relevant data

1. Review and analyze current Students Services Division needs by department.

Student Services Staff Spring 2011

2. Review the current transfer articulation agreements in relationship to percentage of students who apply for transfer.

W. Walker, M. Meredith Spring 2011

3. Review and analyze current needs by specialized programs. S. Miller Holst, D. Diaz Kelly, P. Perez

Spring 2011


B. Institutional Effectiveness: Document the significant changes over the last five years made as a result of reaching the objectives stated in the Strategic Planning Document

1. Prepare comparative data reflecting fluctuations in levels of student activity and service participation.

S. Mead, R. Zasso, R. Craparo

Spring 2011

2. Quantitatively document student services delivered by 2009- 2011.

S. Miller Holst, M. Newkirk, SS Administrators

Spring 2011

3. Review Student Success statistics 2009-2011. S. Miller Holst, W. Walker, J. Reilly, C. Trogisch

Spring 2010

4. Review services provided by Counseling, Career Services, and Transfer departments.

W. Walker, M. Meredith, C. Trogisch, D. Porter

Spring 2011

C. Minority Student Retention 1. Identify and research best practices models. S. Miller Holst Spring 2011 2. Develop a student/graduate student role model panel. M. Rosenbaum Spring 2011 3. Work with SGA and targeted students to discuss panel. Admissions Staff Spring 2011 D. Admissions Spring 2011 1. Increase College Night outreach and visibility. R. Banner Spring 2011 2. Enhance outreach to middle school and high school populations. R. Banner, M.

Rosenbaum, C. McGill Spring 2011

3. Develop parent outreach programs. R. Banner Spring 2011 4. Increase Student Ambassador program and training. R. Banner, M.

Rosenbaum Spring 2011

5. Strengthen outreach activities to targeted student population. R. Banner Spring 2011 6. Implement Part-time Recruitment Plan. R. Banner, M.

Dohrenwend Spring 2011


E. Financial Aid EOP (Educational Opportunity Program) 1. Continue to examine the needs of EOP in regards to the

collection of program Data and request the appropriate programs be written by the computer center to facilitate Data collection.

D. Diaz-Kelly Spring 2011

2. Increase utilization and support of tutorial program by working with the Academic Resource Center.

D. Diaz-Kelly Spring 2011

3. Increase specialized programs designed to increase EOP student retention.

D. Diaz-Kelly, R. Howell-Johnson

Spring 2011

F. Financial Aid 1. Continue to enhance the utilization of Banner for students, the

Office of Financial Aid and the institution. S. Mead, R. Zasso Spring 2011

2. Develop web-based health services information. S. Mead, Financial Aid Staff

Spring 2011

3. Increase student utilization of web supported initiatives, applications, and financial aid resources.

S. Mead, Financial Aid Staff

Spring 2011

G. Health Office 1. Create a student focus group to identify student health needs and

recommend programming. B. Keller Spring 2011

2. Develop and adopt an aggressive campaign to increase MMR student compliance needs.

B. Keller, J. Stokes Spring 2011

3. Develop a web-based health services page to be added to DCC website.

B. Keller, J. Stokes Spring 2011

4. Maximize record imaging of all current and past health records. B. Keller Spring 2011 5. Develop and deliver wellness programs. B. Keller Spring 2011

H. Registrar 1. Assign, train and supervise appropriate professional staff to

support the registration of applicants. D. Weibman, C. Marchese, W. Benadetto

Spring 2011

2. Distribute ****Advisement Alerts**** to all advisors in the Advising Center, at Dutchess South, and other locations to support training.

W. Benedetto Spring 2011


3. Implement a pilot “Open House” during advance registration as recommended by the College Environment Committee.

D. Weibman, Academic Affairs

Spring 2011

4. Review the temporary CSEA employee pool for greater continuity in assignments.

D. Weibman Spring 2011

I. Student Services Spring 2011 1. Review, discuss, and analyze data collected to assess

departmental and program recommendations. S. Miller Holst, SS Administrators

Spring 2011

2. Review, analyze, and prepare report in support of Student Services Student Success Model.

S. Miller Holst, W. Walker

Spring 2011

3. Prepare Assessment Plan. S. Miller Holst, SS Administrators

Spring 2011

4. Incorporate Customer Service modules into daily Student Services delivery system.

S. Miller Holst, SS Administrators

Spring 2011

5. Implement Cross-Training program. S. Miller Holst, SS Administrators

Spring 2011

6. Enhance Student Services visibility on DCC Website. S. Miller Holst, SS Administrators, J. Stokes

Spring 2011

J. Counseling and Career Services Spring 2011 1. Update C & CS website. W. Walker, J. Stokes Spring 2011 2. Provide a series of workshops for students. W. Walker Spring 2011 3. Create an Advisory Committee for employment opportunities. W. Walker, C. Trogisch,

D. Porter Spring 2011

4. Train Peer Advisors to assist students accessing Discover and other on-line resources.

W. Walker Spring 2011

5. Explore alternative ways of advertising services. W. Walker Spring 2011 6. Expand Graduate Assistant program. W. Walker Spring 2011 7. Develop additional workshops to enhance student retention. W. Walker Spring 2011 K. Transfer Services 1. Increase “student mobility” opportunities at four-year SUNY

colleges. M. Meredith, W. Walker, Spring 2011


2. Maximize transfer opportunities to public and private four-year institutions.

M. Meredith, W. Walker Spring 2011

L. Disability Services Spring 2011 1. Based upon knowledge of an increase of students with mobility

impairments coming to campus this fall, initiate a comprehensive review of the physical campus for accessibility and ADA Compliance.

P. Perez Spring 2011

2. Develop a “Disability Services” tab on myDCC, in order to broaden communication with our students, increase access to accommodations and inform students of upcoming events, workshops or activities.


3. Provide additional faculty training based on feedback from instructors and identify challenges from emerging populations.


4. With Board of Trustee approval, change name of Disability Services to one that is reflective of our mission statement, function and positive environment.


M. Student Activities 1. Develop and implement an assessment instrument to measure

student learning outcomes at the Annual Student Government Leadership Weekend.

M. Weida Spring 2011

N. Assistant Dean of Student Services 1. Explore mandating health insurance for international students. It

is required by a number of other community colleges. M. Newkirk Spring 2011

2. Do needs assessment of the international students regarding satisfaction and priorities.

M. Newkirk Spring 2011

3. Conduct a minimum of two Staff Professional Development workshops per semester.

M. Newkirk Spring 2011


IV. Division Institutional Effectiveness 1. Review, analyze, and offer department and program

recommendations based upon five-year self-study efforts in preparation for Periodic Review Report submission.

S. Miller-Holst, Benchmarking Team

Spring 2011

2. Review data collected in support of Periodic Review Submission. S. Miller-Holst, Benchmarking Team

Spring 2011

Strategic Planning Document 2010-11 Administration and Finance Page 54

6.2.03 Administration and Finance Administration and Finance

Objectives 2010-11

I. College Objectives (see section 6.1) Responsibility Completion Date II. College Projects

A. Benchmarking with Other Colleges 1. Continue to meet with other colleges on integrating degree audit

package with Banner. J. Dunn Fall 2010

2. Hosting the NJHEPS where we will bring sustainable energy groups to campus.

J. Dunn, B. Anderson Fall 2010

B. Implementing Banner and DCC Technology Plan 1. Current leader in state implementing FLAC – proceed with Quickadmit and the shopping cart registration.

J. Dunn, K. Gessler Spring 2011

2. Recertify the technology plan. J. Dunn, K. Gessler Spring 2011 III. Division Objectives A. Collection and analysis of data: Review the utility of current

data collected for decision making and determine the need for gathering and reviewing additional relevant data

1. Review the assessment plan of each supervisor and during this process, review data collection and relevance for each area.

J. Dunn Spring 2011

B. Document the significant changes over the last five years made as a result of reaching the objectives stated in the Strategic Planning Document

1. Review and update for 2010. J. Dunn Spring 2011 C. Dean of Administration 1. Continue with state audit preparation, policies, internal

procedures, etc. J. Dunn, D. Rocap Fall 2010

2. Professional Staff Handbook review with outside firm—Paradigm Benefits.

J. Dunn Fall 2010


3. Continue student housing project, Ground Lease for approval at County Legislature in October, proceed with RFP for design build upon approval.

J. Dunn, D. Giarraputo, P. Cuttino

Fall 2010

4. Current Capital Projects—Bowne Hall and cooling towers on Hudson Hall.

J. Dunn, D. Giarraputo Spring 2011, Fall 2012

5. Open forum on student housing scheduled for September 23. J. Dunn Fall 2010 D. DCC Association 1. Implement new textbook selling system. P. Cuttino Spring 2011 2. Hire new textbook manager. P. Cuttino Fall 2010 3. Realign Association’s bookkeeping responsibilities. P. Cuttino Spring 2011 4. Assist with dormitory project. P. Cuttino Ongoing E. Business Services/Financial Services 1. Implementation of an electronic student refund process. Student Accounts Fall 2010 2. Review feasibility of a paperless office. Business Office Spring 2011 3. Perform business process review of student accounts. Business Office Spring 2011 4. Develop accounting manual for Foundation office. Business Office Spring 2011 5. Complete accounting manual for College. Business Office Spring 2011 F. Facilities 1. Continue to benchmark with other campuses in regard to green

initiative. B. Anderson

Summer 2011

2. Follow-up with benchmarking visit to HVCC on maintaining training records in Banner.

B. Anderson, G. Buchanan

Fall 2011

3. Continue to implement sustainable practices on campus. B. Anderson

Summer 2011

4. Increase scope of building management systems. B. Anderson Summer 2011 5. Investigate energy buying opportunities. B. Anderson

Summer 2011

6. Continue to upgrade campus planting areas. B. Anderson, G. Starzyk

Summer 2011

7. Support the implementation of the Campus Master Plan. B. Anderson Summer 2011


8. Pursue training of management skills for the department. B. Anderson, G. Buchanan

Summer 2011

9. Investigate the 2nd phase of the President’s Climate Committee. B. Anderson Fall 2011 10. Continue to explore opportunities with NYSERDA and NY Power

Authority for energy savings program. B. Anderson Summer 2011

G. Financial Services 1. Higher One implementation. C. McCue, Verdile Fall 2010 2. Continuous improvement of procedures in SAO. C. McCue, Staff Ongoing 3. Improved Customer Service by all staff. C. McCue Ongoing 4. Continued scanning of paper documents for greener office. C. McCue Ongoing H. Information Technology

1. Applications: Develop a web based class cancellation application. A. Varkey, P. Griffin Summer 2010 2. Applications: Implement Banner EDW. A. Varkey, P. Griffin. Spring, Summer

2011 3. Applications: Implement Banner Workflow. A. Varkey, P. Griffin Summer 2010 4. Applications: Implement smooth online student

application/registration process. This is dependent on Sungard fixing Quick Start. K. Gessler Summer 2011

5. Applications: Make the Banner Degree Audit more accessible to students. A. Varkey Summer 2011

6. Applications: myDCC and Banner upgrades. A. Varkey, P. Griffin Summer 2011 7. Applications: Develop reports for college departments. A. Varkey Ongoing 8. Applications: Implement Nelnet Commerce Manager for all online

payments. A. Varkey Fall 2010 9. Applications: Implement SIRIS TSDS for both credit and Credit

Free. A. Varkey Fall 2010 10. Applications: Make campus directory information accessible

from the external web and myDCC along with the ability for external web visitors to “safely” email campus employees. A. Varkey, P. Griffin Ongoing

11. Applications: Work out process to update Banner and campus directories with new employee phone numbers and locations. K. Gessler Fall 2010

12. Help Desk: Develop off hour systems and desktop support structure. K. Gessler Fall 2010


13. Help Desk: Develop support structure for students and lab spaces.

K. Gessler Fall 2010

14. Help Desk: Fill vacant User Liaison position. K. Gessler Fall 2010 15. Help Desk: Implement Student and Employee Help Desk portal

using SUNY Confluence Wiki. L. Messina. Fall 2010, Spring

2011 16. Help Desk: Provide training for the Help Desk and the Student

Help Desk. K. Gessler Ongoing

17. Help Desk: Replace Parature with SUNY @Task. K. Gessler Summer 2011 18. Help Desk: Support the use of imaging for college departments. L. Messina Ongoing 19. Implement AR and Financial Aid SIRIS modules for Net Price

Calculator. A. Varkey Fall 2011

20. Information Security: Schedule regular information security audits with IBM.

P. Griffin Spring 2011

21. Information Security: Contract with 3rd party to implement real time security monitoring.

K. Gessler Spring 2011

22. Information Security: Create and raise awareness of faculty and staff for policies regarding computer security, access to digital files and information privacy.

K. Gessler Ongoing

23. Information Security: Prepare college information security infrastructure to meet NYS requirements.

K. Gessler. Fall 2010

24. Information Security: Review Banner security configurations with Sungard professional services.

A. Varkey/ P. Griffin Fall 2010

25. Smartrooms: Equip/upgrade 10 Smart Classrooms. W. Young Summer 2011 26. Systems: Add capacity to network backbone. P. Griffin, M. Arzillo Summer 2011 27. Systems: Contract with 3rd party to develop a network

management and systems alerting solution. P. Griffin Summer 2011

28. Systems: Contract with a 3rd party to audit server backups. Would like an external review of server backups with recommendations for improvement.


29. Systems: Contract with a 3rd party to conduct a software licensing audit. This will help us ensure that we are legally compliant with our copies of software used throughout the campus.

S. Derby Spring 2011


30. Systems: Fill new systems position in the Computer Center. K. Gessler Fall 2009 31. Systems: Find a replacement for the Bluesocket’s network

authentication controller. M. Arzillo Summer 2011

32. Systems: Implement Cisco Unity Connection to replace our voice mail system.

M. Arzillo Fall 2010

33. Systems: Implement Omniupdate catalog solution. K. Gessler Spring 2011 34. Systems: Implement Photocopier/Printing/Equitrac proof of

concept configuration to economize on printing. K. Gessler, P. Griffin Spring 2011

35. Systems: Implement virtual desktops for faculty. P. Griffin Spring 2011 36. Systems: Implement VoIP phones-Bowne, CBI and SSB. M. Arzillo Summer 2011 37. Systems: Implement VoIP phones in IMD and the Computer

Center as a “proof of concept” for the main campus. M. Arzillo Fall 2010

38. Systems: Install a centralized UPS and generator in CBI. K. Gessler Spring, Summer 2011

39. Systems: Install a centralized UPS in Bowne. K. Gessler Spring 2011 40. Systems: Install a centralized UPS in SSB and investigate

possible generator options. K. Gessler Spring 2011

41. Systems: Minimize or eliminate use of tape for backups. P. Griffin Fall 2010 42. Systems: Support TV station or enable sale. W. Young, K. Gessler Ongoing 43. Systems: Transition the campus closed circuit TV system to HD

digital signage. W. Young Spring 2011

44. Systems: Upgrade of campus backend systems. P. Griffin Ongoing 45. Systems: Work with ITEC and SICAS to move Dutchess’ hosted

Banner installation from AIX O/S to Linux. Requires contracting with UC4 for related Appworx changes.


46. Theatre: Research issues and pricing for surround sound audio in Dutchess theater.

K. Gessler Spring 2011


I. Payroll 1. Continue migration of all applicable contract processing to FLAC

(Faculty Load and Compensation) module in Banner. Director of Payroll, HR, Academic Affairs

Summer 2011

2. Explore EPAF (Workflows) in Banner. Director of Payroll, HR, Academic Affairs

Summer 2011

3. Continue to work with the HR office to institute internal controls and separation of office duties.

Director of Payroll, HR Fall 2011

4. Upgrade Kronos software and explore the usefulness of any new functionality of Kronos software (Faculty absence reporting).

Director of Payroll, Computer Center

Spring 2010

J. Security 1. Update Campus Safety and Security Reporting documentation to

comply with the amended Higher Education Act. J. Bohlmann Fall 2010

2. Continue to expand and improve Campus CCTV and Card Access System.

J. Bohlmann, M. Arzillo Summer 2011

3. Expand the use of the dispatching and incident reporting software system.

J. Bohlmann Summer 2011

K. Human Resources Management 1. Address part-time hiring practices throughout DCC. Human Resources Spring 2011 2. Implement and track training (skills/required) through Banner. Human Resources Ongoing 3. Provide Support for Faculty Load and Compensation Process. Academic Affairs, HR,

Payroll Ongoing

4. Review and where feasible improve employee benefits/services. Human Resources, J. Dunn

Ongoing

L. Institutional Advancement 1. Segmented Mailing to: (Consistent Donors, Business Person of the Year Recipients, Conklin Scholars Parents, Conklin Scholar Alumni, Former Board of Directors, Former Trustees, and Student Trustees).

T. Prunty Fall 2011

2. Advertise new Planned Giving website in our newsletter. T. Prunty Fall 2010


3. Create application for Iphones, blackberries and droids that directs people to Foundation website.

D. Pollard Fall 2010

4. Redesign Foundation front page on web. D. Pollard Fall 2010 5. Make personal phone calls to top 100 donors this year. Organize callers.

T. Prunty Fall 2010

6. Complete data entry of donor information into Banner. M. Russell Fall 2010 7. Get accurate financial reports from Banner. M. Russell Fall 2010 8. Have meeting and create a possible capital campaign committee. T. Prunty Fall 2010 IV. Division Institutional Assessment 1. Continue to review and update assessment for each supervisor area during annual evaluation.

J. Dunn Spring 2011

Strategic Planning Document 2010-11 Community Services and Special Programs Page 61

6.2.04 Community Services and Special Programs

Community Services and Special Programs Objectives 2010-11

I. College Objectives (see section 6.1) Responsibility Completion Date II. College Projects

A. Benchmarking with Other Colleges 1. Continue to benchmark current and new green courses with

consortium partners from SUNYGREENSNY (5 colleges) and Clean Energy Technology Training Program (7 colleges).

C. Stevens, V. Stoeffel, R. Pirog

Spring 2011

2. Research other continuing education programs regarding Procurement procedures.

R. Pirog, V. Stoeffel Fall 2010

B. Implementing Banner and DCC Technology Plan 1. Work with IR in adopting the new SIRIS reporting system. R. Pirog Spring 2011 2. Revise contract training system to be consistent with Grant Officer’s procedural system.

V. Stoeffel Spring 2011

3. Explore FlexReg. R. Pirog Summer 2010 III. Division Objectives A. Collection and analysis of data: Review the utility of current

data collected for decision-making and determine the need for gathering and reviewing additional relevant data

1. Review and modify current course evaluation tools. R. Pirog Fall 2010 B. Institutional Effectiveness: Document progress on

developing, analyzing, and implementing institutional effectiveness objectives

1. Conduct division assessment based on comparative enrollment and revenue for each program in the division to inform planning and decision-making.

C. Stevens Spring 2010

2. Track college enrollment trends for student participants in GED, GED plus, and ESL programs.

L. Binotto Summer 2011


3. Assess Driver Education Program. R. Pirog Spring 2011 C. Economic Development 1. Expand partnerships with County Workforce Investment Boards,

and One-stop Employment Centers to provide educational and training opportunities to support job preparation and economic development.

C. Stevens, G. Stoeffel Fall 2010

D. Division Projects 1. Outreach and expand partnerships and educational services for community agencies.

C. Stevens, L. Binotto

Summer 2011

2. Provide additional staff development opportunities. C. Stevens, L. Binotto, V. Stoeffel

Fall 2010

3. Research and write grants to facilitate enhancement and growth of programs.

C. Stevens, V. Stoeffel R. Pirog, L. Binotto

Fall 2010

4. Update/complete GED teacher handbook. L. Binotto Spring 2011 5. Explore scheduling additional course offerings at DCC South – Fridays/Saturdays and at additional community sites.

L. Binotto, J. Wegener, R. Pirog, V. Stoeffel

Fall 2010

6. Develop and implement eMarketing using Argos report. R. Pirog Spring 2011 E. New Programs 1. Review and implement expansion of the Patient Care Technology

Program and other new health care programs. V. Stoeffel, C. Stevens Spring 2011

2. Initiate Nurturing Parenting Education Program in Spanish and English.

C. Stevens, L. Binotto Fall 2010

3. Expand vocational prep offerings. L. Binotto Spring 2011 4. Standardize curriculum in Reading/Writing/Math for GED Plus. L. Binotto Spring 2011

Strategic Planning Document 2010-11 Allied Health and Biological Sciences Page 63

6.3 Academic Department Objectives 6.3.01 Allied Health and Biological Sciences

Allied Health and Biological Sciences Objectives 2010-11

I. College Objectives Responsibility Completion Date


A. SUNY and the Seamless Education Pipeline (HS to college & CC to 4 yr; e.g. Promote & Support: College level readiness, displaced worker populations, transfer opportunities)

1. Re-design the science placement exam. S. Fowler Fall 2010 B. SUNY and an Energy-Smart New York (Environmental Consciousness, Sustainability, Green Jobs, etc.)

II. College Projects

A. Benchmarking with Other Colleges 1. Continue to work with Empire State’s Fire Science program to

facilitate transfer options. D. Walsh Spring 2011

2. Serve as a site visitor and paper reviewer of Medical Laboratory Technology programs through the National Accrediting Agency of Clinical Laboratory Sciences (NAACLS).

K. Ingham Spring 2011

3. Be an active participant on the Community College Science Advisory Board at SUNY New Paltz.

S. Fraley Spring 2011


B. Collaboration with Other Education Institutions (Colleges and High Schools)

1. Continue collaborations with Purchase College and with Rockland, Sullivan, Westchester, Suffolk, and Orange Community Colleges via NIH-Bridges and NSF-RSVP programs.

M. Condon Spring 2011

2. Organize and participate in the October 30th regional community college science scholars’ research symposium.

M. Condon, K. Ingham, W. Bohlinger

Fall 2010

3. Participate in the Beacon Conference as the DCC representative to the steering committee.


4. Provide an in-service on certain laboratory exercises for general biology concurrent enrollment instructors.

M. Condon, A. Ervin Spring 2011

III. Assessment A. Academic Program Assessment (list program & who is responsible)

1. Prepare for and conduct the external reviewer’s site visit, as well as finalize the report of the findings of the Academic Program Review of the Fire and Occupational Safety and Fire Protection Technology programs.

D. Walsh Fall 2010

2. Finalize the Academic Program Review of the Phlebotomy (PDC) program.

K. Ingham Fall 2010

B. Development of an Action Plan for Program Assessments (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. As recommended in the LAX program review, formally evaluate the effectiveness of SCI100.

C. Eames, J. Mazza, S. Fraley, M. Condon

Spring 2011

2. As recommended in the LAX program review, develop science tracks within the LAX curriculum.

C.Eames, J. Mazza, S. Fraley, M. Condon

Spring 2011


C. Identify Extended Course Outlines to be updated (Dept. Head/OAA)

1. BIO131 Anatomy and Physiology I J. Mazza, S. Fraley Fall 2010 2. BIO101 General Biology I S. Fraley, A. Ervin,

M. Condon Fall 2010

3. BIO104 Environmental Biology R. Kirker Fall 2010 4. BIO205 Introduction to Genetics M. Condon Fall 2010 5. BIO210 Physiology C. Eames Fall 2010 6. FIR110 Fire Behavior and Combustion D. Walsh Fall 2010 7. MLT101 Clinical Microbiology K. Ingham Fall 2010 8. MLT207 Externship I K. Ingham Fall 2010 9. MLT208 Externship II K. Ingham Fall 2010 10. PDC102 Phlebotomy Internship K. Ingham Fall 2010 11. BIO030 Introduction to Biology S. Fowler Spring 2011 12. BIO107 Ecology M. Condon Spring 2011 13. BIO117 Understanding Cancer M. Condon Spring 2011 14. BIO130 Introduction to Physiology S. Fowler Spring 2011 15. BIO132 Anatomy and Physiology S. Fraley Spring 2011 16. BIO144 Human Genetics and Values A. Scala Spring 2011 17. BIO209 Anatomy J. Mazza Spring 2011 18. BIO212 Microbiology A. Scala Spring 2011 19. BIO213 Cell Physiology M. Condon Spring 2011 20. BIO225 Environmental Measurements R. Kirker Spring 2011 21. BIO226 Environmental Contaminants M. Condon Spring 2011 22. EMB105 Emergency Medical Technician-Basic S. Goldstein Spring 2011 23. FIR212 Fire Protection Hydraulics and Water Supply D. Walsh Spring 2011 24. MLT106 Immunohematology/Serology K. Ingham Spring 2011 25. PAR102 Pathophysiology and Life Span Development S. Goldstein Spring 2011 26. PAR107 EMS Operations S. Goldstein Spring 2011 27. PAR203 Cardiology and Pulmonology S. Goldstein Spring 2011 28. PAR209 Medical Emergencies II S. Goldstein Spring 2011


D. Course Assessment of Student Learning Outcomes (list courses)

1. BIO101 General Biology I A. Ervin, A. Scala, S. Fraley, M. Condon, E. Justin

Fall 2010

2. BIO115 Anatomy and Physiology for Paramedics L. Quick Fall 2010 3. MLT105 Clinical Hematology L. Meyer Fall 2010

4. MLT202 Parasitology/Body Fluids M. Norton Fall 2010 5. BIO102 General Biology II A. Scala, M. Condon, E.

Justin May 2011

6. BIO207 General Microbiology A. Scala Spring 2011 7. BIO132 Anatomy and Physiology II J. Lovelett, S. Fraley, C.

Eames Spring 2011

8. MLT207 Externship I K. Ingham Spring 2011 9. MLT208 Externship II K. Ingham Spring 2011 10. SCI100 Science Introductory Seminar S. Fraley, A. Ervin Spring 2011 11. PAR102 Pathophysiology and Life Span Development S. Goldstein Spring 2011 12. PAR106 Pharmacology and IV Therapy S. Goldstein Spring 2011 13. PAR203 Cardiology and Pulmonology S. Goldstein Spring 2011 14. PAR209 Medical Emergencies II S. Goldstein Spring 2011

E. Development of an Assessment-Based Action Plan (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Pilot one of the following laboratory activities in the fall 2010 semester: “Chemotactic responses of Physarum to various carbohydrates”, monosaccharide is isomers and fermentation” or a “role-playing classroom exercise on redox reactions in carbohydrate metabolism.”

M. Condon, A. Scala Fall 2010


2. Incorporate additional metric practice problems into BIO001 Course Study Skills for BIO101.


3. Introduce the scientific method via a dedicated lab into BIO104 Environmental Biology.

R. Kirker Spring 2011

4. Incorporate an exercise on writing a hypothesis into a lab prior to the lab exercise where the students visit aquatic habitats and are responsible for creating a hypothesis on chemical testing in BIO104 Environmental Biology.

R. Kirker Spring 2011

5. Dedicate additional class time on the calculations to obtain grams of carbohydrates, proteins and fats in BIO122 Nutrition.

D. Mautone Spring 2011

6. Modify the BIO130 student learning outcome from “Students will relate the role of acids, bases, and buffers to homeostasis in the body” to “Students will integrate and explain the roles of the buffer systems, the respiratory system and the urinary system in maintaining homeostasis with respect to pH” in the extended course outline.

S. Fowler Spring 2011

7. Review, reorder and rewrite the pH lab, the buffer lab and the fluid and electrolyte balance lab to emphasize the shared roles of the urinary system, the buffers and the respiratory system in controlling blood pH in BIO130.

S. Fowler, S. Fraley, C. Eames, J. Mazza

Spring 2011

8. Re-schedule and rename the BIO130 “fluid and electrolyte balance” lab to better emphasize the relationship between pH and the respiratory system.

S. Fowler, S. Fraley, C. Eames, J. Mazza

Spring 2011

9. Revise the BIO130 buffer pre-lab exercise and require the students to write the chemical formulas of each member of the buffer pairs listed.

Spring 2011

10. Incorporate BIO212 clinical case studies earlier in the semester. A. Scala Spring 2011 11. Better define the instructions for the FIR224 mitigation group activity.

Spring 2011

12. Determine if the final practical exams in PAR101and PAR201 should be changed to pass/fail and if students are required to pass the exam to pass the course.

S. Goldstein Spring 2011


F. Analysis of results of Action Plans (substantive changes to be made, list course or program)

IV. Department Objectives A. Curriculum and Course Development 1. Consider the deactivation of BIO116 Infectious Disease-Past,

Present and Future. G. Pozzi-Galluzi Fall 2010

2. Finalize the design of the Management and Leadership in Emergency Services program.

S. Goldstein Fall 2010

3. Submit the required documentation to the Professional Education Program Review office requesting program registration as licensure qualifying for certified clinical laboratory technicians.

K. Ingham Fall 2010

4. Modify the math course requirements in the Fire and Occupational Safety and Fire Protection Technology programs.

D. Walsh Spring 2011

5. Continue the re-design of the General Biology curriculum. M. Condon Spring 2011 B. Enhancement of Student Academic Success 1. Participate in the college’s tutor-mentor program. S. Fraley, C. Eames, E.

Justin Spring 2011

2. Monitor the use of the Biology Study Room (W324). S. Browne Spring 2011

Strategic Planning Document 2010-11 Behavioral Sciences Page 69

6.3.02 Behavioral Sciences

Behavioral Sciences Objectives 2010-11

I. College Objectives Responsibility Completion Date To Endorse and Participate in the SUNY Strategic Planning Process Focusing on the Following Areas of Opportunity and Challenge:

A. SUNY and the Seamless Education Pipeline (HS to college & CC to 4 yr; e.g. Promote & Support: College level readiness, displaced worker populations, transfer opportunities

1. Introduce steps and procedures for completing a successful research project in HMS100.

P. Lamanna Spring 2011

2. Invite speakers to discuss Psychology and Social Work Programs in BHS245.

P. Lamanna Spring 2011

3. Participate in the Fall 2010 transfer panel discussion. M. VanVoorhis

Fall 2010

4. Continue to promote seamless connections with local high schools and recruit early childhood students with Early Childhood Day.

M. Murasso Spring 2011

5. Continue to work with SUNY New Paltz to maintain seamless transfer through the Jointly Registered Teacher Education Programs as they make curriculum changes.

E. Wild, P. Phipps, M. Olimpieri

Spring 2011

6. Continue to develop articulation opportunities with 4-year schools in the region and the SUNY system.

BHS Staff Spring 2011

7. Host a CRJ Transfer panel. CRJ Staff Fall 2010


B. SUNY and an Energy-Smart New York (Environmental Consciousness, Sustainability, Green Jobs, etc.)

1. Develop a more robust set of course support resources on Angel for CRJ courses.

CRJ Staff Fall 2010

2. Have large handouts printed, bound, and sold in bookstore. CRJ Staff Spring 2011


A. Benchmarking with Other Colleges 1. Attend New York State Human Educators Association yearly

workshop in Skaneateles, New York. M. VanVoorhis Fall 2010

2. Accompany students to the Mid-Atlantic Consortium of Human Services annual conference in Corning, NY.

M. VanVoorhis and P. Lamanna

Spring 2011

3. Attendance at the conference of the National Association for the Education of Young Children with attention to best practices at two and four year colleges.

E. Hall Fall 2010

4. Attend the Criminal Justice Education Association of New York State (CJEANYS) annual conference.

CRJ Staff Fall 2010

B. Collaborations with Other Educational Institutions (Colleges and High Schools)

1. Offer BHS110 at Poughkeepsie High School. M. VanVoorhis Spring 2011 2. Create new field placement opportunities at local high schools. M. Buglion,

P. Lamannna Spring 2011

3. Participate in high school outreach program. CRJ Staff Fall 2010 4. Attend and participate in area high school career days. CRJ Staff Spring 2011 III. Assessment

A. Academic Program Assessment (list program & who is responsible)

1. Program Assessment for ECH – Outside Evaluators. E. Wild Fall 2010 2. Program Assessment for ECC – Outside Evaluators. E. Wild Fall 2010



1. Program Assessment for ECH – Action Plan. E. Wild Spring 2011 2. Program Assessment for ECC –Action Plan. E. Wild Spring 2011

C. Identify Extended Course Outlines to be Updated (Dept. Head/OAA)

1. ECH101 E. Wild Spring 2011 2. ECH107 C. McLaughlin Spring 2011 3. ECH132 D. E. Hall Spring 2011 4. ECH205 E. Hall Spring 2011 5. ECH206 C. McLaughlin & E.

Myrianthopoulos Spring 2011

6. CRJ100 E. D. Valentine Fall 2010 7. CRJ107 D. Valentine Fall 2010 8. CRJ141 D. Valentine Fall 2010 9. CRJ205 D. Valentine Fall 2010

10. CRJ261 D. Valentine Fall 2010 11. BHS201 J. Dehn Spring 2011 12. BHS202 S. Roberg-Lopez Spring 2011 13. BHS203 D. Barany Spring 2011 14. BHS204 S. Roberg-Lopez Spring 2011 15. BHS206 S. Roberg-Lopez Spring 2011 16. BHS214 S. Roberg-Lopez Spring 2011 17. BHS215 S. Roberg-Lopez Spring 2011 18. BHS216 P. Phipps Spring 2011 19. HMS100 M. VanVoorhis Spring 2011 20. LAT200 M. Olimpieri Spring 2011 21. PSY102 M. VanVoorhis Spring 2011 22. PSY112 D. Gavner Spring 2011 23. PSY203 PSY Staff Spring 2011 24. PSY209 B. C. Greenan Spring 2011



1. CMH/CDC/CHC203 M. Buglion Fall 2010 2. PSY134 M. VanVoorhis Fall 2010 3. PSY202 D. Gavner Fall 2010 4. BHS245 P. Lamanna Spring 2011 5. BHS201 J. Dehn Spring 2011 6. ECH120 E. Wild Fall 2010 7. ECH121 E. Hall Fall 2010 8. CRJ205 CRJ Staff Fall 2010 9. CRJ206 CRJ Staff Spring 2011 10. BHS215 S. Roberg-Lopez Spring 2011 11. PSY221 D. Gavner Spring 2011 12. PSY210 M. Olimpieri Spring 2011 13. BHS206 S. Roberg-Lopez Spring 2011 E. Development of an Assessment-Based Action Plan (includes

information indicating how the results obtained from the assessment will be used to improve student learning)

1. CMH/CDC204, CHC206 P. Lamanna, M. Buglion Fall 2010 2. PSY207 M. VanVoorhis Fall 2010 3. ECH107 C. McLaughlin Fall 2010 4. ECH108 M. Murasso Fall 2010 5. ECH120 E. Wild Spring 2011 6. ECH121 E. Hall Spring 2011


1. CMH/CDC204, CHC206 P. Lamanna, M. Buglion Fall 2010 2. PSY207 M. VanVoorhis Fall 2010 3. ECH205 E. Hall Fall 2010 4. ECH206 C. McLaughlin, E.

Myrianthopoulos Fall 2010

5. ECH107 C. McLaughlin Spring 2011


6. ECH108 M. Murasso Spring 2011 7. CRJ141 CRJ Staff Spring 2011 8. CRJ266 CRJ Staff Spring 2011 IV. Department Objectives

A. Curriculum Course Development 1. Continue to expand the review process for day and evening

supervisors in order to maintain quality and consistency in courses provided by staff other than full-time faculty.

P. Phipps, D. Valentine, M. VanVoorhis, E. Wild

Spring 2011

2. Continue to offer and support courses and programs that provide domestic, as well as international, study opportunities for students.


3. Present the Margaret Mead Film Festival for students, prospective students and members of the Greater Hudson Valley community.

S. Roberg-Lopez Spring 2011

B. Enhancement of Student Success 1. Explore upper level department courses for possible inclusion in

the SLN offerings from the department. BHS Staff Spring 2011

2. Continue discipline and program level discussions on how best to clarify and articulate transferability of department courses to SUNY 4- year institutions.


Strategic Planning Document 2010-11 Department of Business Page 74

6.3.03 Department of Business

Department of Business Objectives 2010-11

I. College Objectives Responsibility Completion Date



1. Participate in the SUNY New Paltz Community College Advisory Council.

G. Chaky, P. Rivera, G. Seligman

Fall 2010

2. Establish relationship with SUNY Purchase Legal Studies Program.

J. McFadden Spring 2011


II. College Projects A. Benchmarking with Other Colleges 1. Organize second annual meeting of DCC and four-year college accounting professors to review curriculums.

G. Chaky Spring 2011


1. Participate in the COAP (Career Opportunities in Accounting Professor) Program, outreach to high school students.

G. Chaky, D. Most Summer 2011

III. Assessment A. Academic Program Reviews (list program & who is

responsible)


1. ACC and BOK G. Chaky Spring 2011 B. Development of an Action Plan for Program Assessments ( Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Implement selected proposals from the Paralegal Program Review.

J. McFadden Spring 2011

C. Identify Extended Course Outlines to be updated (Dept. Head, OAA)

1. All EXOs were previously reviewed and updated. BUS Department Ongoing D. Course Assessment of Student Learning Outcomes (list

courses)

1. BUS109 Introduction to Microsoft Excel M. Longhi Fall 2010 2. BUS162 Fundamentals of Fashion Y. Sewell Fall 2010 3. BUS106 Professional Selling B. Cassell Spring 2011 4. PAL240 Civil Litigation J. McFadden Spring 2011

E. Development of an Action Plan for Course Assessments (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. ACC205 Computerized Accounting G. Chaky Fall 2010 2. ACC221 Intermediate Accounting D. Most Fall 2010 3. PAL210 Family Law J. McFadden Fall 2010 4. BUS109 Introduction to Microsoft Excel M. Longhi Spring 2011 5. BUS162 Fundamental of Fashion Y. Sewell Spring 2011 F. Analysis of results of Action Plans (substantive changes to

be made, list course or program)

1. Data to be collected and analyzed to evaluate the potential benefit of moving ACC104 from the first semester and/or requiring minimum levels of competence in math and reading.

P. Rivera Spring 2011


IV. Department Objectives A. Curriculum and Course Development 1. Continue development of BUS Capping Course. P. Rivera Fall 2010 2. ANGEL on-line group class review. B. Cassel, G. Chaky, W.

Harwood, C. Lampack, M. Longhi, P. Rivera, Y. Sewell

Spring 2011

B. Enhancement of Student Academic Success 1. Organize a Full-time and Adjunct Faculty meeting to discuss

grading practices. BUS Department Fall 2010

2. Work with College staff to review and update the Department Website.

BUS Department Spring 2011

Strategic Planning Document 2010-11 Engineering, Architecture, and Computer Technologies Page 77

6.3.04 Engineering, Architecture, and Computer Technologies

Engineering, Architecture, and Computer Technologies Objectives 2010-11



1. Work with M. Meredith, DCC Transfer Counselor, to develop Aviation articulation agreements.

J. Trosie Spring 2011

2. Continue to pursue transfer agreements for INM graduates as the opportunities arise.

F. Whittle Fall 2011

3. Create signed transfer agreement for ELT AAS graduates into the Electrical Engineering Technology BS program at RIT.

D. Barbuto Fall 2010

4. Work with Drexel University to establish ARC transfer articulation. P. Pilon Spring 2011 5. Work with Central Connecticut to develop transfer agreement with

CNS Program. D. Freeman Spring 2011


1. Continue work from last year’s Energy-Related Curriculum Group by introducing and offering new courses and applied academic credentials focused on building sustainability knowledge and skills.

ENACT Department Spring 2011

2. Offer a new course, Sustainability Concepts and Applications, as part of the upcoming Sustainability Applied Academic Credentials.

M. Courtney, C. McGuire

Spring 2011

3. Offer a new experimental course, Fundamentals of Electricity, as part of the upcoming Sustainability Applied Academic Credentials.

D. Barbuto Spring 2011



A. Benchmarking with Other Colleges B. Collaboration with Other Education Institutions (Colleges and

High Schools)

III. Assessment


1. INM - Organize committee for Academic Program Review and plan review in detail; request and review data from Institutional Research; review copies of all articulation agreements from Transfer Services Office; request and review data from 3 baccalaureate institutions to which our students generally transfer; organize and conduct surveys; review data collected; examine elements of program for self study.

F. Whittle Spring 2011

2. AVI - Write draft of Self Study and send to Office of Academic Affairs; conduct External Review of Program; APR Committee meets to discuss External evaluator’s report and overall review; discuss recommendations; draw up Action Plan with a timetable for implementation; complete Academic Program Review Final Report; Program Chair reviews Final Report with Dean of Academic Affairs.


3. ENR – Write draft of Self Study and send to Office of Academic Affairs; conduct External Review of Program; APR Committee meets to discuss External evaluator’s report and overall review; discuss recommendations; draw up Action Plan with a timetable for implementation; complete Academic Program Review Final Report; Program Chair reviews Final Report with Dean of Academic Affairs.

M. Courtney Spring 2011


4. Complete assessments for Program SLOs as stipulated in the six-year departmental assessment plan. Programs affected are: AVI, CIS, ELT, INM, and ENR.

D. Barbuto, M. Courtney, J. Trosie, F. Whittle, Other faculty, as assigned by program chair

Spring 2011


1. Implement action plans from program assessments per the six-year assessment plan.


C. Identify Extended Course Outlines to be updated (Dept Head/OAA)

a. ELT105, ELT106, ELT107, ELT115, ELT203, ELT213, ELT216, ENR220

D. Barbuto Spring 2011

b. ARC110, ARC123, ARC203 D. Freeman Spring 2011 c. ARC102 J. Trosie Spring 2011 d. CIS012, 100, 107, 108, 111, 112, 113, 114, 117, 120, 123, 124, 126,

133, 140, 150, 160, 161, 211, 212, 213, 214, 215, 216, 218, 223, 226, 227, 228, 235


e. AVI110 J. Trosie Spring 2011 f. ENR204 M. Courtney Spring 2011


1. ELT105, ELT115, ELT106, ENR220 D. Barbuto Spring 2011 2. ELT203 D. Barbuto Fall 2011 3. CIS133, CIS150, CIS211, CIS214, CIS215, CIS226, CIS235 F. Whittle Spring 2011 4. AVI101, AVI102, AVI111 J. Trosie Spring 2011 5. ENR101, ENR208 M. Courtney Spring 2011


6. ARC122 (see note), ARC211 (see note), ARC216, Note: 5/28/10: ARC122 and ARC214 are taught solely by adjuncts. In Fall 2009, the ENACT Department put forth a proposal for how to perform assessment on these courses and compensation for the adjuncts and their supervisors. The proposal was rejected. Until there is an agreement on how to handle such situations, these course will not be assessed.

C. McGuire Spring 2011

E. Development of an Assessment-Based Action Plan (Includes information indicating how the results obtained from the assessment will be used to improve student earning)

1. Develop and monitor action plans for all courses requiring them per the six-year assessment plan.



IV. Department Objectives A. Curriculum and Course Development

1. Present proposal for Aviation Management Program to appropriate college committees to start in Fall 2011.


2. Redesign the project utilized in CIS223 to design, develop and code a phone application system.


3. Review alternative language options for the programming courses. The options were developed in the previous year.

F. Whittle C. McCullers

Fall 2010

4. Present proposal for Aviation Management Program to appropriate college committees to start in Fall 2011.


B. Enhance Student Academic Success 1. In ARC206 present final design projects in a public space open to

college community. D. Freeman Spring 2011

2. Participate in Two Year Engineering Science Association meetings and functions.


3. Continue to schedule industry guest speakers for ENR students. M. Courtney Spring 2011 4. Train and mentor the evening lab assistant. F. Whittle

M. Sairitupa Fall 2010


5. Expand and enhance technical DVD and on-line materials to better support the faculty and students.

F. Whittle Fall 2010

C. Improve Outlooks for Graduates

1. Meet with Builders Association of the Hudson Valley to determine if greater opportunities exist for our CNS students.

P. Pilon Spring 2011

2. Continue to seek employment and internships for students in CAD, Architecture, and Construction Technology Programs.

D. Freeman Spring 2011

3. Seek employment and internship opportunities for students in ENR program.


4. Seek opportunities for field trips to four year engineering institutions for ENR students.


5. Work with Women in Architecture, a sub-group of the Architecture Club, to coordinate a visit to a woman-owned firm.

C. McGuire Spring 2011

D. Use Advanced Technology to Facilitate Learning and Communication

1. In conjunction with DCC Community Services Office, continue development of Photovoltaic laboratory and national certifications for credit and non credit photovoltaic classes, provided for by ‘SUNY Greens’ NYSERDA grant.


E. Community Outreach 1. As Coordinator, host the annual Magnetic Levitation Competition for area high schools and middle school.

D. Barbuto Fall 2010

2. Continue to work with Architecture Club on service project. D. Freeman, P. Pilon

Spring 2011

3. Work with Associated General Contractors of New York State to determine if they have a role with our CNS Program.

P. Pilon

Spring 2011


4. Host the Annual Day of Design Program for high school students. ARC Faculty Spring 2011 5. Host the Annual High School Architecture Design Competition. ARC Faculty Spring 2011 6. Offer a CNS Open House to area high school students and parents. D. Freeman Spring 2011 7. Work with Community Services to develop Geothermal training. J. Trosie Spring 2011

8. Host the regional Lego League Tournament. L. Akins, D. Barbuto, M. Courtney

Fall 2011

9. Provide leadership on the Lego League Executive Committee. L. Akins, D. Barbuto, M. Courtney

Fall 2011

10. Coordinate with Admissions Office to offer the “Introductions to College and Careers Program” for area high schools.

L. Akins Fall 2010

11. Host Annual DCC Punkin’ Chunkin’ Design Competition. M. Courtney Fall 2010 12. Seek out opportunities to visit area high schools regarding DCC

Engineering Science Transfer program. M. Courtney Spring 2011

13. Seek out opportunities to present information on Photovoltaic Technology, Solar Energy, and Sustainability at community functions and activities.


14. Host Annual DCC Engineering Alumni Meeting. L. Akins, D. Barbuto, M. Courtney

Fall 2011

15. Offer Construction Girl Scout workshop. C. McGuire Spring 2011

Strategic Planning Document 2010-11 English and Humanities Page 83

6.3.05 English and Humanities

English and Humanities Objectives 2010-11



1. Establish a stronger connection between on-campus faculty and the instructors who teach DCC credit courses at the high schools.

O. Mazzuca, F. Raucci, C. Stokes

Spring 2011

2. Present the “Big Read: Poe Goes to the Movies” for high school students.

J. Desmond, M. Klein, R. Malboeuf

Fall 2010

3. Chair online discussion with other community colleges of the creation of descriptors for English courses eligible to be transferred to four-year units.

J. Goffe-McNish Fall 2010

B. SUNY and the Seamless Education Pipeline (HS to college & CC to 4 yr; e.g. Promote & Support: College level readiness, displaced worker populations, transfer opportunities)

J. Goffe-McNish Spring 2010

II. College Projects A. Benchmarking with Other Colleges B. Collaboration with Other Education Institutions (Colleges and High Schools)

1. Coordinate the teaching of DCC English composition courses in the high schools by mentoring all instructors and completing site visits and class observations.

J. Goffe-McNish Fall 2010 and Spring 2011

2. Invite Professor R. Grinnell of Marist College to discuss his textbook “Science and Society” in ENG101 Honors.

L. Cherciu Fall 2010


3. Invite Professor J. Saunders of Marist College to present on her book about Edith Wharton as part of the Lyceum series.

L. Cherciu Spring 2011

4. Organize and facilitate an on-campus celebration of Chinua Achebe’s writings with the Achebe Center at Bard College.


C. Other 1. Present “The Big Read: Poe Goes to the Movies” for the general public.

J. Desmond, R. Malboeuf

Fall 2010

2. Organize and conduct “The Big Read: Favorite Poe Poem and Prose Project” for the general public.

J. Desmond Fall 2010

3. Arrange Lyceum presentation and class visit by author Thomas Cobb.

J. Desmond Fall 2010

4. Organize a poetry reading for the college community in support of April: National Poetry Month.


5. Host the Women Reading Women Event for the college c community to celebrate women writers.


6. Continue work on the Peer Mentoring Program by identifying students to serve as mentors.

L. Cherciu, C. Stevens, S. Weglinski

Spring 2011

7. Promote campus awareness of and student participation in the Beacon Conference.

K. Cavanaugh Fall 2010

8. Organize a reading of original fiction by faculty members for the college community.

C.Kushner, B. Squires Spring 2011

III. Assessment

A. Academic Program Reviews (list program & who is responsible)

1. The ENG Department shares the LAH Program with BHS and HGE; the LAH Program is not being assessed at this time.

J. Goffe-McNish Spring 2011

B. Development of an Action-Plan for Program Assessments (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Form and convene a permanent LAH committee with BHS and HGE.



2. Evaluate the recommendations made during the LAH program assessment, and make proposals in order to “close the loop.”

J. Goffe-McNish, LAH committee

Spring 2011

3. Complete a brochure for LAH advisement including input from HGE, BHS, Transfer Services, and Academic Affairs.


4. Formulate a proposal to modify the LAH program to reflect recommendations from the Curriculum Committee concerning replacement of the Global Perspective requirement with a SUNY Other World Civilizations requirement.

J. Goffe-McNish, LAH committee

Fall 2010


1. ENG 091 K. Cavanaugh, J. Desmond, M. Klein, L. Pignetti, J. Sterling, D. Teague

Fall 2010

2. ENG 206 Fall 2010 3. ENG 210 H. Bergon Fall 2010 4. ENG 221 K. O’Neill Fall 2010 5. ENG 229 B. Kolp Fall 2010 6. ENG 264 J. Allen Fall 2010 7. FRE 201 M. Elone Fall 2010 8. FRE 301 M. Elone Fall 2010 9. ITL 201 M. Elone Fall 2010

10. PHI 205 D.Nelson Fall 2010 11. REA 105 R. Wiley Fall 2010 12. SPA 301 O. Mazzuca, F. Raucci, C.

Stokes Fall 2010

13. ENG 102 T. Denton, B. Kolp, N. Hooker, B. Squires, R. Wiley

Spring 2011

14. ENG 201 B. Kolp Spring 2011


15. ENG 205 N. Hooker Spring 2011 16. ENG 207 C.Kushner Spring 2011 17. ENG 216 K. O/Neill Spring 2011 18. ENG 263 L. Cherciu, B. Kolp, B.

Squires Spring 2011

19. ENG 267 H. Bergon, M. Klein Spring 2011 20. FRE 202 M. Elone Spring 2011 21. FRE 302 M. Elone Spring 2011 22. ITL 202 M. Elone Spring 2011 23. SPA 302 O. Mazzuca, F. Raucci,

C. Stokes Spring 2011


1. ASL 101 R. Malboeuf, adjuncts Fall 2010 2. ENG 101 J. Allen, A. Batchelor, L.

Cherciu, J. Clapp, K. Lang, M. Rambadt

Fall 2010

3. ENG 211 R. Malboeuf, adjunct Fall 2010 4. ENG 213 B. Squires Fall 2010 5. GER 101 R. Malboeuf, adjunct Fall 2010 6. ITL 199 M. Elone, adjunct Fall 2010 7. PHI 107 K. O’Neill, adjuncts Fall 2010 8. SPA 101 O. Mazzuca, F. Raucci,

C. Stokes Fall 2010

9. ASL 102 R. Malboeuf, adjuncts Spring 2011 10. ENG 208 C. Kushner Spring 2011 11. ENG 218 T. Denton Spring 2011 12. ENG 268/69 M. Klein Spring 2011 13. GER 102 R. Malboeuf, adjunct Spring 2011


14. GER 201 R. Malboeuf, adjunct Spring 2011 E. Development of an Assessment-Based Action Plan

(Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Develop and monitor action plans for all courses requiring them as per the six-year department plan.

ENG Department Spring 2011


IV. Department Objectives A. Curriculum and Course Development 1. Implement online workbook in all Spanish courses taught by full- time and adjunct faculty.


Fall 2010

2. Develop new and common final exams for Spanish101, 102, 201 and 202.


Fall 2010

3. Convert the Literacy Studies course on the Graphic Novel into a permanent course.

M. Klein Spring 2011

4. Update common final exam for ENG091. ENG Department Fall 2010 5. Update common final exam for ENG092. ENG Department Fall 2010 6. Develop a new online version of ENG102 to be offered in Spring 2011.

K. Cavanaugh Fall 2010

B. Enhancement of Student Academic Success 1. Continue the collaborative portfolio assessment in ENG092. ENG Department Fall 2010 2. Complete a study of and clarify the goals of 200-level courses. ENG Department Fall 2010 3. Host a dinner meeting of full-time and adjunct ENG102 faculty in preparation for the Spring 2010 assessment of ENG102.

ENG Department Spring 2011

4. Update the online edition of the Handbook. L. Pignetti, R. Wiley Fall 2010 5. Create a customized critical reader for REA103. L. Pignetti, R. Wiley,

Adjucts Spring 2011

Strategic Planning Document 2010-11 Health, Physical Education, Athletics and Dance Page 88

6.3.06 Health, Physical Education, Athletics and Dance

Health, Physical Education, Athletics and Dance Objectives 2010-11

I. College Objectives Responsibility Completion Date To Endorse and Participate in the SUNY Strategic Planning

Process Focusing on the Following Areas of Opportunity and Challenge:


1. Develop an additional articulation agreement with Cortland College for the Exercise Science and Wellness Program.

T. Sweet Spring 2011

2. Explore additional four year institutions that would align with the Exercise Science and Wellness program for successful articulation agreements.




A. Benchmarking with other Colleges 1. Visit Columbia Greene Community College to see what Physical

Education requirement they require for their Criminal Justice Students.

H. Molella Spring 2011

2. Survey Cortland College to see what Physical Education and Exercise Science courses are transferable and what their requirements are for Physical Education, Kinesiology, Athletic Training and Physical Therapy.


3. Research wellness courses at other colleges for ideas on assessment approaches.

D. VanBuren Spring 2011



1. Continue to collaborate with area High Schools on Special Study Projects for Exercise Science and Wellness courses.

T. Sweet Fall 2010, Spring 2011

III. Assessment


1. Continuing to implement Program Assessment Suggestions for the Exercise Science and Wellness Program.


2. Present to colleagues in the HPEAD Department assessment ideas learned during Sabbatical.

D. Van Buren Spring 2011

B. Development of an Action Plan for Program Assessments (Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Ongoing implementation of ESW action plan. T. Sweet Spring 2011 C. Identify Extended Course Outlines to be updated (Dept. Head/OAA)

1. DAN 106 H. Molella Fall 2010 2. DAN 107 H. Molella Fall 2010 3. ESW 101 H. Molella Fall 2010 4. ESW 201 H. Molella Fall 2010 5. ESW 202 H. Molella Fall 2010 6. HED 134 H. Molella Fall 2010 7. HED 201 H. Molella Fall 2010 8. HED 224 H. Molella Fall 2010 9. PED 106 H. Molella Fall 2010 10. PED 120 H. Molella Fall 2010 11. PED 127 H. Molella Fall 2010 12. PED 199 H. Molella Fall 2010 13. PED 299 H. Molella Fall 2010 14. WFE 101 H. Molella Fall 2010



1. DAN 106 H. Molella Spring 2011 2. DAN 107 H. Molella Fall 2010 3. ESW 101 T. Sweet Spring 2011 4. ESW 201 T. Sweet Fall 2010 5. ESW 202 T. Sweet Spring 2011 6. HED 134 S. Kennen Fall 2010 7. HED 201 S. Kennen Spring 2011 8. HED 224 T. Sweet Spring 2011 9. PED 106 T. Sweet, J. MacBrien Fall 2010 10. PED 120 T. Sweet, L.O’Trakoun Fall 2010 11. PED 127 T. Sweet, M. Paquet Fall 2010 12. PED 199 T. Sweet, M. Paquet Spring 2011 13. PED 299 T. Sweet, M. Paquet Spring 2011 14. WFE 101 HPEAD Department Spring 2011 E. Development of an Assessment-Based Action Plan (Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. DAN 106 H. Molella Spring 2011 2. DAN 107 H. Molella Fall 2010 3. ESW 101 T. Sweet Spring 2011 4. ESW 201 T. Sweet Fall 2010 5. ESW 202 T. Sweet Spring 2011 6. HED 134 S. Kennen Fall 2010 7. HED 201 S. Kennen Spring 2011 8. HED 224 T. Sweet Spring 2011 9. PED 106 T. Sweet, J. MacBrien Fall 2010 10. PED 120 T. Sweet, L.O’Trakoun Fall 2010


11. PED 127 T. Sweet, M. Paquet Fall 2010 12. PED 199 T. Sweet, M. Paquet Spring 2011 13. PED 299 T. Sweet, M. Paquet Spring 2011 14. WFE 101 HPEAD Staff Spring 2011 F. Analysis of results of Action Plans (substantive changes to be made, list course or program)

1. DAN 101 H. Molella Fall 2010 2. DAN 102 H. Molella Fall 2010 3. ESW 100 H. Molella Fall 2010 4. PED 111 D. VanBuren Spring 2011 5. PED 114 C. Secor, D. VanBuren Spring 2011 6. PED 116 D. VanBuren Spring 2011 7. PED 197 T. Sweet, R. McVey Spring 2011 IV. Department Objectives

A. Curriculum and Course Development 1. Present Tap Dance Course to Curriculum Committee. H. Molella Fall 2010 2. Present History of Black Dance Course to Curriculum Committee. H. Molella Fall 2010 3. Present Dance Course for Performing Arts Majors taking community dance lessons to Curriculum Committee.


4. Develop a Children’s Dance Course. H. Molella, D. VanBuren Spring 2011 5. Expand “Intro to Martial Arts course. H. Molella, D. VanBuren Fall 2010 6. Develop a Personal Training Credit Course. T. Sweet Fall 2010 7. Expand the Get Fit Together program. T. Sweet Fall 2010 8. Update course description for Martial Arts Course. D. VanBuren Fall 2010


B. Enhancement of Student Academic Success 1. Promote participation in free weekly exercise classes in Falcon Hall/exercise as a means of academic success.

D. VanBuren Spring 2011

2. Participate in College’s Wellness Fair. T. Sweet, D. VanBuren Fall 2010, Spring 2011

3. Participate in College’s Open House. T. Sweet Spring 2011 4. Participate in Community Outreach through canned food drives and volunteering at the “Lunch Box.”

5. Continue to work with Academic Services to find new ways to help students achieve academic success.

K. O’Connell Fall 2010, Spring 2011

6. Work with Physical Plant and Security to install a Card Swipe System on the Fitness Center Doors to insure a more secure area during unsupervised hours.


7. Work with K. Kessler to obtain two additional computers for adjuncts in F115 and F201A.


Strategic Planning Document 2010-11 History, Government and Economics Page 93

6.3.07 History, Government and Economics

History, Government and Economics

Objectives 2010-11




1. Continue to recruit qualified students for the Honors Program. W. Steger Fall 2010, Spring 2011

2. Offer high school Model UN. HGE Staff Fall 2010 3. Continue participation in the 2011 Summer Scholars, a residential

college-experience program for high school students held on the Vassar College campus.

A. Rieser Summer 2011

4. Continue to offer scholarships to graduating DCC students transferring to four-year schools at the Sheridan Award Ceremony.

HGE Staff Spring 2011

5. Participate in any campus-wide initiatives that may arise to facilitate college-level readiness, displaced worker populations, and transfer opportunities.

HGE Staff Fall 2010, Spring 2011

6. Work with Academic Services to arrange tutoring in Economics and History classes.

S. Ahmad, M. Manner, HGE Staff

Fall 2010, Spring 2011

7. Teach two sections set aside for High School students in the Early Admission/Bridge program, ECO105-01H and GOV121-01H.

M. Manner, W. Steger, HGE Staff


8. Work with the SUNY New Paltz History Department to update equivalences for HIS courses.

A. Rieser Fall 2010, Spring 2011



1. Introduce a new experimental course, ECO 903: Energy Economics and Public Policy, to begin in Spring 2011.

Mikko Manner Spring 2011

2. Continue to actively participate in Leah Akins’ (ENACT) initiative to develop energy-related curriculum at DCC, including applied academic credentials in Green Business and Renewable Energy Technology.

Mikko Manner, HGE Department


3. Explore the possibility of bringing an expert on environmental and/or sustainable energy policy issues to deliver an address for Constitution Day, a Lyceum, or a Professional Staff Development workshop.

HGE Staff Fall 2010, Spring 2011

4. Actively participate in the College Environment Committee's Shuttle Subcommittee, which is exploring the possibility of creating a shuttle service to supplement existing public and private transportation to and from campus.

L. Murphy, W. Steger, HGE Department



A. Benchmarking with Other Colleges

1. Continue to investigate developing, in conjunction with the BHS Department, a Liberal Arts Social Sciences program.

A. Rieser, W. Steger Fall 2010, Spring 2011


1. Investigate the possibility of establishing discipline-specific workshops with colleagues in local college departments (e.g., a Mid-Hudson U.S. Historians Group).

A. Rieser, HGE Staff Fall 2010, Spring 2011

2. Continue working with local high schools through the high-school Model UN and with the College through the Vassar Summer Scholars program.

HGE Department Fall 2010, Spring 2011

3. Continue to collaborate with high-school instructors who serve as adjuncts teaching DCC courses.



III. Assessment

A. Academic Program Reviews (list program & who is responsible)

1. The HGE Department shares the LAH Program with BHS and ENG; the LAH Program is not being assessed at this time.

A. Rieser Spring 2011


1. The LAH program is shared between HGE, ENG and BHS. See ENGLISH and HUMANITIES III B 1-4.

HGE, ENG, BHS Department

Spring 2011


1. Review EXO’s to ensure that the Student Learning Outcomes are current and accurate.



1. ECO202, GEO101 S. Ahmad, HGE Department

Fall 2010

2. GOV220, HIS215 HGE Department Spring 2011 E. Development of an Assessment-Based Action Plan (Includes

information indicating how the results obtained from the assessment will be used to improve student learning

1. Develop a course-based assessment action plan that includes information indicating how the results obtained from assessment will be used to improve student learning.



1. Analyze results of action plans and describe changes to be made to course or programs.


IV. Department Objectives

A. Strengthen Department 1. Continue learning abroad program. J. Norton, W. Steger Fall 2010,

Spring 2011


2. Continue to explore enhancing the Department’s 200-level and 900-level course offerings in History, Government, and Economics.


3. Work with Curriculum Committee to streamline the Other World Civilization requirement of the LAH Program.

S. Ahmad Fall 2010, Spring 2011

B. Enhancement of Student Academic Success 1. Update HGE specific guidelines booklet to distribute to the

department’s adjuncts and new full-time faculty. A. Rieser, HGE Department


2. Continue learning abroad program. A. Rieser, HGE Department


3. Support activities of the Political Science Club. These activities include voter registration and candidate forums.


4. Add activities such as film viewing and discussion. A. Rieser Fall 2010, Spring 2011

5. Offer activities for the faculty and professional staff under the auspices of the Professional Staff Development Committee.


6. Update HGE Department brochure. HGE Department Fall 2010, Spring 2011

7. Include adjunct faculty in all activities such as department meetings and the Algonquin Forum.

A. Rieser, HGE Department


8. Offer dinners for department members and invited guest speakers during the academic year.


9. Continue activities such as film viewing and discussion. HGE Department Fall 2010, Spring 2011



11. Continue active department participation in the Professional Staff Organization (PSO), the Dutchess United Educators (DUE), college committees and councils, and community service activities.


12. Encourage department members to participate in the affairs and annual meetings of their respective professional organizations.



13. Continue offering high school Model United Nations simulations co-sponsored by the HGE Department, BOCES, and Vassar College’s Department of Education.

A. Rieser, HGE Department


14. Continue participation in the World Affairs Council of the Mid- Hudson Valley.

S. Ahmad, A. Rieser


15. Continue to support community organizations such as the United Way, Dutchess County Historical Society, and Gillespie Foundation.


16. Continue the annual department awards ceremony and the annual Honors Program ceremony because they recognize student achievement and enhance student success.


17. Build a video library in the HGE Department. T. Wilmot Fall 2010, Spring 2011

Strategic Planning Document 2010-11 Mathematics, Physical and Computer Sciences Page 98

6.3.08 Mathematics, Physical and Computer Sciences

Mathematics, Physical, and Computer Sciences

Objectives 2010-11




1. Investigate how Regents’ Exam scoring practices affect the use of high school transcripts as a placement tool, and the general preparedness of our students.

T. Zito, Math Issues Group

Fall 2010

2. Bring math faculty up-to-date on changes in the public school math curriculum, particularly as they may affect student preparedness and placement standards.

T. Zito, Math Issues Group

Fall 2010

3. Bring concurrent enrollment math faculty to campus for a professional development event, to include training in technology, review of learning outcomes and sharing of teaching practices. This event will contribute directly to completion of NACEP accreditation for our concurrent enrollment program.

T. Zito Spring 2011


1. Participate in conference “Water Resources & Regional Economy” December 13, 2010.

S. Conrad Fall 2010



A. Benchmarking with Other Colleges 1. Attend AMATYC (American Mathematical Association of Two-Year

Colleges) November 12 and 13. Focus on remedial curriculum issues with TYC colleagues nationwide.

S. Taylor, C. DelTreste, others

Fall 2010

2. R. Lathrop has been appointed to the Two Year College committee of the American Association of Physics Teachers. She will attend national conferences to meet and exchange ideas with other two year college physics teachers.

R. Lathrop Ongoing

3. Attend Verizon Faculty Institute to insure that the curriculum DCC follows for the Telecommunications program is the same as the other participating campuses. We participate in making changes in technology selection for the students in this program.

S. DeGuzman Spring 2011

4. Develop LAX Advisement Tracks (in response to LAX Program Review comments).

S. Conrad; D. Staats; T. Zito

Spring 2011


1. Begin remedial curriculum collaboration in at least one high school, (most likely Brewster High School).

T. Zito Spring 2011

2. Assist with the CSTEP/Bridges program conference, “Celebrating Diversity Among Our Scholars”, which is bringing students from PACE U and Five Community Colleges together at DCC to showcase undergraduate research.

T. Zito Fall 2010

3. Attend workshop “Teaching Climate Change” (co-sponsored by NSF & NAGT) & develop lesson plans with colleagues at other institutions.

S. Conrad Fall 2011

4. Work with Wappingers School District Earth Science teachers to develop local geological field trips for students.

T. Welling Fall 2010


III. Assessment

A. Academic Program Review (list program & who is responsible)

1. No program assessment needed at this time. B. Development of an Action-Plan for Program Assessments (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Ongoing implementation of MPCS action plan. MPCS Department Spring 2011 C. Identify Extended Course Outlines to be updated (Dept. Head/OAA)

2. AST131 T. Zito Fall 2010 3. AST132 T. Zito Spring 2011 4. CHE231 J. Cavalieri Fall 2010 5. CPS141 J. Clark Fall 2010 6. PHS102 T. Welling, S. Conrad Fall 2010 7. PHS114 J. Cavalieri Fall 2010 8. PHY151 R. Lathrop Fall 2010 9. MAT214 D. Staats Fall 2010


1. AST131 T. Zito Fall 2010 2. CHE231 J. Cavalieri Fall 2010 3. PHS101 M. McConnaughhay Fall 2010 4. PHS103 T. Welling Fall 2010 5. PHY141 R. Lathrop Fall 2010 6. MAT109 M. Roland Fall 2010


E. Development of an Assessment-Based Action Plan (Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. PHY251: It had been assumed that the students from the 2009 class had a greater mastery of the subject because more students had been successful through the engineering course sequence. As demonstrated with the data students performed equally well in both classes in applying calculus to physics principles to solve problems. We will continue to focus on carrying concepts from calculus to physics problems. Students often want to isolate their knowledge from one course to another and so there is a continued resistance that must be addressed.

T. Zito Spring 2011

2. MAT217: Continue to stress that hypotheses and conclusions are not interchangeable.

S. DeGuzman, W. Ostertag



IV. Department Objectives A. Curriculum and Course Development 1. Publish a new guide to Excel to accompany the MAT125 Calculus

text. B. Cavalieri Fall 2010

2. We will offer a new experimental lab science course, CHE907, Materials Chemistry, and review and revise PHS909, Nanotechnology.

B. Baumert Spring 2011

3. We will propose a new 9XX math class at the 0 level, specifically designed to prepare students for science classes such as astronomy, Weather and Climate, etc., that have no specific math pre-requisite.

S. Taylor, P. Darcy Fall 2010

4. Bring MPCS adjunct faculty to DCC for an afternoon of professional development, including updates on curriculum and administrative procedures, and training on Angel and Mathcad.

T. Zito, faculty Spring 2011

5. We will offer MAT107, Math for Elementary Teachers, online. C. DelTreste Spring 2011 6. Review and revise new travel course, GLG294 Geology of New

York State, offered during the summer of 2010. T. Welling Fall 2011


B. Enhancement of Student Academic Success 1. Math Across the Curriculum Initiative: Work with non-mathematics

faculty in order to integrate mathematics into non-math courses through the creation of modules that would help to demonstrate the applications of mathematics in other subject areas.

Susan Conrad, Philip Darcy

Spring 2011

C. Ongoing Community Outreach 1. Renewal of Math and Science Matter, Especially for Young

Women, which brings middle school girls to DCC for a day of science and math explorations.

T. Kopilak, S. Conrad, S. Taylor, T. Welling, A. Berkley, C. DelTreste, M. Roland

March, 2011

2. Conduct NYSMATYC Math League Competition. T. Kopilak Spring 2011 3. Maintain MPCS Math Puzzler of the Month. B. Cavalieri Spring 2011

Strategic Planning Document 2010-11 Nursing Page 103

6.3.09 Nursing

Nursing Objectives 2010-11




1. Develop a brochure for student use that provides information regarding advancing education to SUNY IT, Delhi, and Empire State B.S. completion programs in Nursing.

T. Doherty, M. Meredith Spring 2011



A. Benchmarking with Other Colleges B. Collaboration with Other Education Institutions (Colleges and High Schools)

III. Assessment A. Academic Program Assessment (list program & who is responsible)

1. Begin preparation for National League for Nursing (NLNAC) visit of 2014.

T. Doherty Fall 2010

2. Administer and analyze NUR216/218 and end-of-program surveys. K. Desmond Fall 2010 3. Develop NUR100 course survey. B. Kabbash Spring 2011 4. Develop NUR204 course survey. T. Doherty Fall 2010 5. Develop NUR111 course survey. I. Grutzner Spring 2011



1. Add pharmacology content to medication calculation proficiency tests for NUR105. Trend data for two semesters.

NUR Department Fall 2010

2. Add pharmacology content to medication calculation proficiency tests for all nursing science courses. Trend data for two semesters.

NUR Department Spring 2011


1. NUR100, NUR111, NUR120, and NUR218. NUR Department Fall 2010 D. Course Assessment of Student Learning Outcomes (list courses)

1. Implement newborn assessment as a SLO in NUR215. J. Fitzpatrick Fall 2010 2. NUR105 NUR Department Fall 2010 3. NUR112 NUR Department Spring 2011 E. Development of an Assessment-Based Action Plan (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Continue assessment of NUR112 student’s ability to calculate drug dosages with integration of the data collection into a graded test.

J. Fitzpatrick, B. Kabbash

Spring 2011

2. Assess results of newly developed rubric for NUR213 patient teaching project to determine areas of student strengths and weaknesses.

Spring 2011

3. Evaluate revised changes in NUR105 theory and lab. M. Bashoff, I. Grutzner, B. Kabbash, N. Moskowitz

Fall 2010

F. Actions to be Taken as the Result of Previous Assessments(list course)

IV. Department Objectives A. Retention of students

1. Integrate maternal and childhood obesity into NUR215 course. J. Fitzpatrick Fall 2010


2. Complete revision of NUR112 manual to online format. B. Kabbash Fall 2010 3. Design a Simulation exercise for the operative patient. I. Grutzner Spring 2011

4. Integrate a content related to disaster readiness into the curriculum.

J. Fitzpatrick, K. Blonder, K. Desmond

Spring 2011

5 Develop a NUR112 simulation that prepares students to care for the post operative hospitalized patient.

N. Moskowitz Fall 2010

6. Develop a “fall assessment” form for use in NUR105 that simulates documents used in the clinical setting.

K. Desmond, K. Blonder

Spring 2011

7. Develop a process recording exercise with an accompanying rubric for NUR216.

K. Desmond, K. Blonder, J. Fitzpatrick

Spring 2011

8. Develop disaster nursing module for inclusion in the curriculum. K. Desmond, M. Bashoff

Spring 2011

9. Assess Castle Point Veteran’s Hospital for use as a clinical placement agency for NUR218: preceptor ship.

N. Moskowitz, M. Bashoff

Fall 2010

10. Coordinate with faculty and college lab personnel to utilize the updated NUR105 assessment form in the End Term Competency.

K. Desmond Fall 2010

11. Partner with St. Francis Homecare to coordinate student homecare experiences in NUR213.

T. Doherty, I. Grutzner Fall 2010

12. Review and update Nursing Program Handbook. NUR Department Spring 2011 13. Develop evaluation tool for pressure ulcer Sim lab exercise. I. Grutzner, T. Doherty Fall 2010 14. Rewrite course descriptions for catalogue to reflect actual hours spent in different areas.

I. Grutzner Fall 2010

15. Enhance college skill lab outline; add available resources. N. Moskowitz Fall 2010

Strategic Planning Document 2010-11 Performing, Visual Arts and Communications Page 106

6.3.10 Performing, Visual Arts and Communications

Performing, Visual Arts and Communications Objectives 2010-11




1. Research National Association of Schools in Art & Design for accreditation standards –both 2 & 4-year institutions.

VA Faculty Spring 2011

2. Participate in Student Mobility Projects for Art Education. D. Dorrity, M. Craig Spring 2011 3. Serve on SUNY-wide committees for seamless transfer for ART

and COM/SPE foundation classes to SUNY four-year colleges. M. Craig, D. Dorrity Spring 2011

4. Explore possibility of placement exam in Music for incoming freshmen, possibly administered by Academic Services.

C. Brellochs Fall 2010

5. Propose the CAR Program Modification Proposal (Digital Media), which includes courses to retrain displaced workers.

S. Poulakis, J. Cosentino

Fall 2010

6. Explore creating a new SPE class pertinent to the displaced worker population.

K. Burke Spring 2011


1. Create greater awareness of proper handling and disposal of art materials.

VA Faculty Fall 2010

2. Explore creating a transportation initiative for bringing students to campus in groups.

D. Dorrity Spring 2011

3. Reuse props and technical theatre supplies, and practice safe disposal of items no longer usable.

S. Press & J. Cosentino Fall 2010


4. Present play productions to young audiences with the theme of protecting the environment.

THE Faculty Fall 2010

5. Transition to tapeless recording in video and speech classes. COM & SPE Faculty Fall 2010 6. Collaborate with the bookstore on selling recyclable mugs to be

used on campus, including in the Library. M. Craig Fall 2010

7. Explore the possibility of using e-textbooks in place of paperback texts.

SPE Faculty Fall 2010


A. Benchmarking with Other Colleges 1. Explore articulation agreements with four-year institutions. All PVAC Program

Chairs Spring 2011

2. Meet with three-dimensional design faculty from other institutions to review their facilities, equipment and air filtration systems.

J. Garcia-Nunez Spring 2011

3. Meet with visual art faculty from other institutions to review their computer labs, equipment, and open lab hours for students, and computer usage in foundation art classes.

P. Blum Spring 2011

4. Research information from other colleges on the number of online courses faculty teach during one semester.

E. Somers Fall 2010

B. Collaboration with Other Education Institutions (Colleges and High Schools).

1. Collect with Math & Science Matters. M. Craig Spring 2011 2. Discuss with high schools their CEEB advanced placement

requirements in conjunction with art foundation courses at DCC. P. Blum, S. Poulakis Spring 2011

3. Investigate bringing more diverse populations and more bridge students to DCC.

K. Burke, M. Craig, S. Press

Fall 2010


4. Collaborate with ACTSO and area high schools. K. Burke Fall 2010 5. Continue hosting NYSATA Portfolio Day and the Dutchie Awards

at DCC for high school students in visual arts and theatre respectively.

S. Poulakis, J. Cosentino

Fall 2010

III. Assessment


1. PFA J. Cosentino Spring 2011 2. CAR/ASP/VAT S. Poulakis Spring 2011 3. COM D. Dorrity Spring 2011 B. Development of an Action Plan for Program Assessments (Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. PFA: Complete Assessment of the following Program Learning Outcome: “Display basic proficiency in one or more area of the performing arts in class and theatre scenes, music juries, and dance recitals.” Assessment of students’ in-class scene, music, and dance performances in the following courses: DAN 106/107 (HPED), THE 109/201/209/220, MUS 141/142/219/241/242. This will result in revisions of course extended course outlines, methods of teaching, and/or budgetary requests for courses and program. Details will be on file in the PVAC Department office.

J. Cosentino Spring 2011


2. CAR/ASP/VAT: Assess following Program Learning Outcome: “Show proficiency in creating works of art incorporating thinking (researching, creating), doing (designing, working, building), and communicating (presenting and analyzing). ASP is “Explore one or more area of choice, including graphic design, ceramics, photography, calligraphy, and mixed media.” Assessment of a 1/3 sample of students’ final course portfolios for the following courses: ART 120/141/150/153/209/254. This will result in revisions of course extended course outlines, methods of teaching, and/or budgetary requests for courses and programs. Details will be on file in the PVAC Department office.

S. Poulakis Spring 2011

3. COM: Assess following Program Learning Outcome: “Effectively communicate their ideas professionally and connect with their intended audience using visual, oral and written presentation skills relevant to their field.” Assessment of students’ video projects in the following courses: COM 110/120/220. This will result in revisions of course extended course outlines, methods of teaching, and/or budgetary requests for courses and program. Details will be on file in the PVAC Department office.

D. Dorrity Spring 2011


1. ART102, 145, 155, COM244/280, THE109/110 (fall semester) PVAC Department Fall 2010 2. ART104, 112, 113, 120, 161,254, and ART260, MUS161, 162, 205, 206 (spring semester)

VA, MUS Faculty Spring 2011


1. THE109, 201, 209, and THE220 THE Faculty Spring 2011 2. MUS141, 142, 241, 242 and MUS219 MUS Faculty Spring 2011 3. ART141, 150, 254, 120, 153, and ART209 VA Faculty Spring 2011


3. ART141, 150, 254, ART120, 153, and ART209 MUS Faculty Spring 2011 4. COM110, COM120, 220 COM Faculty Spring 2011 5. SPE101, 210, 219 SPE Faculty Spring 2011 E. Development of an Action Plan for Course Assessments (Includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. THE109, 201, 209, 220: 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses will be assessed, which will result in revisions of extended course outlines, methods of teaching, and /or budgetary requests for courses and PFA program. Details will be on file in the PVAC Department Office.

THE Faculty Spring 2011

2. MUS141, 142, 219, 241, 242: 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses will be assessed, which will result in revisions of extended course outlines, methods of teaching, and /or budgetary requests for courses and PFA program. Details will be on file in the PVAC Department Office.

MUS Faculty Spring 2011

3. ART120, 141, 150, 153, 209, 254: 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses will be assessed, which will result in revisions of extended course outlines, methods of teaching, and /or budgetary requests for courses and ASP/VAT/CAR program. Details will be on file in the PVAC Department Office.

VA Faculty Spring 2011

4. COM110, 120, 220: 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses will be assessed, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and COM program. Details will be on file in the PVAC Department Office.

COM Faculty Spring 2011


5. SPE101, 210, 219: 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses will be assessed, which will result in revisions of extended course outlines, methods of teaching, and /or budgetary requests for courses and SPE courses. Details will be on file in the PVAC Department Office.

SPE Faculty Spring 2011

F. Analysis of results of Action Plans (substantive changes to be made, list course program)

1. CAR/ASP/VAT: Program Learning Outcomes, “Create basic drawing, two-dimensional, and three dimensional art projects that incorporate research, visual idea development, and communication of visual concepts and schemes including structure, form, space, composition, line, color, balance, perspective, and synthesis,” was assessed along with ART142, 145, 226, 257, and ART104. Assessment resulted in current revisions of extended course outlines, methods of teaching, and/or budgetary requests for Art courses. For example, ART104, M. Craig is revising course materials to explain the procedures and objectives of how to give a formal critique of art work in written format to aid students in this process. S. Poulakis is proposing a change of course title and course description to reflect the use of current software and industry terminology in the course. New computers were requested and granted for the Art Computer Lab. Now updated software packages in InDesign, Photoshop, and Illustrator, and the Lynda.com educational site, will be requested so graphic design students can have access to current equipment and methods. ART254 and ART257, L. Handler requested and received a new Epson printer. A second printer will be requested to further reduce the backlog of students printing color photos. Full details are on file in the PVAC Department office.

VA Faculty Fall 2010


2. COM: The Program Learning Outcome, “Solve creative problems within their field of communications and media arts, including research and synthesis of technical, aesthetic, and conceptual knowledge,” and COM 103, 210, 211, and 249 courses were assessed. Assessment resulted in current revisions of extended course outlines, methods of teaching, and/or budgetary requests for COM courses. For example, in a program modification to aid COM majors in easier transfer to four-year colleges, and to broaden the program to include public relations, broadcast journalism and speech, D. Dorrity changed the contact hours, titles, course descriptions, and extended course outlines for a number of COM courses. Post assessment above, the extended course outline of COM 103 (Editing, now The Art and Craft of Editing) is being revised to include more lecture time on the artistic decisions and various types of editing. For COM 210 (Visual Effects for the Moving Image I, now Visual Effects for the Moving Image) a picture scanner was requested and received to demonstrate scanning techniques to students. Now more audio equipment will be requested for the same reason. Also more technical support for the COM computer lab is being requested from IMD to ensure proper care and upkeep of our equipment. In COM 211 (Visual Effects for the Moving Image II, now Digital Filmmaking) we requested the first half of the semester to be scheduled in a classroom, and the second half in the COM computer lab to better accommodate the learning then doing aspect of the course. In COM 249 (Advanced Video Production I, now Television Production/Television News) a third digital camera for the television studio and digital switcher are requested from the Perkins Grant to complete the move in DCC’s television studio from analog to digital capacity. Full details are on file in the PVAC Department office.

COM Faculty

Fall 2010


3. PFA: Program Learning Outcome, “Display basic proficiency in one or more area of the performing arts in class theatre scenes, music juries, and dance recitals,” was assessed with courses MUS104, 113, 114, 115, 116, 212; SPE 111; THE 105, 109, 209; DAN 102, 104 (HPEAD), which resulted in current revisions of extended course outlines, methods of teaching, and/or budgetary requests for PFA courses. For example, C. Brellochs requested and was granted enlargement of the music computer lab with new computer keyboards, and will be integrating its usage into many of the music courses. Since many students interested in dance complained there aren’t enough dance courses at DCC, H. Molella is proposing a new course in tap dancing. Also, since assessment efforts revealed that students who did not attend classes regularly did poorly on final performance critiques, J. Cosentino is contacting all full time and part time faculties teaching theatre to ensure that they include the department’s attendance/grading policy on their class syllabi. Full details are on file in the PVAC Department office.

PFA Faculty Fall 2010

4. SPEECH 101 and 115: 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses were assessed by Speech faculty, which resulted in current revisions of extended course outlines, methods of teaching, and/or budgetary requests for Speech courses. For example, K. Burke is revising the direction hand-out for small group projects in SPE 100/Foundations of Communication to assist students in more fully understanding the requirements of the project. J. Cosentino in SPE 115/Effective Listening is revising the directions for the required paper to more fully explain the necessity of citing concepts from the textbook in the paper. Upon request from J. Cosentino, the Speech classroom was updated to a Smart Classroom with Power Point and video capacity, so Speech faculty are integrating this aspect fully into class presentations. Full details are on file in the PVAC Department office.

SPE Faculty Fall 2010


IV. Department Objectives A. Curriculum and Course Development 1. Coordinate the moving of PVAC lab facilities, implementation of new hardware/software, and maintenance and tech issues in the most effective manner.

PVAC Department Fall 2010

2. Pilot web cam use in speech class. K. Burke Fall 2010 3. Premiere two new experimental MUS courses. C. Brellochs Spring 2011 4. Propose new course in photography. E. Somers Fall 2010 5. Implement new reading requirements in visual arts foundation courses.

P. Blum Spring 2011

6. Work with the Teaching Learning Center to evaluate success of online sections of ART101, 102, and ART103.

M. Craig Spring 2011

7. Implement the use of the new PVAC source book for faculty teaching introductory seminars in PVAC.

P. Blum Spring 2011

B. Enhancement of Student Academic Success PVAC Faculty Spring 2010 1. Collaborate with the Writing Center to assist students with writing

research papers. M. Craig Fall 2010

2. Collaborate with DCC’s Literacy Magazine for visual art inclusion. M. Craig Fall 2010 3. Collaborate with Academic Services to find tutors for music classes.

C. Brellochs Fall 2010

4. Train student lab monitors to assist students. J. Garcia-Nunez Fall 2010


7.0 Status of 2009-2010 Plan

7.1 College Objectives and Status

Last year the following were chosen as the College Objectives:

The following two College Objectives were chosen for this year:

Maximizing opportunities for access, readiness and college success

Recent high school graduates

Re-entering adult learners

Out of school learners

Preparing a Periodic Review Report for submission to Middle States that

documents our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness

The following section is intended to highlight Mini-Grants awarded to support the College Objectives. Additional activities related to the two objectives are documented in the status reports from the four divisions and from the academic departments (sections 6.2 and 6.3).

7.1.01 DCC Foundation Mini-Grant Awards

Because of the downturn in the economy, a decision was made by the Board of the DCC Foundation to temporarily suspend the offering of mini-grants so that the student scholarships could be awarded. It is expected that when the economy recovers, the mini-grants will be reinstituted.


7.2 Division Status Reports 7.2.01 Academic Affairs

Office of Academic Affairs Status Report for 2009-10

I. College Objectives Status A. Maximizing opportunities for access, readiness and college success:

Recent high school graduates Re-entering adult learners Out of school learners

1. Explore the impact of aligning DCC South scheduling sequences with those on the main campus.

Completed. An analysis of the strengths and weaknesses of the current schedule was undertaken. The benefits of the current schedule to match the campus. Additional options for scheduling that could result in increase enrollment were identified and will be pursued in 2010-11.

2. Monitor progression of DCC’s GED graduates into successive steps toward matriculation in credit programs.

In process; Ongoing. Process was put in place to monitor the 2009 GED graduation cohort through four levels: 1. Completion of GED Plus transitions program. 2. registration in credit programs 3. Completion of first semester 4. Registration in second year. A sample of students at each level will also be surveyed. This information will be used to inform modifications in outreach, curriculum and retention strategies. Levels 1 through 3 have been assessed.


3. Create a subcommittee to evaluate longitudinal data regarding initial mathematics placement and subsequent performance outcomes by students.

Completed. The Dean’s Remedial Math Committee worked throughout the academic year to examine data regarding student success in remedial courses, placement statistics from COMPASS, and Math requirements in academic programs. As a result, significant changes to Math prerequisites wee proposed by the Math Department and approved by Curriculum Committee.

4. Expand the College Connection concurrent enrollment program by increasing enrollment by 5% and the number of school districts by 1%.

Completed. Two new districts were added to the list of participating districts. The enrollment increased by over 60%.

5. Continue to assess the effectiveness of the College Connection program on college readiness and success.

Partially completed and ongoing. First year college students, graduated college students, high school faculty and high school principals were surveyed. Data has been analyzed relative to the effect of the program on college readiness and student success. Guidance counselors are being surveyed in the 2009-10 school year. Surveys will be conducted annually for first year college students and every five years for the other populations.

B. Preparing a Periodic Review Report for submission to Middle States that documents our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness

1. Prepare a periodic review report. Completed. The report was submitted to Middle State by June 2010 deadline.



A. Benchmarking with Other Colleges 1. Participate in SUNY-administered IR study on current

practices regarding the administration of final examinations.

Completed. Results were received and shared with the Ad Hoc Committee on Final Exams.

2. Benchmark with other community colleges, especially within the SUNY system around best practices in concurrent enrollment.

Completed. Benchmarked with Hudson Valley Community College and Westchester Community College about concurrent enrollment best practices. Participation in the NYCEP listserv and NYCEP activities resulted in benchmarking with other NYS Community College concurrent enrollment programs.

B. Implementing Banner 1. Develop an accurate and effective process to generate

faculty load data and to create adjunct contracts utilizing Banner8.

Completed and ongoing. The Faculty Load and Compensation (FLAC) module has successfully implemented to create adjunct and extra service contracts for Summer 2010. Work is ongoing to completely incorporate faculty load into FLAC in 2010-11.

C. Periodic Review Report- Contribute to organizational activities and plans related to Middle States Periodic Review Report to be completed June 2010

1. Review data obtained from CCSSE administered in Spring 2009 as a source of actionable areas on which to focus to enhance the quality of the educational experience offered at DCC.

Completed. The need to review initial placement in math courses was validated and is being addressed. Other areas revealed that student satisfaction compares favorably with peer institutions. Further comparison with data obtained from the Student Opinion Survey (SOS) will be undertaken.

III. Division Objectives A. Academic Affairs (AA)


1. Develop a mechanism to support departmental initiatives involving outreach to high school students.

Completed. C. Denti worked with PVAC, BHS, and ENACT departments to support their efforts to bring high school students to campus to participate in various activities.

2. Research the feasibility of implementing an on-line tutoring option for students.

Completed. Substantial research was done this year to explore online tutoring and a viable option has been identified. A proposal for funding was incorporated into the 2010-11 Perkins Grant requests.

3. Analyze data based on the implementation of the initial iteration of the online policy.

Completed. The online policy was implemented for full-time students in Spring 2010. One semester data indicates a 5% improvement in retention rates in online course. Implementation of the policy was expanded to part-time students for Summer 2010. Further data collection and analysis is necessary.

4. Review with HR the procedures and practices for professional staff and faculty searches in preparation for the upcoming round of searches.

Completed. OAA met on several occasions with HR to discuss the procedures and practices for searches and a number of changes to improve the process were implemented. Further review is necessary.

5. Continue exploration of means to attract more diverse applicants for faculty and professional staff openings.

Not completed; ongoing. Continue efforts to work with HR Director to identify viable venues to advertise position openings to increase the likelihood of a more diverse applicant pool are planned for the upcoming hiring cycle.

6. Schedule an informational workshop for faculty and staff involved in the Perkins Grant process.

Completed. Workshop was held in December 2009 to discuss all aspects of Perkins Grant from proposal to final report.

7. Identify the different ways a student can be considered to be “at risk.”

Ongoing. S. Holst and C. Denti meet regularly to identify emerging areas of need, as well as to assess the frequency of known categories for students being “at risk”, and to plan proactive interventions and opportunities to inform faculty and staff.


8. Monitor current policy to manage various aspects of implementing DCC Foundation Endowed Chairs.

Completed and ongoing. T. Prunty and C. Denti reviewed existing policies and guidelines for recipients of the Endowed Chairs, and met with each to explain the process and procedures to be followed. The effectiveness of this approach will be monitored during the upcoming academic year.

9. Review processes of communication both with candidates for Promotion &/or Tenure, and with the Promotion and Tenure Committee.

Completed: Process were reviewed and improved by clarification of expectations as the process unfolds. Further steps necessary for ongoing improvement have been identified and will be implemented in 2010-2011.

10. Develop, implement and evaluate a proposal to focus on program level academic advisement during Advisement Week.

Deferred. Given the upgrade to the Banner data management system, it was decided to revisit this initiative in the 2010-11 academic year.

11. Establish an opportunity for students enrolled in the Fire Science Program to participate in the fire inspection process on campus.

Completed. B. Anderson, working with D. Walsh, Chair of the Fire Science Program, developed opportunities to apply their learning under supervision.

B. Title III Initiatives 1. Monitor completion of all Title III objectives for year

five. Completed. All objectives for year five were accomplished and reported in Title III Annual Report.

2. Complete Title III Final Report including measurement of outcomes for life grant.

Completed; ongoing. Title III Final Report was completed and submitted. Review of external reviewer was very positive and acknowledge accomplished of all objectives of grant.

C. Departmental Affairs Council (DAC) 1. Continue to solicit recommendations for program

possibilities that would enhance faculty development. Completed; ongoing. DAC members, both directly and through members of their respective departments, have contributed suggestions both for topics to be addressed, as well as for presenters on topics of interest to further faculty/staff development.


2. Explore possibilities to enhance program/degree completion in conjunction with other divisions.

Ongoing. OAA still meets regularly with academic department heads, program chairs, and student services personnel to monitor students’ retention rates and to identify possible deterrents to progress and remedies.

D. Adjunct Faculty/Extension Services/Industrial Programs

1. Expand the myDCC Adjunct Web Corner to include additional information on teaching and learning.

Deferred to the 2010-2011academic year.

2. Invite adjuncts to on campus activities including professional development workshops, academic lectures, etc., utilizing communication tools in myDCC.


E. Assessment and Curriculum (AC) 1. Form LAH Program Committee. Completed. As a result of a recommendation from the

recently completed Program Review, a committee was defined. Owing to impending changes in SUNY Gen Ed requirements, the group did not meet during the 2009-10 academic year.

2. Form Remedial Math Review Committee. Completed. The Dean’s Remedial Math Committee worked throughout the academic year to examine data regarding student success in remedial courses, requirements in academic programs. As a result, significant changes to Math prerequisites were proposed by the Math Department and approved by the Curriculum Committee.

3. Complete Periodic Review Report for academic assessment.

Completed. Assessment documents were reviewed and updated as needed. Academic Affairs continues to track and report on assessment activities carried out within the departments. Relevant course and program data were updated, and activities were summarized and incorporated in the body of the report, as well as in relevant appendices.


F. Professional Staff Development (PSD) 1. Provide additional professional development

opportunities for concurrent enrollment faculty. Completed. A professional development workshop was held for all concurrent enrolled faculties. English faculty met in small groups and individually with the department supervisor. Concurrent enrollment faculty was invited to department meetings. Site visits enabled supervisors and faculty to meet one on one for additional mentoring and training.

2. With the PSDC chair, encourage collaboration between the PSD committee and other standing committees interested in ongoing professional development.

Completed. A workshop was presented in January 2010 with the Educationally Disadvantaged Committee.

G. Scheduling 1. Develop procedures and forms to accommodate

Banner implementation. Partially completed. This is an ongoing process, but the Banner Manual for Catalog and Section has been updated to reflect changes as a result of the implementation of Banner 8.

2. Convert faculty load information and calculations to Banner system in order to implement use of Banner 8 for faculty workload and contracts.

Partially completed. Banner Faculty Load and Compensation (FLAC) will implemented for adjunct contracts beginning with Summer 2010. FLAC will be implemented for full-time faculty workload and contracts in the 2010-11 academic year.

3. Continue to explore ways to improve the effectiveness of the course planning process.

Partially completed. A streamlined process was implemented for Fall 2010 Semester course planning. The process will be assessed and then modified as deemed necessary.

4. Work with Associate Dean C. Mazzarelli to revise activities scheduling processes for events requiring set-ups.

Completed. The Scheduling Office and Physical Plant worked together to improve the activities scheduling process to make it more efficient and effective.

5. Work with Associate Dean C. Mazzarelli and the Office of Community Services to develop procedures for scheduling and cancellation of credit-free courses and OCS programs.



6. Work with Community Relations and Graphics to maximize effectiveness of web calendars.

Completed. The academic calendar is now integrated into myDCC and the college external website.

7. Continue to pursue cross training of Academic Affairs staff as back up for key Scheduling Office personnel.

Completed. One Academic Affairs staff member has been trained as a back-up for activities scheduling and some master schedule processes.

H. DCC South 1. Revise the scheduling of DCC South day classes to

better utilize the site on Fridays, while maintaining the availability of four-day schedules for full-time students.

Partially completed. An analysis was undertaken. Changes will be implemented for the 2011-12 academic year beginning with course planning meetings in October 2010.

2. Create, distribute and evaluate a survey instrument designed to assess the student support services

available through Banner and the DCC webpage.

Partially completed. A survey instrument was created that will be distributed and the results evaluated in Fall 2010.

3. Work with Office of Community Relations to market classes at DCC South by promoting the site to businesses service area.

Completed. A poster was developed and distributed to local businesses. Postcards were printed and mailed to residents in the DCC SOUTH service area. Efforts to establish a billboard presence was unsuccessful due to a lack of available sites.

4. Convert DS-238 (kitchen) or DS-208 (storage) into an ambulance lab space for use by the EMS Program.

No longer relevant. It was determined that the project was not viable at this time.

I. Academic Services 1. Expand pre-college preparation programs to increase

access and success for underprepared students. Completed and Ongoing. The Summer 2009 SmartStart Program expanded from 57 to 95 students. The Fall 2009 FOCUS Program expanded from three sections (62 students) to five sections (104 students). In addition, to expanding the size of the programs, Academic Services has added quality to the programs through orientation, peer mentoring and other retention-based initiatives.


2. Complete 5-year longitudinal study of students in various developmental education program (i.e., SmartStart, FOCUS, CSS095) to identify and build on the success of strong programs.

Completed and Ongoing. As part of the Title III Initiatives, a 5-year longitudinal study was completed of students in various developmental educational programs. Data show that graduation rates surpassed the Title III Grant objective by 6%, and that the College increased overall third-year persistence rates for developmental education programs to 40.5%.

3. Initiate College Reading and Learning Association (CRLA) Certification for tutoring program to benchmark the program and provide a thorough review for improving student success.

Partially Completed and Ongoing. Tutor training has been implemented as required for CRLA Certification. The CRLA Certification proposal is in final draft and will be submitted for the Fall 2010 Semester.

4. Transition COMPASS to Internet-based placement testing.

Completed. The campus transitioned to E-COMPASS in the Spring Semester for Fall 2010 enrollment. The Computer Center has worked with Academic Services to install E-COMPASS on virtual machines and is working to automatically upload students’ E-COMPASS placement test scores into Banner.

J. Library Assessment of Services 1. Implement Angel-based information literacy

assessment. Completed. Implemented electronic assessment using Poll Daddy.

2. Assess efficacy of Table of Contents and New Books services.

Postponed. The assessment will occur in February 2011.

Automation Activities 1. Enable Patron Initiated Interlibrary Loan. Partially completed. Request made to Computer Center to

load ILLiad client software. To be implemented late August 2010.

2. Promotion adoption of DCC LibX toolbar on campus computers.

Partially completed. Design finished. Will be installed on library computers July 2010.

3. Work with Nylink and OCLC to incorporate missing bibliographic records into OCLC.

Not completed. Will be done in 2011 as part of a SUNY-OLIS project to include all SUNY libraries.


Collection Development 1. Develop a process for incorporating departmental

media collections, when appropriate, into the Library. Abandoned. Institutional priorities changed.

2. Complete the integration into the Library of the most-frequently-used media currently housed in the Instructional Media collection.

Completed. 1,168 media item were moved to the library from the TIMD department. These items were reprocessed according to library specifications.

3. Incorporate the ordering, processing, and cataloging of new media purchases into existing processes.

Completed. 95 new media materials were purchased, processed and added to the collection.

4. Investigate the acquisition of e-textbooks for reserves. Partially completed. Began research into sources including CourseSmart. Recommendations to be made in August 2010.

Reference Services 1. Use LibGuides as a template for new research

databases. Partially completed. Design of pages begun May 2010. Anticipate implementation September 2010.

2. Implement 360 Search, the federated search product. In process. To be implemented late July 2010.

New Library Services 1. Catalog and start the circulation of new electronic

media such as Kindle, Playaways, and iPods. Completed. Playaways have circulated 71 times, the Kindle 13, and the iPod once.

2. Initiate the emailing of overdue notices to myDCC accounts.

Partially completed. Researching system requirements. Anticipate completion by August 2010.

3. Initiate online renewals via myDCC accounts. Partially completed. Researching CourseSmart as a source. Also working with OLIS and our Information Systems Department. Anticipate completion by August 2010.

4. Publish library newsletter on a quarterly basis. Abandoned. Blog is being maintained instead. 5. Collaborate with DCC Foundation in offering alumni access to selected research databases.

Partially completed. Began pilot January 2010.Will work with DCC Foundation to implement by May 2011.

6. Pilot open computer lab in Hudson224. Complete. Implemented April 2010 for period leading up to final exams and term paper deadlines.


Special Projects 1. Work with B. Anderson and members of the Archives

Facilities subcommittee to upgrade room in preparation for President Jerry Lee Archives dedication.

Completed. New carpet, lighting, desk, scanner, shades, ceiling tiles and additional shelving were installed. Room was painted.

2. Select photographs and other items for display for the President Jerry Lee dedication.

Completed. Worked with Community Relations & Graphics staff in selecting photographs and frames.

3. Host Banners Along the Hudson display for one month. Completed. The duration of the display was shortened because of demand for use by another outside group.

4. Host Library Software Users Group of the State University of New York Librarians Association annual meeting.

Completed. Over eighty attendees from within and outside of SUNY attended.

K. Writing Center Tutoring Services 1. Institute the year’s theme, Re-visit/Revise, and central to the Perkins Grant. Develop new marketing materials. Orient tutoring staff to new end-of-session procedures and Record of Sessions forms. Modify scheduling appointments.

Completed. New Record of Session forms were implemented. Prizes were given to students with the most visits during the semester. Appointments were scheduled on a 45-minute rotation rather than 30-minute.

2. Revise the Center’s web site with the new Omni program.

Completed. Web site materials were organized in the new OmniUpdate structure.

3. Explore software programs for possible use in real-time online tutoring.

Completed. Real-time tutoring via Angel was set up on the Center’s web site, though it was not used by students.

4. If Perkins Grant funding is available, hire and orient a new professional tutor for evening hours.

Completed. An evening professional tutor now works for ten hours per week. He regularly sees students during these expanded hours.

5. If tutoring staff is available, expand hours at DCC South.

Completed. Student tutors were active in expanded hours at DCC South.

6. Continue the Featured DCC writer exhibits in the Writing Center.

Completed. Four exhibits of DCC writers, past and present, were featured.

7. Sponsor a lecture/reading by a guest writer. Completed. Three readings by poets and journalists were given in the Center.


8. Visit the BUS Department to explore ways to improve Writing Center services to their student, particularly the paralegal program.

Completed. In a department meeting Business faculty offered helpful suggestions and questions. Contacts with the paralegal program led to increased use of Writing Center tutoring by paralegal students.

9. Distribute to faculty and staff a survey measuring their understanding of Writing Center programs and their judgments about the programs’ effectiveness. Collate and analyze the results.

Completed. Survey results indicated that faculty understood well the functions of the Writing Center. The survey proved to be an effective tool for reaching adjunct faculty.

10. Continue Writing Center outreach to faculty and professional staff development through the Teaching Resource Project.

See below.

a. Organize a January 2010 workshop for faculty and staff.

Completed. “Responding to Student Writing across the Disciplines” was conducted with DCC presenters and participants.

b. Organize and moderate the Roundtable Lunch Project. Apply for Improvement of Instruction Grant funding.

Completed. Six discussions were held each semester. Improvement of Instruction Grant money was not available to support the activity.

c. Offer workshops for students on writing-related topics, at faculty request. Provide assistance to faculty on planning and responding to writing assignments.

Completed. In-house workshops were given for art and science seminar students. A workshop on writing the scholarship and college application essay was offered to students.

Computer Lab 1. Work with the computer center staff and network

management committee to refine programs for student logins and data reporting.

Completed. Fine tuning the login program for student users is an ongoing process; there are indications of flaws in the system.

2. Supervise the installation of new computer stations if they are funded. If not, budget for replacements.

In Summer 2010, new computer equipment will be installed in all areas covered in the Writing Center budget: the Writing Center, H501, H504 and H506.

Computer Classrooms 1. Budget for the replacement of computer equipment,

especially in H501, if new stations are not installed in Summer 2009.

In Summer 2010, new computer equipment will be installed in all areas covered in the Writing Center budget: The Writing Center, H501, H504, and H506.


2. Assist students and faculty in adapting to the new Blackboard/Angel program.

Not completed. The conversion from Angel to Blackboard did not take place.

L. CSTEP 1. Develop specific brochures for on-campus use directed

at informing students in NUR, LAX, EDB and EDM curricula of specific CSTEP services that would be of benefit to them.

Deferred to 2010-11. Total program enrollment of 222 students when target number to satisfy State Ed requirements was 160 (a 38.8% overload) proved to make additional recruitment efforts unnecessary.

2. Install CSTEP Anatomy and Physiology resources on computers in CSTEP computer mini-lab making them more readily available outside of tutoring sessions.

Completed. Various websites offering online lab tutorials are now desktop icons for student’s to use at any time, particularly when AHBS open lab is not available.

3. Investigate possibility of coordinating student midterm evaluations with EOP and Academic Services to avoid duplication of effort.

Partially completed. While non-duplication would be desirable it will take further effort to analyze the information and timing needs of each program to determine if coordinated reports will work.

4. Increase number of active students in program and participation in counseling services offered by regular “mini-mailings” inviting students to meet with the coordinator on a regular basis.

Partially completed. Postcard mailings to students have proved effective however with 20% increase of students on CSTEP roster over last year and no clerical support for the program, increasing the number of mailings done by the program proved difficult to do.

5. Transfer tracking of counseling activities of program to online database format for future assessment.

Deferred to 2010-2011.

M. Other Outreach Activities 1. Develop the College Connection web presence to

include more useful information for prospective students and faculty.

Partially completed. Content has been developed but has not been posted to the web. This should be completed by August 1, 2010.

2. Monitor new contractual procedures for high school supervision and supervise faculty when department supervisors are not appointed.

Completed. The first year of high school supervision was extremely successful. When a department did not select a high school supervisor, the Office of Academic Affairs or the department arranged for site visits resulting in over eighty five percent of high school faculty receiving a site visit.


3. Submit application for NACEP accreditation. Partially completed. Intent to apply was completed and application fee forwarded. Application is due August 1, 2010.

N. Teaching Learning Center 1. Develop, pilot, and deploy the Quality Matters program

for quality management in online course. This process will include a faculty pilot, consideration of input from faculty testers, and development of an institutional plan for implementation and training.

Completed. Pilot of the QM process was completed in Summer of 2009. Early adopters among the faculty recommended a local revision of the QM rubric, which was discussed and designed throughout the 2009-2010 academic year. Final delivery of the document will occur in June of 2010.

2. Develop, pilot, and deploy an orientation for online students to foster knowledge of the ANGEL LMS, knowledge of the requirements for online study, and to support persistence and retention efforts in online courses.

Completed. The Online Student Orientation was developed and first piloted Summer of 2009. Two more refinements were piloted in Fall of 2009 and Spring of 2010. Online faculty may choose to require students to complete the online orientation as a mandatory activity in their course.

3. Explore the use of video, audio, and podcasting to enhance the online course experience.

Completed. Hardware was purchased to allow for easier recording of faculty videos. Faculty is using this hardware to create and share educational tutorials.

4. Continue to refine the training and documentation offered by the TLC for ANGEL, Banner, Prosper, and other systems.

Completed. The TLC created many videos for both faculty and students for all Angel tasks. Semester start up procedures and grade book setup were a priority for faculty, while student videos were incorporated into the Online Student Orientation. This objective has now been incorporated into TLC standard practice.

IV. Division Institutional Assessment 1. Document outreach and collaboration initiatives to

enhance the teaching and learning process both within areas of the OAA division and between other divisions of the College.

Ongoing. Focusing on more effective utilization of resources, projects related to the media move, to the more efficient delivery of tutoring, and to addressing students’ personal and academic needs were undertaken.


2. Monitor and report on the progress and outcomes of inter-divisional projects targeted to foster the achievement of the goals of the AA division.

Ongoing. Courses related to sustainability and options for participants were initiated, as well as developmental education collaborations were expanded in conjunction with the Office of Community Services.

3. Continue to assess the effectiveness of the College. Connection program on college readiness and success.

Partially completed and Ongoing. First year college students, graduated college students, high school faculty and high school principals were surveyed. Data has been analyzed relative to the effect of the program on college readiness and student success. Guidance counselors are being surveyed in the 2009-2010 school year. Surveys will be conducted annually for first year college students and every five years for the other populations.


7.2.02 Student Services and Enrollment Management

Student Services and Enrollment Management Status Report for 2009-10

I. College Objectives Status A. Maximizing opportunities for access, readiness and

college success Recent high school graduates Re-entering adult learners Out of school learners

1. Increase recruitment activities for non-traditional students.

Completed and Ongoing. Instituted non-traditional recruitment at the Dutchess County Fair and the Poughkeepsie Galleria.

2. Increase workshops in area high schools. Completed and Ongoing. Conducted DCC application workshop to all seniors at Stissing Mountain HS.

3. Outreach to Veterans. Completed and Ongoing. Hosted an information table at Castle point Veterans Center. Working with S. Dawes to coordinate recruitment and admissions procedures for veterans.

4. Outreach to Displaced Workers. No longer relevant. Duties assigned to Office of Community Services.

5. Develop an online orientation program. In progress. Anticipate completion August 2010. 6. Develop a workshop series at DCCS for adult learners. Completed. Provided workshops for adults returning to

school at off-campus locations.


7. Continue “Veterans Direct” the targeted recruitment and success program for veterans coordinated by C. Marchese; promote enrollment in the CLP101 reserved for veterans created by T. Goerhing; M. Minunni will process veteran certification online using “VAOnce.”

Completed. Veterans are enrolling in CLP 101.C. Marchese coordinated efforts with T. Goehring, S. Dawes, and M. Minunni. The Registrar’s Office certifies and advises veterans, using the Veteran’s Administration online site VAOnce. Staff met with a VA counseling expert who will be invited to participate in campus activities such as Freshman Day to offer outreach to veterans who may be experiencing special problems. T. Goerhing’s CLP 101section is intended to absorb veterans and address their needs. Success is reflected by the record number of veterans receiving benefits at DCC this past spring – 136.

8. Support “Dutchess Works” and its connection with the “Workforce Investment Bureau” WIB by working closely with Dean Services.

Completed. Four experienced advisors from the Advising Center work regularly in the Office of Community Services to advise and register WIB students. An advisor developed a course sequencing sheet to address the program’s requirements.

9. Design a support system to track and support the ever- increasing number of students matriculating into the Nursing curriculum.

Completed. L. Bunnell tracks NUR students and contacts them by mail as they approach readiness for the clinical nursing courses; she has added to her regular schedule of visits to NUR 100 classes a series of visits to BIO 132 and 212 classes to frontload and increases her briefings to NUR students.


1. Prepare a periodic review report. Completed. Student Services section submitted May 2010.


II. College Projects A. Benchmarking with other Colleges

1. Meet with Admissions Representatives from OCC. Deferred. Will pursue during the 2010-11 AY. Schedule and weather conflicts.

2. Host a meeting of HVBUG, the Hudson Valley Banner Users Group; support regular and expanded attendance by DCC in the group.

Completed. Meeting held during October 2009. Supported by all DCC divisions and Marist College. Attendance – 100 +/15 colleges in the Hudson Valley.

3. Visit four (4) SUNY Community Colleges to develop benchmarks for Student Services operation of Banner.

In progress. Jamestown CC, Orange County CC, Rockland CC, and Westchester CC visits scheduled Fall 2010.

B. Implementing Banner 1. Continue to attend and contribute to meetings. Completed and ongoing. Attend Banner Student and Data

Standards Meetings. 2. Train staff on Native Banner. In progress. Training will be completed by August 2010. 3. Design with the Computer Center the remaining

ARGOS Reports necessary to measure the SPD Core Indicators.

Partially completed. Argos Reports now number up to 193 and the majority support student enrollment and student services including the applicant funnel by curriculum and high school; however, the more we use Banner the more we discover the need for more Argos Reports so requests for new reports are ongoing.


4. Utilize M. Soltish to support the entire Division of Student Services; prioritize projects to maximize effectiveness.

Partially completed. M. Soltish has been hired and has been working with several Student Services departments and programs. Used M. Soltish to write reports to track ATB test scores, add felony conviction to online application, add to application check list, assist with letter flow, and create email and snail mail lists of applications. M. Soltish has an office in the Registrar’s Office area and is accessible to the division staff from there on a regular basis; he prioritizes user requests through the Help Desk ticket system which increases efficiency; he is a member of Banner Student Implementation and Data Standards Committee, settings where student services needs can be addressed.

III. Division Objectives A. Collection and analysis of data: Review the utility of current data collected for decision-making and determine the need for gathering and reviewing additional relevant data

Completed/Continuing. College Night website resulted in 4,068 hits.

1. Work with College Relations to determine web “hits.” Completed/Continuing. Texting campaigns resulted in minimal hits. TargetX mailings were sent for the EA/Bridge Information Night: 15.1% viewed our e-mail 17.5% viewed our e-mail for Open House

2. Work with College Relations to determine text “hits.” Partially Completed. Questionnaire will be sent HS counselors during summer.

3. Evaluate high school outreach activities. Partially completed. The data collection is ahead of the data compilation.


4. Compile the Key Performance Indicator data presented to the Enrollment Committee. Over 10 years of point in time data has been collected for the Enrollment Committee, used primarily for short-term operational decisions; the data needs to be compiled longitudinally and reviewed.

Partially completed. The most important report Argos ST0014 “Enrollment by Program for Program Chairs” is accessible to all department heads and student services administrators with a need to know. Posting a true data warehouse probably resides better with Institutional Research than the Registrar.

5. Post a Data Warehouse, a collection of public reports of broad interest to program chairs, academic department heads and Administrators—enrollment by program, ft/pt enrollment, report segmented by age, etc.

Completed/Continuing. College Night website resulted in 4,068 hits.

6. Implement the new SUNY-required ethnic/race codes on the college admissions application and the registration form.

Completed for online applications. Meeting with J. Stokes and D. Johnson to design hard copy application for 2010-2011. Completed. New codes have been added to the registration form and staff trained in data collection/entry.

B. Institutional Effectiveness: Document the significant changes over the last five years made as a result of reaching the objectives stated in the Strategic Planning Document

1. Prepare comparative data reflecting fluctuations in levels of student activity and service participation.

Completed – Counseling and Career Services maintains annual student activity and participation reports including counseling sessions and workshop registrants. Completed- Registrar’s Office maintains Advising Center sign-in counts; Argos reports measure method/place of registration count and applicant funnel data, point in time.

2. Quantitatively document student services delivered 2004-2009.

Completed and Ongoing. Continuing to work with department chairs and program coordinators to quantify student services delivered during 2004-2009.

3. Evaluate Assessment Plan outcomes. In progress. Continuing to work with department chairs and program coordinators to evaluate Student Services Assessment Plan.


C. Admissions 1. Implement Part-time Recruitment Plan. Completed. 427 part-time student referrals that were

contacted. Hosted information tables at malls, hospitals, libraries, and fairs. Attended “What Women Want Expo.”

2. Enhance Website for College Night. Completed. Instituted “live” registration for college representative registration.

3. Review applications for placement suggestions. Completed. Workshops addressing the requirements for a successful college experience are delivered in small group settings as well as classrooms.

4. Contact Home School Associations. Completed. Joined the Dutchess County Home School Association.

5. Contact Veterans Groups and Hospitals. Completed and ongoing. Contacted Castle Point Veterans Hospital.

D. EOP (Educational Opportunity Program) 1. Continue to examine the needs of EOP in regards to

the collection of program Data and request the appropriate programs to be written by our computer center to facilitate this Data collection.

Completed. Met with computer center to outline our program reporting needs. At this time the requests are in line to be executed based on the order of prioritization assigned by the Dean of Administration.

2. Implement a post first year success program for students who do not meet acceptable academic performance their first year. Promote the Master Student model with these second year students to ensure success in their second year.

Completed. Group was formed to include students who were beyond their first semester. The group met bi-weekly with the goal to incorporate three (3) areas of development for each participant; Campus connectedness, skill development, and self-reflection.

3. Focus on the early identification of eligible students challenge. Provide the earliest possible orientation and intervention possible; this requires collaboration with the Computer Center for early identification and Financial Aid for timely certification of eligible students.

Completed. This program has been generated and when adjustments are needed, M. Soltish quickly responds to requests.


E. Financial Aid 1. Continue to enhance the utilization of Banner for

students, the Office of Financial Aid and the institution. Completed. We have moved ahead with Banner and have enhanced the use of it with students. We now email students regarding their missing information status, award status and satisfactory academic progress status. This is done on a consistent basis, so that students are notified in a timely manner on all aspects of their financial aid status. Other internal enhancements have been put into place to assist us in monitoring the statistics in regards to the types and amounts of aid awarded as well as identifying and tracking the academic progress of total aid recipients.

2. Evaluate office progress, the strengths and weakness to prepare for the Periodic Review.

Completed. This has been completed and we responded to the recommendations of the initial Middle States report indicating our improvement regarding their findings as well as highlighting the areas of significance from 2004-2009.

3. Plan for the transition to Direct Lending-based upon excepted legislative changes.

Completed. We began the transition to Direct Lending in December of 2009, with confirmation of our participation agreement with the Department of Education. On 3/30/10, President Obama, eliminated the FFELP program and required all schools to participate in Direct Lending as of 7/1/2010. We began the conversion and transition to this loan program immediately and have already originated loans beginning with the Summer 2010 term and the 2010-2011 Academic Year. This required a major software change in that we are dealing directly with the federal government through the COD (Common Origination and Disbursement) Process and a revamping of our office policies and procedures. A massive student notification campaign has taken place to make students aware of the program change including the administration of the program at DCC.


F. Health Office 1. Create student focus group to identify student health

needs. Deferred Until September 2010. Will initiate when classes start.

2. Develop web based health services information. Partially completed. Updating information and placing in format, will work with IT for input during Fall 2010.

3. Maximize record imaging of all current and past health records.

Partially completed. All records for 2009 and Spring 2010 scanned, 2008 in process.

4. Implement telephone triage of health services. Partially completed. Triage developed; need input from Computer Center, anticipated Sept 2010 completion.

5. Enhance web page with a self help link. Deferred until Fall 2010. Plan to develop/enhance web presence.

G. Registrar 1. Implement and mainstream the registration of

applicants under the auspices of the Registrar’s Office. Completed. Implemented through C. Marchese’s series of planning and follow-up meetings with J. Connell and R. Banner.

2. Assign, train and supervise appropriate professional staff to support the registration of applicants.

Partially completed and ongoing as well. An advisor checklist has been developed, reviewed by the Enrollment Committee, and implemented for the Fall 2010 semester. Approximately thirty (30) part time advisors have been trained and assigned to assist in the advising center. As of this date registration for Fall 2010 has increased by 10% (over 500 students ahead of last year at this time).

3. Distribute ****Advisement Alerts**** to all advisors in the Advising Center, at Dutchess South, and other locations to support training.

Partially completed and ongoing. As of this date, 21 “Advisement Alerts” have been created and distributed by Registrar’s Office to all advising centers, staff, support staff, and DCC South.

4. Coordinate the registration of applicants with other key offices—mainly Admissions, Academic Services, Financial Aid and Student Accounts.

Completed. Largely through Carl’s efforts in item one above and the regular Banner Rise registration planning meetings for every semester.


5. Monitor full-time first-time student registration appointments through Banner.

Completed. Largely through C. Marchese’s efforts and M. Soltish’s adaptation of the Banner SOAAPPT form and the transition to the electronic folder.

6. Implement the “Process-Rich Plan” developed by the Enrollment Committee together with its consulting firm, Clarus Corporation centralized registration of the applicants is a primary objective.

Completed. Clarus Corporation recommendation to centralize the registration of applicants into the Academic Advising Center helped facilitate the largest enrollment increase ever experienced by the College in Fall 2009.

7. Seek college-wide knowledge and compliance with the “Red Flags Rule” for the prevention of identity theft.

Partially Completed. Awareness and prevention of identity theft has increased, but the actual Red Flags Rule is being updated.

8. Implement a pilot “Open House” during advance registration as recommended by the College Environment Committee.

Deferred. Awaiting an academic department or a standing committee to indicate interest in piloting the activity.

9. Work with the Computer Center to develop the “QuickStart” web application that will enable distance learners to apply to the College, become students and register in one visit to the DCC web site.

Deferred. Awaiting a Sungard solution that will allow QuickStart to function in a Luminus environment.

10. Complete and distribute the Banner Little Book to all staff involved in the registration of students.

Completed. Also distributed at the HVBUG meeting.

11. Develop the scanning of student documents through Xtender to promote ready access to advisors.

Completed. Coordinated with Admissions Offices.

12. Review the temporary CSEA employee pool for greater continuity in assignments.

Partially completed and ongoing. New and continuing CSEA employees have been given cross training in a variety of functions. For example, data entries, course registration, add/drop, transcript production, ethnic code data. In addition, a comprehensive cross training plan with designated “duty owners” and “back ups” has been implemented for the permanent CSEA registrar’s staff.


H. Student Services 1. Review, discuss, and analyze data collected to assess

departmental and program recommendations. Partially completed and ongoing. Will continue to meet with and review data with assistant dean, department chairs and program coordinators.

2. Review, analyze, and prepare report in support of Student Services Student Success Model.

In progress. Working with Office of Institutional Research to collect, analyze, and review data.

3. Prepare Assessment Plan. In progress. Continuing to work with department chairs and program coordinators to update Student Services Assessment Plan.

4. Incorporate Customer Service modules into daily Student Services delivery system.

Completed and Continuing. Customer service is stressed at staff meetings, included in retreats, and practiced daily.

5. Implement Cross-Training program. Completed. For Admissions, Counseling and Careers Office, Financial Aid, and Student Activities Offices. Partially Completed. For Registrar, EOP, Disabilities, and Dean’s Offices.

6. Enhance Student Services visibility on DCC Website. Completed and Ongoing. Continuing to work with the Office of Graphics and Community Services to enhance Web visibility.

I. Counseling and Career Services 1. Explore feasibility of working with Face Book. Partially completed. Explored Facebook, will benchmark

with other colleges before implementing. 2. Update C&CS website. Partially completed. Working with Graphics to post on

website. 3. Provide a series of workshops for students. Completed and Ongoing. Created targeted workshops for

nursing and business transfer. 4. Create an Advisory Committee for employment

opportunities. In progress. Will complete by Fall 2010.

5. Offer an Etiquette luncheon. Completed. Based upon student requests, delivered as a dinner.


6. Train Peer Advisors to assist students accessing Discover and other on-line resources.

Completed. Very successful, students are able to assist other students with resources. Will continue project.

7. Explore alternative ways of advertising services. Completed. J. Transfer Services

1. Increase “student mobility” opportunities at four-year SUNY colleges.

Completed. Outreached to CUNY and SUNY colleges.

2. Maximize transfer opportunities to public and private four-year institutions.

Completed. Attended campus briefings and tours of public and private four-year institutions.

K. Disability Services 1. Based upon knowledge of an increase of students with

mobility impairments coming to campus this fall, initiate a comprehensive review of the physical campus for accessibility and ADA Compliance.

Partially Completed A preliminary review has been conducted by Taconic Resource for Independence, and the administration plans to engage in a full campus review. Some modifications of the physical plant have already been made based upon the first review.

2. Develop a “Disability Service” tab on myDCC, in order to broaden communication with our students, increase access to accommodations and inform students of upcoming events, workshops or activities.

Deferred. In Lieu of the MyDCC tab, created a reminder card system, increased outreach by mail by sending flyers and invitations to events, followed up by telephone reminders. This led to a significant increase in utilization. Updates to the sunydutchess website with additional links, downloadable forms, and resources have also been made. There has been a notable increase in communication with the department via the disability services email that student and families are accessing via the sunydutchess link to Disability Services.


3. Provide additional faculty training based on feedback from instructors and identified challenges from emerging populations.

Partially Completed. Although faculty consultations addressing student concerns and disability related issues were ongoing throughout the year, it became imperative to shift focus. In response to the needs of the emerging population, many of whom have sensory and health related impairments, our focus shifted to adaptive technology and related training of campus personnel and faculty. DSO staff and the IT department researched and purchased adaptive equipment and software (CCTV, Kurzweil, and JAWS/MaGIC), creating new work stations designed to increase and improve accessibility in the Library, classrooms and at Dutchess South. DSO staff also purchased portable units with accessibility software, increasing students’ ability to access course material during labs. DSO faculty has also received individual training in the utilization of FM systems (transmitters and receivers) for students with hearing impairments in their classrooms.

4. With Board of Trustees approval, change the name of Disability Services to one that is reflective of our mission statement, function and positive environment.

Partially Completed. Both the student input and rationale were presented to the Dean of Student Services and is pending administrative approval.

L. Assistant Dean of Student Services 1. Explore mandating health insurance for international

students. It is required by a number of other community colleges.

Deferred. Planned for 2010-2011 academic year due to greatly increased demand on time and services with 2009-2010 enrollment surges.

2. Do need assessment of the international students regarding satisfaction and priorities.

Deferred. Planned for Fall 2010 semester due to recertification trainings.


3. Conduct a minimum of one Staff Professional Development workshop per semester.

Completed. Four webinars offered: 1. Social Networking: How to Manage Your Social Medial Image to Improve Your Career in Higher Education. 2. Empowering Student: A Key to Retention Success. 3. Bully in Academia: Proactive and Reactive Initiatives and Strategies. 4. Helping Underserved Students Gain Access to and Succeed in College.

M. Student Activities 1. Develop and implement an assessment instrument to

measure student learning outcomes at the Annual Student Government Leadership Weekend.

Partially completed. The instrument is developed and will be implemented at the 2010 Leadership Weekend.

2. Stimulate usage of the myDCC Student Government group page through use of pictures, contests, announcements and message board topic.

No longer relevant. Students prefer Face Book and we will focus our efforts there.

3. Create a Student Activities presence on various social networking sites such as My Space, Face Book and Twitter.

Completed. The SAO has a Face Book page and we will be making a major push to sign up students as Fans in the Fall.

IV. Division Institutional Effectiveness 1. Review, analyze, and offer department and program

recommendations based upon five-year self-study efforts I preparation for Periodic Review Report submission.

Partially Completed and Ongoing. Prepared data for June 2010 Periodic Review Report submission. Will continue to collect, analyze, and review for Self-Study.

2. Review data collected in support of Periodic Review Submission.

Partially Completed and Ongoing. Prepared data for June 2010 Periodic Review Report submission. Will continue to collect, analyze, and review for Self-Study.

3. Prepare Student Services section of Periodic Review Report Submission.

Completed. Student Services section submitted May 2010.


7.2.03 Administration and Finance

Administration and Finance Status Report for 2009-10

I. College Objectives Status A. Maximizing opportunities for access, readiness and college success


1. Promote on line access for students through the use of Banner and myDCC.

Ongoing. Through the webpage we have made more information accessible – DCC catalog, Final Environment Impact Study.

B. Preparing a Periodic Review Report for submissions to Middle States that documents our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness

1. Assessment team has completed our department report which will feed into the periodic review process.

Completed.


A. Benchmarking with Other Colleges

1. Continue to meet with other colleges as necessary. Completed. The Hudson Valley Banner User Group Meeting was held at DCC in October 2010.

2. Coordinate visit to Ramapo College to observe facilities.

Completed.

3. Implementing SUNY New Paltz student bill as model for DCC’s student bill.

Completed. We have successfully modified our bills and student ability guarantee and payment information.


B. Implementing Banner

1. Upgrade to Banner 8. Completed — upgraded in Spring 2010. 2. Implementing contracts and other enhancements on Banner 8.

Partially completed — FLAC is progress, scheduled for Summer or Fall 2010 goes live.

III. Division Objectives A. Collection and analysis of data: Review the utility of current data collected for decision making and determines the need for gathering and reviewing additional relevant data

1. Collected data from other colleges audit reports and modified our process to avoid problems with state audit.

Completed — some of the policies, approved by the Board of Trustees, will be posted in the Professional Staff Handbook.

B. Document the significant changes over the last five years made as a result of reaching the objectives stated in the Strategic Planning Document

1. Analyzed department objectives from 2004-2009 to be included in assessment report.

Completed.

C. Dean of Administration

1. Continue with Five-year Capital Program. Completed. Program submitted to Dutchess County in June 2010. Program to be submitted to Board at its July meeting.

2. Proceed with Student Housing Project. In progress – FEIS adopted by Board in June 2010. 3. Rewrite internal procedures before start of State Audit. In progress – State audit has been indefinitely postponed.

D. DCC Association 1. Purchase and install new as/400. In progress. 2. Purchase and install new accounting software. Ongoing. 3. Assist with dormitory preliminaries. In progress. 4. Prepare and implement internal control policies. Completed.


E. Business Services/Financial Services 1. Implementation of Banner 8. Completed. 2. Prepare and implement a travel and food service policy.

Completed.

3. Investigate the need for an internal control/policy review audit.

Completed.

4. Automate the Perkins fund trial balance. Deferred until Fall 2010. 5. Prepare for impending State Controller’s Audit. On hold – The audit was postponed indefinitely. We

continue to tighten controls and procedures where necessary.

6. Investigate feasibility of paperless office. Ongoing. F. Facilities 1. Continue to implement sustainable practices on campus. Increase scope of building management systems controls.

Ongoing. Increase scope of building management: Continue to expand the use of the Metasy’s system for lighting control, HVAC system monitoring and the sub-metering of electrical usage for the major campus buildings.

2. Investigate energy buying opportunities. Investigate energy buying opportunities: Investigating opportunities with the SUNY Energy Group and/or the Dutchess County to get into a group purchasing agreement.

3. Expand campus recycling program. Expand campus recycling program: Continue to investigate initiatives on other campuses to help improve the DCC program.

4. Research additional green cleaning. Research additional green cleaning opportunities: When a new product is needed for Housekeeping, the Supervisor researches products for “green certification.”


5. Continue to upgrade campus planting areas. Continue to upgrade campus planting: The Grounds department is continuing to add to existing planting areas incorporating large rocks, grasses and perennials. Hardwood trees are being used as replacement plantings for trees that have been removed.

6. Help support the implementation of the Campus Master Plan program.

Ongoing.

7. Training to continue to improve management skills for department.

Deferred. Dutchess County management classes were canceled.

8. Investigate second phase of President’s Climate Committee requirements.

Ongoing.

9. CBI Emergency generator/classroom infill design. CBI Emergency Generator approved at the May 25th Board of Trustees meeting. Classroom infill – on hold until approval of project.

10. Falcon Hall Improvements. In progress – design awarded at the May 25th Board of Trustees meeting.

11. Taconic Hall Design. On hold until approval of project. 12. Washington Hall MEP Improvements. On hold until approval of project. 13. Hudson Hall Improvements Phase 2. On hold until approval of project. 14. Campus Infrastructure – Construction. Design awarded by the May 25th Board of Trustees

meeting. G. Financial Services 1. Reorganize duties of the Student Accounts staff. In progress. 2. Work toward elimination of paper billing. Deferred – need higher email adoption. 3. Work toward implementation of electronic funds. In progress with Higher One. 4. Scanning of all paper documents. In progress. 5. Conversion of Perkins manual GL to Banner Finance GL to correspond to FISAP reporting format.

Deferred to 2011.


H. Information Technology 1. Create and raise awareness of faculty and staff for policies regarding computer security, access to digital files and information privacy.

• Setup Software Licensing Audit

Partially completed. New staff is required to attend a security awareness training session before they are granted access to college computer systems. A data security consultant from IBM was engaged and we are awaiting their report.

2. Provide training for the Help Desk and the Student Help Desk.

• Minimize or eliminate issues around Banner person creation.

• Develop off hour’s system and desktop support structure.

• Move Help Desk information portal to Confluence.

Partially completed. This is an ongoing project. Training is scheduled for the Help Desk on an as need basis.

3. Support the use of imaging for College Departments. Partially completed. This is an ongoing project. Support is provided to all departments using imaging.

4. Implement CISCO Unity to replace our voice mail system.

Deferred to Summer 2010. New phones will be implemented after voicemail platform we are using. Licensing should be straightened out and the new platform implemented during Summer 2010.

5. Equip/upgrade 15 Smart Classrooms. Partially completed. 10 classrooms were upgraded. 6. Implement VolP phones in IMD and Computer Center as proof of concept for main campus.

Deferred Summer 2010. New phones will be implemented after voicemail is upgraded and as part of the CBI renovations.

7. Develop support structure for students and lab spaces. Deferred to Fall 2010. We will work out a support structure when IMD and desktop support is combined.

8. Prepare college information security infrastructure to meet NYS requirements.

Deferred to Spring 2011. IBM was engaged to consult on security. Sungard will be scheduled as well. After these 2 consulting engagements we expect to be able to move closer to meeting NYS requirements.

9. Implement Banner Alumni. Completed. Advancement went live May 2010. 10. Implement Banner Workflow. Deferred. Possible implementation in 2011.


11. Implement Banner EDW. Deferred. Possible implementation in 2011. 12. Implement radio streaming capability for radio station. Completed. Radio Station is online. 13. Restructure and fill vacant positions in IMD and Computer Center.

Deferred. User liaison position is now in place. Need to conduct interviews over the summer. Computer Center position will be worked out over Fall 2010.

14. Merge functions of desktop for faculty. No longer relevant. Actually think this is an erroneous entry.

15. Implement virtual desktop for faculty. Partially completed. Proof of concept trial is in place with a select group of faculty and staff.

16. Minimize or eliminate use of tape for backups. Partially completed. About 50% of backups are using disk.

17. Implement smooth online application process. Deferred. Waiting on Sungard to provide software fix for Quick Start.

18. Copier proof of concept. Partially completed – interviewed multiple vendors. Working with ISSC Committee and Xerox on a rational plan for printing and copying.

19. Develop Network management and systems alerting solution.

Deferred – possible implementation 2011

20. Move college website to Omniupdate content management.

Completed – website has been moved to Omniupdate content management.

21. Support TV Station or enable sale. Partially completed – Schenectady PBS is interested in an outsourced arrangement where they run the station for us and use our spectrum for their transmissions. Waiting on them

22. Complete Iron Mountain paper archiving. Partially completed – all departments have gone through their old archives except HR, Dean of Administration and Security. Iron Mountain is also being used for disposal of confidential information.

23. Data Center generator power reconfiguration. Partially completed – Engaged a consultant for campus power assessment. Centralized ups will be installed in DCC South Summer 2010, waiting on funding for CBI.


24. Implement Omni update catalog solution. Deferred – Community Relations is currently working with Omniupdate to implemented and online catalog.

25. Upgrade campus closed circuit TV system to HD. Deferred – Bright sign digital signage has been tested. Will be implemented in the cafeteria when the cafeteria video system is upgraded.

26. Upgrade of campus backend systems. Partially completed – ongoing process 27. Add capacity to network backbone. Partially completed – planning for expansion has been

done. Ready to implement when we are forced to do this. 28. Audit of Server Backups—external review of server backups with recommendations for improvement.

Deferred – haven’t been able to find a competent and affordable vendor.

29. Active Directory Audit/Review – is our Active Directory Infrastructure organized properly and are best security practices being followed.

Deferred – haven’t been able to find a competent and affordable vendor.

30. External review of Account Creation Process. Completed – IBM was engaged to review the process. 31. Upgrade Banner system to Banner 8. Completed – upgraded in Spring 2010. 32. Upgrade myDCC to Luminis Version 4. Completed – upgraded in Spring 2010. I. Payroll 1. Banner 8.0 Implementation for HR/Payroll. Completed. 2. Implement Banner 8/0 Faculty/Adjunct/Adjunct Contract System.

In progress.

3. Improve Kronos timekeeping time tracking and reporting.

Upgrade scheduled in Summer 2010.

4. Set up adjunct direct deposit. In progress. 5. Continue to improve internal controls between HR and Payroll. This includes movement of specific duties from Payroll to HR.

In progress.

6. Explore Banner module for faculty exception time reporting to replace current paper time reporting.

I am exploring doing this using Kronos with the upgrade.


J. Security 1. Expand use of NY Alert. Completed. 2. Implement incident reporting system. Completed. 3. Expand use of card access. Ongoing. 4. Work with local law enforcement & emergency

services on incident response planning and management.

Ongoing.

5. Update Emergency Response Plan. Ongoing. 6. Increase bicycle patrols. Completed. 7. Work with counseling office for additional training with

students. Ongoing.

K. Human Resources Development 1. Contract and complete comparative cost benefit

analysis between DEHIC and NYSHIP. Completed. The analysis was forwarded to DUE.

2. Evaluate improvements of administrative/faculty dental and life insurance.

Completed. We have a proposal for a new dental policy.

3. Define and implement position control, faculty contracts, and part-time contracts including credit-free courses.

Position Control is on hold. Faculty contracts are now handled in Human Resources, part-time contracts are in the process of coming over to HR, credit-free is deferred until next year.

4. Conduct and document employee training. In progress, a benchmarking visit to Hudson Valley Community College is scheduled for July 14th.

L. Institutional Advancement 1. Raise more unrestricted money. Ongoing. 07/08 $295,728 08/09 $349,915 09/10 $206,886

but not at year end. Year end is 8/31. Does not include special events.

2. Review investment policy with Finance Committee. Completed. Reviewed on April 27, 2010. 3. Provide avenues for alumni to feel more connected. Ongoing. Have tried to have an event in Washington, DC

but the committee has not been able to pull it off.


4. Engage local community. Ongoing. We had a pretty successful year with our lecture series that involved the faculty holding the chairs. Many local community members attended the dinners prior to the lectures.

5. Soliciting more planned gifts. Completed. We purchased a new planned giving website that being continuously updated and provide donors with timely articles and options for making gifts. We have also purchased newsletters to market planned giving to anyone with an email address.


7.2.04 Community Services and Special Programs

Community Services and Special Programs

Status Report for 2009-10

I. College Objectives Status A. Maximizing opportunities for access, readiness

and college success Recent high school graduates Re-entering adult learners Out of school learners

1. Successful transitions to college. Completed - Initiated GED Transitions Plus. 2. Design and implement pre-vocational readiness

program for health care and green industries. Completed - -Pre-vocational Science/Math with GED; -Designed and implemented pre-vocational healthcare and green; -Courses in Science with focus on Math, Anatomy and Physiology, Medical Terminology; -For green - courses in Math, Electricity, Geothermal, pre-geothermal; -Ran basic electricity course for pre-Photovoltaic Remedial.


3. Expand offerings for re-entering adult learners at Dutchess Works and Putnam Workforce.

Completed - -Basic computer classes held at Dutchess One Stop; -Facilitated advisement of credit and non-credit students; -Building Analyst and Building Envelope training (Spring 2010) offered in conjunction with Putnam WIB; -Computer courses offered and expanded for WIB; - Offered Patient Care Technician (PCT) training for students from Dutchess WIB; -Served 36 students in a variety of courses including billing and coding, EKG, Pharmacy Technician, Smart Start, CASAC, security guard, Photovoltaic, web design (online).

4. Research new sites for GED at Northeast and Beacon High School.

Completed - -Opened Northeast English/Spanish GED (65 students Spring 2010; -Researched need in Beacon – not indicated at this time.

B. Preparing Periodic Review Report for submission to Middle States that documents our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness

1. Prepare complete periodic review for OCS. Completed OCS Periodic Review Report. 2. Complete periodic review model for GED. Completed. Model and final division report submitted.



A. Benchmarking with Other Colleges 1. Erie Community College for Transition Program. Ongoing. Visited Erie Community College to observe GED

Plus. 2. Continue working with consortia from NYSERDA

green grant/green pipeline regarding green tech development.

Completed. Implemented two NYSERDA grants; met with statewide college consortium for green offerings. Attended meeting with faculty at Alfred University and monthly meetings with 5 SUNY Community Colleges in NYSERDA green grant—4 green training courses offered at DCC. Held Green Open House for businesses and community (120 attended). Resource operation at Dutchess WIB. Prep classes—Electricity, Math. Reviewed/revised coursed time and content. Participated in Green Talent Pipeline—served on Steering Committee. Submitted new NYSERDA Grant 1816 – HVAC & LED lighting courses.

B. Implementing Banner 1. Transition to Banner 8. Completed. Successfully completed Banner conversion

after attending workshops. 2. Preparation for change in FTE reporting to SUNY. Ongoing. In consultation with IR, implementing prescribed

changes on collection of ethnicity data for SUNY reporting. Began collecting data Spring 2010.

3. Explore FlexReg. Deferred. FlexReg is still under investigation, issue with co-functioning with Luminis.

III. Division Objectives A. Collection and analysis of data: Review the utility

of current data collected for decision-making and determine the need for gathering and reviewing additional relevant data

1. Review to improve revenue reporting patterns. Completed. Reviewed/revised data collection report—combined departments, etc.


2. Create a tracking system for revenue/income by department in Banner

Completed. Worked with Business Office and Computer Center to clarify and improve revenue/income reporting.

B. Institutional Effectiveness: Document progress on developing, analyzing, and implementing institutional effectiveness objectives.

1. Analyze and improve registration procedure.

Completed. Staff development efficiency training sessions held to analyze and improve registration process. Office procedures modified to increase efficiency.

2. Perform review for finance and enrollment by OCS Department.

Deferred.

3. Perform review of Finance, Enrollment, and FTE by OCS Department.

Completed. Finance/enrollment reports analyzed semester by semester as well as yearly and utilized for planning and assessment.

C. Economic Development 1. Expand workforce training opportunity in Putnam/Dutchess.

Completed. Developed and ran new courses in Patient Care Technology, Geothermal, PC Sampler, Photovoltaic Introduction, Building Analyst & Building Envelope, Pre-Geothermal, Pharmacy Tech, EKG Tech, and Billing & Coding. Worked closely with Dutchess and Putnam WIBS to provide training opportunities in these courses for unemployed and underemployed.

2. Explore Grant opportunities for Workforce Development for vocational training.

Completed. New NYSERDA grant, HVAC, written/continued year two of Alfred University; and CEE and grants as well as Green Pipeline applied for Perkins funding for vocational support.

3. Continue to implement NYSERDA Alfred and Ulster. Ongoing. Solar panels, etc.


4. Continue United Way Grants to provide Spanish in the workplace instruction.

Completed. Facilitated comprehensive offerings of Workplace Spanish throughout the County; Five Workplace Spanish classes offered Summer 2010.

5. Continue Dyson Grant. Ongoing. Second year of grant yielded increased ESL classes revenue, Family Literacy serving over 500 adults and children. Child care and transportation provided increase access. See program evaluation on file for Dyson Foundation—will complete in 2011.

D. Division Projects 1. Enhance Family Literacy Project/Dyson Grant. Completed. Provided extensive Family Literacy programs to

ESL students and trained staff to teach parenting classes. 2. Explore expansion of green offerings. Ongoing. Added Building Envelope and Building Analyst.

Seeking grant to fund HVAC and lighting training. 3. Survey Music School parents to identify new programs and directions in Music Education.

Completed. Surveys distributed and data utilized in planning and advising students.

4. Pharmacy Technology. Completed. Began offering in Spring 2009. Served 23 students.

5. Explore marketing opportunities for Music School training.

Completed. E marketing options were explored and new strategies implemented.

6. Expand relationship with community agencies, i.e. Nubian Directions, Northeast Community Center, and Dutchess Arts Council.

Completed - Nubian – provided Science/Math prep for green courses and Patient Care Technician (PCT) course. -Northeast Community Center – 2 new classes GED English and Spanish. -Department of Justice/Hinchey Grant received to benefit 10 inner city programs to assist at-risk youth. -Through the United Way Grant, 13 Workplace Spanish courses offered (Grace Smith House; Red Cross; Dept of Probation; Catholic Charities; Alzheimer’s Association; Vassar Brothers Hospital, Hudson River Housing, Astor Home).


E. New Programs 1. Implement new green courses. Ongoing - In addition to Photovoltaic’s & Geothermal,

Building Analyst & Envelope to be offered; new courses proposed.

2. Offer PCT (Patient Care Technician) program. Completed - Two sections offered successfully Summer 2009 & 2010.

3. Pilot addition of pre-vocational curriculum. Ongoing - Provided to students at Nubian Directions. State funding pending.

III. Division Institutional Assessment 1. Conduct monthly meeting to monitor progress on OCS Periodic Review.

Completed. Staff meeting to monitor enrollment and revenue held regularly for planning and assessment.


7.3 Academic Department Status Reports 7.3.01 Allied Health and Biological Sciences

Allied Health and Biological Sciences

Status Report for 2009-10



1. Establish a Biology Learning Center on the third floor of Washington Center.

W-324 was converted from being strictly a computer lab into a multi-purpose study room. Nine student computers, three tables, a smartboard and two microscopes are available for both individual and group study sessions. The re-designed room was available for student use in September of 2009.

2. Re-design the science placement exam. Not completed. Will re-evaluate this objective for 2010-11.

3. Offer and support the offering of EMB105 through Dutchess County BOCES for high school students.

Enrollment at BOCES did not support this course offering at this time.

4. Continue recruitment and advisement of mentors (BIO101, BIO103) in the Peer Mentors program.

M. Condon and S. Fraley recruited and supervised several students who served as BIO101 peer tutors in the 2009-10 academic year.


B. Preparing Periodic Review Report for submission to Middle States that documents our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness

1. Continue working on course and program assessment, program review preparations, and implementing curriculum revisions as a result of this assessment.

Refer to Section III. Assessment for detailed reports.


A. Benchmarking with Other Colleges 1. Continue collaborations with Purchase College and Rockland, Sullivan, Westchester, Suffolk, and Orange Community Colleges via NIH-Bridges and NSF-RSVP programs.

Collaborations continue between DCC and SUNY Purchase College, with eighteen DCC students participating in the Summer 2010 NIH-Bridges and NSF-RSVP research program at SUNY Purchase.

2. Serve as a site visitor and paper reviewer of Medical Laboratory Technology (MLT) programs

through the National Accrediting Agency of Clinical Laboratory Sciences. (NAACLS)

K. Ingham served as the paper reviewer for the MLT Self-Study document of Coastal Carolina Community College (Jacksonville, NC).

3. Be an active participant on the Community College Science Advisory Board at SUNY New Paltz.

S. Fraley represented the AHBS department at March 2010 Community College Science Advisory Board meeting and provided a summary of the meeting to the faculty.

4. Continue to work with the Empire State’s Fire Science program to facilitate transfer options.

Mr. Robert Fruchter, Program Coordinator of Fire and Emergency Management at Empire State, has communicated electronically with DCC FIR students interested in continuing their education.


B. Implementing Banner III. Assessment A. Academic Program Assessment program reviews or assessment of program outcomes

1. Finalize the Academic Program Review of the Liberal Arts and Science-Science (LAX) program.

Completed. The final report was submitted to OAA in Spring 2010.

2. Prepare for and conduct the external reviewers’ site visit, as well as finalize the re-accreditation process, for the Medical Laboratory Technology program’s re-accreditation by the National Accrediting Agency of Clinical Laboratory Sciences (NAACLS).

The NAACLS site visit occurred on October 14-15, 2009, with the MLT program’s accreditation award granted until April 30, 2017.

3. Finalize the Academic Program Review of Dental Assisting Program.

The Academic Program Review of the Dental Assisting program is not completed.

4. Perform and report the findings of the Academic Program Review of the Fire and Occupational Safety and Fire Protection Technology programs.

A self-study has been drafted, with the external reviewers’ site visit tentatively scheduled for September 2010.

5. Initiate the Academic Program Review of the Phlebotomy program.

The program review is scheduled for a December 2010 completion date.

6. Collect and report the program assessment data of the A.A.S. programs (FIR, MLT, and PAR) to the Office of Academic Affairs.

Program assessment data will be submitted to OAA in June 2010.

7. Complete program maps and program outcome assessment plans for the DAC, LAX and PDC programs.

Not completed. Will re-evaluate this objective for 2010-11.

8. Prepare and submit the self-study document for the Paramedic program’s re-accreditation by the Commission on the Accreditation of EMS Programs (CoAEMSP).

The self-study document was prepared and submitted to CoAEMSP in Fall 2009. The site visit occurred in February 2010. The PAR program’s re-accreditation award is pending CoAEMSP board meeting action.


B. Update of Extended Course Outlines 1. Identify Extended Course Outlines to be updated (Dept. Head/OAA)

a. BIO115 Anatomy and Physiology for Paramedics Extended course outline updated and submitted to OAA in May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Strengthen Student Awareness in the Natural Sciences.

b. BIO131 Anatomy and Physiology I Not completed. Outline will be finalized in August 2010. c. BIO207 General Microbiology Not completed. Outline will be finalized in August 2010. d. FIR104 Fundamentals of Fire Prevention Extended course outline updated and submitted to OAA in

May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Reading and Writing.

e. FIR204 Fire Protection Systems Extended course outline updated and submitted to OAA in May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Computers and Technology.

f. FIR222 Fire and Safety Administration Extended course outline updated and submitted to OAA in May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Oral, Aural or Visual Communication.

g. MLT105 Clinical Hematology Extended course outline updated and submitted to OAA in May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Strengthen Student Awareness in the Natural Sciences.

h. MLT202 Parasitological / Body Fluids Extended course outline updated and submitted to OAA in May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Strengthen Student Awareness in the Natural Sciences.


i. PDC101 Basic Concepts of Phlebotomy Extended course outline updated and submitted to OAA in May 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Strengthen Student Awareness in the Natural Sciences.

2. Update Extended Course Outlines to include appropriate Student Learning Outcomes (Faculty)

a. BIO001 Course Specific Study Skills for BIO101 Extended course outline updated and submitted to OAA on January 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Reading and Writing.

b. BIO003 Course Specific Study Skills for BIO103 Extended course outline updated and submitted to OAA on January 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Reading and Writing.

c. BIO103 Human Biology Extended course outline updated and submitted to OAA on January 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Strengthen Student Awareness in the Natural Sciences.

d. BIO104 Environmental Biology Outline was last updated in Fall 2007 to include student learning outcomes. Outline is scheduled to be updated again in Fall 2010.

e. BIO116 Infectious Disease-Past, Present and Future

Not completed. Course being considered for deactivation.

f. BIO160 Survey of Plants of the Hudson Valley Extended course outline updated and submitted to OAA on December 10, 2008. Two key Academic Objectives identified as Computers and Technology and Oral, Aural or Visual Communication.


h. DAC201 Chair side Assisting Not completed. Outline will be finalized in August 2010. i. FIR214 Legal Aspects in Fire and Safety Extended course outline updated and submitted to OAA

January 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Oral, Aural or Visual Communication.

j. FIR224 Strategy and Tactics Extended course outline updated and submitted to OAA January 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Oral, Aural, or Visual Communication.

k. FIR226 Fire Investigation Extended course outline updated and submitted to OAA January 2010. Two key Academic Objectives identified as Critical Thinking, Problem Solving and Decision Making and Oral, Aural, or Visual Communication.

l. FIR228 Industrial Hygiene Course deactivated, effective Spring 2010. m. DAC202 Clinical Dental Assisting Not completed. Outline will be finalized in August 2010. n. DAC203 Dental Specialties Seminar Not completed. Outline will be finalized in August 2010. C. Course Assessment of Student Learning

Outcomes (list courses)

1. AHS100 Allied Health Introductory Seminar Course assessment data collected in Fall 2009 and reported January 2010 department meeting. Course assessment report submitted to OAA in February 2010.

2. BIO001 Course Specific Study Skills for BIO101 Course assessment data collected in Fall 2009 and reported January 2010 department meeting. Course assessment report submitted to OAA in February 2010.

3. MLT106 Immunohematology/Serology/Identify t the two Academic Objectives

Course assessment data collected in Fall 2009 and reported January 2010 department meeting. Course assessment report submitted to OAA in February 2010.

4. MLT203 Clinical Chemistry/Identify the two Academic Objectives.



5. FIR102 Fundamentals of Fire Protection/Identify the two key Academic Objectives


6. FIR222 Fire and Safety Administration/Identify the two key Academic Objectives


7. PAR201 Trauma/Identify the two key Academic Objectives

Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

8. PAR203 Cardiology and Pulmonology/Identify the two key Academic Objectives


9. BIO030 Introduction to Biology/Identify the two key Academic Objectives


10. BIO112 A Biomedical View of HIV/AIDS Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

11. MLT204 Clinical Chemistry II Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

12. FIR112 Occupational Health and Safety Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

13. FIR114 Building Construction for Fire Protection Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

14. PAR206 Patient Assessment/Identify the two key Academic Objectives


15. PAR107 EMS Operations Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.


16. PAR201 Trauma Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

17. PAR206 Patient Assessment Course not offered in Spring 2010. Course assessment activities will be completed during next course offering.

18. PAR220 Clinical II Course not offered in Spring 2010. Course assessment activities will be completed during next course offering.

19. PAR230 Clinical III Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

20. PAR240 Summative Evaluation Course assessment data collected in Spring 2010 and reported May 2010 department meeting. Course assessment report submitted to OAA in May 2010.

D. Development of an Assessment-Based Action Plan (Includes information indicating how the results obtained from the assessment will be used to improve student learning)

E. Actions to be Taken as the Result of Previous Assessments (list courses)

1. Design a BIO101 lab activity specifically for metabolism. Include this new activity in the next edition of the BIO101 Lab Manual.

One of the following laboratory activities will be piloted in the Fall 2010. “Chemotactic responses of Physarum to various carbohydrates”,”monosaccharide isomers and fermentation” or a “role-playing classroom exercise on redox reactions in carbohydrate metabolism.

2. Establish rubric for grading pre-and post-labs in BIO030 and BIO130 courses.

Rubric deemed not needed. The pre and post lab questions have been adjusted to facilitate grading without a rubric.

3. Incorporate graded assignments focused on word building into a MSO102 course requirement.

Word building assignments were incorporated into the course, effective Fall 2009.

4. Add a "Chemistry of Nitrogenous Waste" lab activity into the BIO102 lab schedule, in which students relate the solubilities of ammonia, urea and uric acid to ammoniotelic, ureotelic, and uricotelic animals..

No suitable lab exercise has been designed, as such analysis appears to be too time and/or equipment intensive.


5. Establish a pre-unit worksheet outlining serum proteins into MLT203.

Completed and incorporated into course in the Fall 2009 semester.

6. Incorporate a case study into the didactic presentation of renal function into MLT203.


7. Conduct additional class discussion on the common types of fire and emergency service facilities in FIR102.


8. Improve the homework assignment directions in which students identify and assess safety needs for both emergency and non-emergency situations in FIR222.


9. Incorporate the microscope rubric into the BIO030 lab manual.

Completed. Rubric can be found in Fall 2009 edition of the lab manual.

10. Dedicate more instructional class time to microscope use in BIO030.

Completed and incorporated into course in Fall 2009.

11. Make microscope rubric available to students in the open study lab.

Completed and incorporated into course in Fall 2009.

F. Map the 10 DCC Academic Objectives for the courses required within the degree program (list degree programs; status should indicate completion and where maps are located

IV. Department Objectives A. Program Development 1. Finalize the design of the Management and Leadership in Emergency Services program.

Degree framework to be finalized in Summer 2010 for formal presentation to the AHBS department in Fall 2010.

B. Curriculum and Instruction 1. Prepare the document and present the re-design of the General Biology curriculum, including the change of course numbers , to the Curriculum Committee.

Action postponed to Fall 2010.


2. Prepare and present the proposal for a new course, BIO1XX Concepts in Biology curriculum, including the change of course numbers, to the Curriculum Committee.


3. Explore the development of a hybrid (online and classroom) section of EMB105.

NYS Department of Health released guidlines for the development of blended and online courses in 2010. The establishment of EMB 105 in a hybrid format will be considered in the near future.

4. Develop a standardized rubric for BIO1010 and BIO102 lab reports.

Rubric drafted for BIO 101 lab report and lab notebook. Rubrics will be piloted in the Fall 2010 semester.

5. Revise the departmental test bank for BIO030. Certain test bank questions have been revised to improve the clarity of the question.

6. Correlate MSO102 course content to Medical Terminology courses offered at outside institutions.

Not completed ; may reconsider objective in 2010-2011.

7. Explore the possibility of a blended (online and classroom) section of EMB105.

NYS Department of Health released guidlines for the development of blended and online courses in 2010. The establishment of EMB 105 in a hybrid format will be considered in the near future.

V. Program Objectives A. Medical Laboratory Technology/Phlebotomy (MLT and PDC)

1. Prepare and submit the proposal to modify the math course requirement in the MLT program.

Proposal presented and approved by the college, effective Fall 2010.

2. Prepare and submit the proposal to identify MAT118 as a course prerequisite to MLT203 Clinical Chemistry I.

Proposal presented and approved by the college, effective Fall 2010.

3. Update the Phlebotomy Student Handbook to include information on program objectives and background checks/drug screening for clinical placement.

A “Background Check and Drug Testing Policy”, with student acknowledgement via a student signature, has been designed. All students enrolled in MLT 105 and PDC 101 is provided with the policy. The student handbook will be updated in Fall 2010 to reflect this policy.


4. Submit the appropriate Medical Laboratory Technician curriculum documentation to the New York State Office of Professions for the program’s consideration to be “licensing-qualifying.”


B. Dental Assisting Certificate (DAC) C. Paramedic (PAR) 1. Install a full-sized ambulance simulator on the second floor at DCC South.

Project cancelled for financial and logistical considerations.

2. Maintain and/or expand current PAR and EMB105 enrollment trends.

The number of matriculated students in the PAR program has increased over 300% since 2007.

3. Host Paramedic Program Open Houses. Not done ; may reconsider objective in 2010-2011. 4. Add special population sections of EMB105 at Marist and Bard Colleges.

Negotiations continue with Marist College. Bard College opted to collaborate with another program.

5. Add a full-time faculty position to cover the increasing number of PAR and EMB105 courses offered each semester.

Position requested, but not granted.

D. Fire Science (FIR) 1. Conduct a test burn of wood trusses and wooden "I" beams to determine their failure time when exposed to fire. Produce a video tape of this test and make this video available to the U.S. Fire Service.

Completed in April, 2010 at the Dutchess County Fire Training Center.

2. Continue to update and improve the program’s website, where various documents, PowerPoint presentations, pictures, video clips, etc. will be posted and made available to the fire services.

Completed. Website will continue to be updated on a regular basis.

3. Update the Fire Science courses to reflect any changes made to the National Fire Academy’s Fire and Emergency Service Higher Education (FESHE) document.

Comparison of FIR/FPT curriculum to updated FESHE document (February 2010) yielded no need to adjust curriculum.

4. Update the list of New York State Office of Fire Protection and Control (OFPC) courses that may be used as “Fire Career Electives” in the Fire Protection Technology A.A.S, degree program.

Course list remains unchanged.


5. Continue to assist fire departments in an advisory role, as well as to provide training materials and training sessions.

Program Chairperson provided sessions at various fire departments throughout the academic year including departments in Yonkers, Antigua, Goshen, New Hamburg, and East Greenbush.

6. Prepare and submit the proposal to deactivate the FIR228 Industrial Hygiene course and modify the Fire and Occupational Safety A.S program accordingly.

Proposal presented and approved by the college, effective Spring 2010.


7.3.02 Behavioral Sciences

Behavioral Sciences Status Report for 2009-10



1. Offering Child Care internship seminars at The Children’s Home of Poughkeepsie to non-traditional learners.

Completed. CHC/CMH/CDC 103 was offered at The Children’s Home of Poughkeepsie in Fall 2009. Twelve students finished sucessfully.

2. Develop a brochure highlighting our new Human Services A.S. degree program for recruitment.

Completed. The Community Relations and Graphics office is currently producing the brochure.

3. Network with Mid-Hudson Coalition to raise awareness of education opportunities within the Human Services field.

Completed. P. Lamanna attended the Mid-Hudson Coalition conference where she staffed the education table to raise awareness regarding Human Services opportunities.

4. Will devote more time at the start of each semester to review in greater detail the syllabi and student learning outcomes for program courses.

Ongoing. The CRJ program staff has developed a plan to devote the first full program meeting to reviewing program SLOs, instructional strategies and the fit between these two aspects of course design.

5. Coordinate efforts to enhance students’ awareness of College resources through seminar experience, informal and formal advising.

Ongoing. Each of the programs has developed a plan to review instructional strategies in the introductory seminars to better promote student awareness of College resources.

6. To support re-entering adult learners in ECH131 and ECH132 student versions of all lecture notes will be distributed to all students.

Completed. This process has been implemented using traditional paper handouts.

7. Attend various area High School Outreach Programs/Career Days.

Completed. D. Valentine attended Arlington Middle School in Fall 2009 and department programs attended Open House in Spring 2010.


8. Teach both online and evening courses which allow non-traditional students to attend college.

Ongoing. The department successfully expanded its online offerings this past year and continues to provide evening and weekend courses on both campuses and at various off-campus settings.

9. Provide department courses to special populations in various community settings in the greater county and beyond.

Ongoing. The department has continued to provide special population classes in a variety of settings in Dutchess and Putnam Counties this past year.


1. Working on course and program assessment, program review preparations and implementing curriculum revisions as a result of this assessment.

Ongoing. The program and course reviews continue along the six year cycle. The six department working groups manage their respective areas of assessment responsibility for course assessment and program assessments have been completed as scheduled by respective chairs or coordinator.


A. Benchmarking with Other Colleges 1. Attend New York Human Educators Association

yearly workshop in Skaneateles, New York. Completed. M. VanVoorhis attended this conference in October 2009. Ten colleges were represented.

2. Accompany students to the Mid-Atlantic Consortium of Human Services annual conference in Maryland.

Completed. M. VanVoorhis and P. Lamanna accompanied 8 students to MACHS conference in April 2010.

3. Networking with 4-year colleges for marketing of the new Human Services A.S. degree and transfer of our students.

Ongoing. This year we spent time working with two local colleges; Marist and SUNY New Paltz. We will continue to branch out to other colleges.

4. Attend the Criminal Justice Educators Association of New York State (CJEANYS) annual conference.

Completed. This conference provided the CRJ Program staff with the opportunity for continued professional development.


5. Continue discipline and program level discussions on how best to clarify and articulate transferability of department courses to SUNY 4-year institutions.

Ongoing. The newest departmental push has surrounded the new Human Services Transfer degree. The Early Childhood, LAT, and CRT programs all continued to explore seamless transfer opportunities within the SUNY system.

6. Attendance at the Conference of the National Association for the Education of Young Children with attention to best practices at two and four year colleges.

Completed. E. Hall attended the conference and reported back to the ECH program staff on several relevant workshops.

7. Continue involvement with the regional educators involved in the Jointly Registered Teacher Education Programs (JRTEP) with SUNY New Paltz.

Ongoing. E. Wild, P. Phipps, M. Olimpieri continued to attend these meetings.

B. Implementing Banner 1. Emphasize use of Banner and myDCC in the

Introductory Seminar courses. Ongoing. BHS Staff introduced and demonstrated myDCC in all departmental introductory seminars and continue to emphasize its utilization throughout the course.

2. Use Banner as an advisement tool. Ongoing. Faculty members continue to develop expertise in this tool and use it to facilitate advising.

III. Assessment A. Academic Program Assessment (program

reviews or assessment of program outcomes)

1. Academic Program Review Process – EDE (second and third semesters).

Completed by E. Wild Fall 2009. The tasks of the second and third semesters of assessment are completed for EDE.

2. Academic Program Review Process – ECH (first semester).

Completed by E. Wild Spring 2010. The tasks of the first semester of assessment are completed for ECH.

3. Academic Program Review Process – ECC (first semester).

Completed by E. Wild Spring 2010. The tasks of the first semester of assessment are completed for ECC.

4. Academic Program Review Process – LAT 7-12 (second and third semesters).

Completed by M. Olimpieri and M. Hall Spring 2010. The tasks of the second and third semesters of assessment are completed for LAT 7-12.

5. Academic Program Review Process – LAT 1-6 (first semester).

Deferred due to anticipated changes in the JRTEP B-2 and 1-6 alignment.


6. Academic Program Review Process – LAH (fourth and fifth semester).

Completed by M. Hall and other non-departmental members of that review Spring 2010.

B. Update of Extended Course Outlines 1. Identify Extended Course Outlines to be Updated (Dept. Head/OAA)

a. BHS110 Completed. b. BHS242 Completed. c. BHS245 Completed. d. PSY207 Completed. e. PSY235 Completed. f. CRJ266 Completed. 2. Update Extended Course Outlines to include

appropriate Student Learning Outcomes (faculty)

3. Identify two of the 10 DCC Academic Objectives to be assessed with rationale provided for their selection

C. Course Assessment of Student Learning Outcomes (list courses)

1. CMH/CDC/CHC 103 Completed. 2. CMH/CDC 204, CHC206 Ongoing. The assessment project was implemented. The

report will be submitted in Fall 2010. 3. PSY207 Ongoing. The assessment project was implemented. The

report will be submitted in Fall 2010. 4. CRJ101 Completed. 5. BHS142 Completed. 6. ECH205 Completed. 7. ECH206 Completed. 8. ECH107 Completed. 9. ECH108 Completed. 10. PSY111 Completed.



1. CHC103 Completed. 2. ECH205 Completed. 3. ECH206 Completed. 4. PSY111 Completed. 5. ECH120 Completed. 6. ECH121 Completed. E. Action to be taken as the Results of Previous

Assessments (list course)

1. In PSY235 additional instructional time was spent on understanding the various treatment systems. In addition, extra credit was offered to those students who attend the Writing Center.

Completed. Additional time was spent on this project and students took advantage of the extra credit opportunity of attending the Writing Center.

2. In CRJ107 additional time to be directed to the mechanics of report writing to ensure more objective reports.

Ongoing. Additional instructional time was dedicated to report writing skills and students were given more opportunity to demonstrate mastery of these skills.

3. CRJ141– implementation of log to support reflection on teacher attributes.

Ongoing. Additional instructional time was dedicated to the concept of “Due Process” and students were given more opportunity to demonstrate mastery of this concept in a variety of assignments and evaluations.

4. ECH101– Introduction of on-going log relating to the role of the teacher to support student connections in writing the essay assignment on this topic.

Completed. Based on previous assessment results, logs were required and resulted in a significant increase in connections in the essays and resulting increase in the average essay grades.

5. ECH111– Introduction of additional information on large motor development relating to indoor activities.

Completed. Additional instructional time was dedicated to this aspect of gross motor development and students were given more opportunity to demonstrate their awareness of these changes in children in a variety of activities and evaluations.


F. Map the 10 DCC Academic Objectives for the courses required within the degree programs (list degree programs; status should indicate completion and where maps are located)

IV. Department Objectives 1. Continue to expand the review process for day and evening supervisors in order to maintain quality and consistency in courses provided by staff other than full-time faculty.

Ongoing. D. Valentine, M. VanVoorhis, and E. Wild continue active review of evening and weekend instructors.

2. Continue to offer and support courses and programs that provide domestic, as well as international study opportunities for students.

Completed. Offered a comprehensive overseas field study to Peru. Cosponsored archaeology field study and field experience in the American Southwest.

3. Explore upper level department courses for possible inclusion in the SLN offerings from the department.

Ongoing. The department is offering BHS 262 online for the first time during the summer 2010 session.

4. Continue discipline and program level discussions on how best to clarify and articulate transferability of department courses to SUNY 4-year institutions.

Completed and Ongoing. M. Olimpieri, E. Wild and P. Phipps represented the department as discussions continue in relation to upcoming changes in education degrees at SUNY New Paltz.

5. Present the Margaret Mead Film Festival for students, prospective students and members of the Greater Hudson Valley community.

Completed. S. Roberg-Lopez and E. Casper Flood coordinated as DCC continued its role as the Mid-Hudson Valley regional host for the international Margaret Mead Film Festival. Three award winning anthropological films were screened during the spring semester.

6. Present Translations Festival for students. Completed. P. Phipps coordinated the third iteration of this opportunity for students to create artistic representations of academic research regarding social concerns.


7.3.03 Department of Business

Department of Business Status Report for 2009-10



1. Participate in the COAP Program, outreach to high school students.

Completed. The Career Opportunities in the Accounting Profession (COAP) program was initiated in the Summer of 2005 by D. Most and G. Chaky. This program, which introduces qualified minority high school students to the field of accounting, was run again in the Summer of 2009 and is planned again for the Summer of 2010.

2. ANGEL on-line group class review. Completed. This is the second year of this initiative and participants continue to find it beneficial. We plan to continue next academic year.

3. Examine Future Directions for the BUS Program. Ongoing.



Ongoing. The Department continues to support the College’s various assessment initiatives at the course, program and institution levels.



A. Benchmarking with Other Colleges 1. Participate in the SUNY New Paltz Community

College Advisory Council. Completed. G. Chaky, P. Rivera, and G. Seligman participated.

B. Implementing Banner III. Assessment A. Academic Program Reviews (program reviews

or assessment of program outcomes)

1. PAL In process. J. McFadden completed the program self-study and organized the external review. External Evaluators’ reports have been received and the final report is being compiled for submission to Office of Academic Affairs.



3. List the courses in which two of the DCC Academic Objectives to be assessed have been identified with rationale provided for their selection


1. ACC 110 Completed. 2. BUS 103 Completed. 3. BUS 205 Completed. 4. ACC221 Rescheduled; Course was cancelled. 5. PAL210 Completed.


D. Development of an Assessment-Based Action Plan (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. PAL120 Completed. 2. BUS111 Completed. 3. BUS208 Completed. 4. ACC110 Completed. 5. BUS103 Completed. E. Actions to be Taken as the Result of Previous

Assessments (list courses)

1. ACC101 instructors will be asked to increase emphasis on certain topics as outlined in the Assessment Report Form.

Completed.

2. BUS224 instructors will be asked to increase emphasis on certain topics as outlined in the Assessment Report Form.

Completed.

3. PAL230 instructors will be asked to incorporate various techniques as outlined in the Assessment Report Form.

Completed.

4. Data to be collected and analyzed to evaluate the potential benefit of moving ACC104 from the first semester and/or requiring minimum levels of competence in math and reading.

The data set required for analysis has been defined and a request has been made to the Report Committee.

IV. Department Objectives 1. Organize a Full-Time and Adjunct Faculty meeting to review the Introductory Seminars.

Completed. This meeting was held in Fall 2009 and was considered by all attendees to be beneficial.


2. Work with Academic Services and Testing to improve the success rate of BUS101, Business Mathematics, students.

After investigation of the possible use of a placement test to be used for screening purposes by Y. Sewell and C. Lampack, a prerequisite was added to BUS101, Business Math. In a broader context, Y. Sewell was a member of the campus-wide Remedial Math Committee.

3. Continue development of a BUS capping course(s). Ongoing. Various approaches and capping class structures were reviewed and development continues.

4. Work with College staff to re-design the department Website.

Rescheduled for 2010-2011.


7.3.04 Engineering, Architecture, and Computer Technologies

Engineering, Architecture, and Computer Technologies Status Report for 2009-10

I. College Objectives Status

A. Maximizing opportunities for access, readiness and college success


1. Offer ELT Program courses at Dutchess South (DS)\ to local companies – The Gap Distribution and Fluor Maintenance. Planning to offer ELT105 at DS Spring 2010.

Completed. ELT105 offered at Dutchess South in Spring 2010; only 7 students completed course. Need to determine how to continue to offer future sections at Dutchess South.

2. Determine integration of revised ARC and CNS curricula.

Completed. A plan was submitted to OAA to integrate curricula changes over the next two years.

3. Review CAD Certificate based on revisions to ARC and CNS curricula.

Completed. Due to changes in ARC and CNS the CAD curriculum will stop accepting new students in Fall 2010.

4. Explore additional courses for online offerings and expand the online presence of traditional courses.

Partially completed.




Course and program assessment continue to be on schedule.


A. Benchmark with Other Colleges B. Implementing Banner

III. Assessment

A. Academic Program Reviews (program reviews or assessment of program outcomes)

1. Aviation Science Partially completed. Submit for review May 2010. 2. Engineering Science Partially completed. Self Study Report still needs to be

finalized. External review will be conducted in the fall. 3. Advanced Science and Mathematics Completed. Updated ELT with ASM transfer agreement

with SUNY New Paltz Electrical & Computer Engineering BS Degree.

B. Update of Extended Course Outlines 1. Identify Extended Course Outlines to be updated

(Dept. Head/OAA)

a. AVI100, AVI116 Completed. All updated EXOs will be submitted to OAA by September 2010.

b. ARC100, ARC101, ARC103, ARC104, ARC107, ARC109, ARC113, ARC122, ARC202, ARC205, ARC207, and ARC214.

Completed. All updated EXOs will be submitted by September 2010.

c. CAD103, CAD104 No longer relevant. CAD program has been deleted. d. ENT131 Completed. Updated EXO will be submitted to OAA by

September 2010. e. ENR100, ENR!01, ENR102, ENR106 and ENR208 Completed. All updated EXOs have been submitted to

OAA. f. ENR201 Completed. Updated EXO has been submitted to OAA. g. ENR215 Completed. Updated EXO will be submitted to OAA by

September 2010.



a. N/A –All courses have SLOs. 3. Identify two of the 10 DCC Academic Objectives

to be assessed with rationale provided for their selection


For the courses listed below with an asterisk (*), the department will need payment authorization to pay faculty to organize and implement the assessments as these courses are taught only by adjuncts. A proposal for such compensation has been submitted.

The submitted proposal for paying faculty to organize and implement the assessments for courses taught solely by adjuncts was rejected. The assessment of the courses listed with an asterisk below is deferred until a workable solution can be found.

1. ACR102 Completed. 2. AVI100, AVI208, AVI209 Completed. 3. ARC113, ARC203, ARC205, ARC206 Completed. 4. ARC122* See Note above-this course taught only by adjunct. 5. CAD102* No longer relevant. CAD program has been deleted. 6. CAD103* No longer relevant. CAD program has been deleted. 7. CAD104* No longer relevant. CAD program has been deleted. 8. CAD206 No longer relevant. CAD program has been deleted. 9. CIS100, CIS211, CIS214, CIS215, CIS226, CIS235 Partially completed. CIS100 completed in Spring 2010.

Other listed courses did not run –either not offered or canceled.

10. ELT107, ELT213, ELT216 Completed. All assessment reports will be submitted to OAA by September 2010.

11. ENR100, ENR106, ENR204, ENR209 Completed. All assessment reports have been submitted to OAA.

12. ENR201 Completed. Assessment report has been submitted to OAA.

13. ENR215* See Note above-this course taught only by adjunct.



E. Actions to be Taken as the Result of Previous Assessment (list course)

1. ARC105, ARC106. Actions taken-ARC105: Students were permitted to submit drawings by either hand drafting or CAD. This allowed flexibility allowing the use of technology learned in ARC104 or by hand drafting. This allowed for the use of technology without impacting technical competence of the students understanding of material in this course. ARC106: Students provided product information, cut sheets, and materials list without the spec. It was successful in that they learned about product properties/installation without the technical details of a spec. This allowed them to study materials and installation from the concept level without the confusion of a detailed spec.

2. AVI104 Completed. Actions indicated in course assessment report were taken.

3. ENR102, ENR207 ENR102: previous assessment action plan was to “include more in-lecture demonstrations of code debugging concepts and methods.” A specific programming activity dealing with debugging was incorporated into the course in response to this action plan. ENR207: did not run this year so there are no actions to report at this time.


4. CIS107, CIS112, CIS114, CIS124, CIS126, CIS212, CIS228

Partially completed. The recommended course alterations were accomplished in courses taught by the full-time faculty. The adjunct lecturers were provided the assessment information and will adjust their courses in the next academic year as needed.

5. ELT108, ELT218, ELT250 Completed. Actions indicated in course assessment reports were taken.

IV. Department Objectives A. Enhance Student Academic Success 1. Re-evaluate the CIS program and INM program offerings in light of upcoming retirements of Faculty/staff.

Partially completed. The search for a replacement faculty member was conducted and successfully concluded. The replacement for the lab assistant position remains unresolved. Based upon the results, the evaluation of CIS/INM course offerings will be made at a later date.

2. Evaluate book adoptions with an emphasis in evaluating technology as an adjunct or alternative to standard textbooks.

Partially completed. The CIS program is very concerned about the cost of textbooks and has discussed the issue of e-books with the textbook publishers. Also, a substantial on-line component of material has been collected for CIS228 and CIS107, resulting in lessening the need for multiple textbooks.

3. Contact other SUNY and State colleges with A.A.S programs in Architecture and Construction Management to determine if there is interest in a group meeting or discussion.

Completed. There is no interest at this time for a meeting from the other programs contacted.

4. Participate in Two Year Engineering Science Association meetings and function.

Ongoing - M. Courtney is President of TYESA and presided over the Annual Meeting at Syracuse University Oct. 8-9 2009. M. Courtney was also involved in planning of TYESA 2010 Spring Design Competition and Fall 2010 TYESA Meeting at RPI, and at request of SUNY Associate Provost, R. Kraushaar, chairs a SUNY working group on engineering curriculum involving 2 and 4 year institutions.


5. Continue to schedule industry guest speakers for ENR students.

Completed - H. Adams of Central Hudson discussed grid tie PV systems with the ELT904 Introduction to Photovoltaic’s class in May 2010. Marian Nicoletti from RIT visited ENR 101 classes in Nov 2010.

B. Improve Outlooks for Graduates 1. Gather interested faculty to discuss and brainstorm new energy-related curricula.

Completed. Report from faculty team was submitted to OAA.

2. Meet with Builders Association of the Hudson Valley to determine if greater opportunities exist for our CNS students.

Completed. After contacting the BAHV and given the state of the economy, there are no internship opportunities available for students. The faculty will continue their efforts towards internships.

3. Continue to seek employment and internships for students in CAD program and Architecture and Construction Technology.

Completed and ongoing. Employment and internships are difficult to find however students were placed with a number of local employees.

4. Continue classroom presentations by architects, construction managers, and manufacturers' representatives.

Completed. C. Mazzarelli, a local architect and S. Bernabe, a project manager spoke to the Architecture Club. Two A.I.A. presentations occurred during the year to students and local architects. The architecture classes visited several construction sites including Arlington High School, Long Island City Project, Mid Hudson Medical Group by Kirchhoff Construction and the County Transportation Building Addition.

5. Explore the possibility of using the Microsoft .NET Platform in CIS223.

Partially completed. The possibility of writing phone applications in the course is being seriously considered. Some problems exist with the prerequisites to the course and will need to be addressed over the next couple of years. On a related note: A proposal was endorsed by the CIS advisory committee to alter the CIS123 to reflect a .NET programming language (possibly C#). Also, they endorsed a future migration of the CIS112 course to a different software platform.


6. Explore the usage of web technologies to increase the exposure of students to employers and engage the employers in communication.

Partially completed. Only preliminary discussions were held with CIS/INM students and employers regarding the possibility. Some technologies were identified but more work will need to be done before the project can be implemented.

7. Evaluate and purchase additional vendor specific tutorials to assist students in preparing for vendor certifications.

Deferred. In order to save the college monies, no additional purchases were made although some were approved. Hopefully, the monies will be available in future semesters. The CIS faculty has integrated some of the material into current courses and the students have responded quite positively. Also, students have used the software to successfully attain vendor certification.

8. Develop new curriculum for Aviation Management. Completed. The proposal was presented to the CIS Advisory Committee in the Spring. It was supported by the committee.

9. Develop additional articulation agreements for Aviation Science.

Completed. Employment and internship opportunities from several local employers were presented to students during ENR 101, ENR 204, and ENR 208 classes, and posted on T300 Bulletin board.

10. Seek employment and internship opportunities for students in ENR program.

Completed. Employment and internship opportunities from several local employers were presented to students during ENR101, ENR102, ENR204, ENR208, ENR209 and ELT904 classes, and posted on the T300 classroom Bulletin Board.

11. Seek employment opportunities for field trips to four year engineering institutions for ENR students.

Completed. ENR students attended transfer information sessions at RPI, SUNY New Paltz and SUNY Maritime this year.


C. Use Advanced Technology to Facilitate Learning and Communication

1. Encourage student technology mobility through Autodesk student community.

Completed. Approximately 50 ARC/CNS/CAD students have joined the online community and taken advantage of the software available.

2. Develop budget and implementation schedule and course work for REVIT.

Completed. Budget information for REVIT was submitted to OAA with a plan for next year’s implementation.

3. Develop an adjunct work area in CBI204 where the many CIS adjuncts will be able to meet with students, do research and meet in informal sessions.

Completed. The area has been created, although more work will be done over the summer regarding reference materials.

4. In conjunction with DCC Community Services Office, develop Photovoltaic laboratory for credit and not- credit photovoltaic classes, and implement plan for installation of campus demonstration photovoltaic system provided for by ‘SUNY Greens’ NYSERDA grant.

Partially Completed - Under the “SUNY Greens” NYSERDA grant, the following items were purchased: photovoltaic laboratory light meters, site survey equipment, electrical meters, table top PV panels, and other lab support equipment; A Photovoltaic Hands-On Training System was designed, procured, and assembled for credit and non-credit PV courses, which both ran in the spring semester. The previously experimental ELT904 credit PV course was taken through curriculum committee to achieve regular (ELT231) course status. Both the credit and non-credit courses also now offer the NABCEP “Certificate of Knowledge” Exam for students to attain this PV Industry Credential. A permanent campus demonstration photovoltaic system was approved by Dr. Conklin in Sept 2009 and installation has been put out for bid. Installation planned for 2H 2010.

D. Community Outreach 1. Host the first regional Lego League Tournament. Completed. A successful tournament was held on

February 27, 2010 despite requiring a two hour delay due to power outages in the area from a snow storm.


2. Provide leadership on the Lego League Executive Committee.

Completed. L. Akins served as Treasurer for Hudson Valley First LEGO League. D. Barbuto and M. Courtney served on the Executive Committee.

3. Coordinate with Admissions Office to offer the "Introductions to College and Careers Program" for area high schools.

Completed. The on-campus portion of the program, coordinated by L. Akins, was held in October 2010. Approximately 100 JJHS seniors attended.

4. Work with OAA to offer “Day of Architecture” program.

Completed on February 6, 2010 with 32 area students and 8 area architects attending.

5. Work with OAA to offer Architectural Design Competition as an annual event. Next competition is set for June 2010.

Completed. Competition held in June 2009 with over 45 entries. This year’s competition will be held in June 2010. With the discontinuation of the Mini Grant program and issue with honoraria this event could be in jeopardy.

6. Work with City of Poughkeepsie for projects in ARC110, ARC203 and ARC206 using real sites and projects.

Completed. ARC110 toured and worked on three projects in the City of Poughkeepsie, ARC203 used the Sculpture Park on Lower Main Street in the City as their main project and ARC206 used a site on Middle Main for their project.

7. Co-Chair the Magnetic Levitation Competition for area high schools and middle schools in November.

Completed - Event held November 19, 2009 for six participating area schools.

8. Host the Annual DCC Punkin’ Chunkin’ Design Competition.

Completed - M. Courtney organized and hosted the annual October competition. Despite cold and drizzly weather, the running of the competition in conjunction with the County Fairground’s Sheep and Wool Festival once again made for a large crowd of spectators.

9. Seek out opportunities to visit area high schools regarding DCC Engineering Science Transfer program.

Completed - M. Courtney presented information on the DCC Engineering Transfer Program to students at Arlington High School in September 2009. Other opportunities to interact with area high schools this year included the annual Punkin Chunkin Contest October 2009, College and Careers Programs with John Jay High School, and Lego League Competitions in January-February 2010.


10. Seek out opportunities to present information on Photovoltaic’s Technology and Solar Energy at community functions and activities.

Completed - M. Courtney presented on Photovoltaic Technology and Solar Energy at: Arlington High School in September 2009; Nubian Directions December 2009; “Green Education Opportunities” for the local community at DCC January 2010; and through the DCC non-credit office, offered a solar energy 3-day intensive workshop for Spectrawatt Inc., a new solar cell manufacturer, in Hopewell Junction, NY, in March 2010, and met with NYS Bridge Authority regarding solar panel installations in May 2010.


7.3.05 English and Humanities

English and Humanities Status Report for 2009-10

I. College Objectives Status

A. Maximizing opportunities for access, readiness and college success


1. Form and advise a Returning Adult Student Club for students reentering college after four or more years of life experience. The club will help them understand and survive in today’s college culture.

Partially completed. Elected officers and recruited five members.

2. Encourage discussion and introduce literacy concepts to out of school learners during the “Epiphany to Perspective: Their Eyes Were Watching God” at Bethel Missionary Baptist Church.

Completed.

3. Discuss literacy and culture context of Their Eyes Were Watching God to out of school learners during Book Club Gathering at Adriance Poughkeepsie Library.

Completed.

4. Continue the Student Mentor Program which is now in its third year.

Completed. The three faculty and staff members will apply to renew the grant for next year.

5. Meet with high school teachers for three weeks workshops during the year to discuss the teaching of ENG101 and ENG102 during the school day and insure the pedagogy, content, and structure mirror the courses on campus.

Completed.


6. Teach a Winter Session course on Hudson Valley literature (T. C. Boyle’s novel World’s End) to adult out-of-school learners at the Center for Lifetime Study at Marist College.

Completed.

7. Present a lecture on and lead a discussion of “Rip Van Winkle” and “The Legend of Sleepy Hollow” for adult out-of-school learners at the Hyde Park Free Library.

Completed.

8. Participate in the FOCUS program for development students in collaboration with Academic Services.

Completed.



Completed.


A. Benchmarking with Other Colleges B. Implementing Banner III. Assessment

A. Academic Program Assessment (program reviews or assessment of program outcomes)

B. Update of Extended Course Outlines Completed Spring 2009. 1. Identify Extended Course Outlines to be updated (Dept. Head/OAA)

2. Update of Extended Course Outline to include appropriate Student Learning Outcomes (Faculty)

1. ENG 092 Completed.


2. ENG 096 Completed. 3. ENG 201 Completed. 4. ENG 203 Completed. 5. ENG 208 Completed. 6. ENG 224 Completed. 7. ENG 226 Completed. 8. FRE 199 Completed. 9. ITL 101 Completed. 10. PHI 203 Completed. 11. REA 91/100 Completed. 12. SPA 201 Completed. 13. SPA 320 Completed. 14. ENG 215 Completed. 15. ENG 225 Completed. 16. ENG 227 Completed. 17. ENG 231 Completed. 18. FRE 208 Completed. 19. ITL 102 Completed. 20. ITL 208 Completed. 21. SPA 202 Completed. 22. SPA 208 Completed. 3. Identify two of the 10 DCC Academic Objectives to be assessed with rationale provided for their selection


1. ENG 091 Completed. 2. ENG 210 Completed. 3. PHI 205 Completed. 4. REA 105 Completed. 5. SPA 301 Completed. 6. ENG 102 Completed. 7. ENG 201 Completed.


8. ENG 205 Completed. 9. ENG 207 Completed.

10. SPA 302 Completed. D. Development of an Assessment-Based Action

Plan (includes information indicating how the results obtained from the assessment will be used to improve student learning)

E. Actions To Be Taken as the Result of Previous Assessment

1. Modify extended course outlines and course procedures and select new textbooks as appropriate.

Completed.

F. Map the 10 DCC Academic Objectives for the courses required within the degree programs (list degree programs; status should indicate completion and where maps are located)


A. LAH Program 1. Complete a LAH SUNY advisement track proposal. Completed. 2. Continue meetings with LAH100 instructions three times per year to ensure that the course is being presented similarly by everyone.

Completed.

3. Prepare a brochure of Careers in LAH. Completed. Ready to go to press. B. Assessment 1. Continue the collaborative portfolio assessment in ENG092.

Completed.

2. Complete a study of and clarify the goals of 200-level courses.

Partially completed. Will continue next year.

3. Host a dinner meeting of full-time and adjunct ENG102 faculty in preparation for the Spring 2010 assessment of ENG102.

Completed.

C. Writing Program Handbook 1. Update the online edition of the Handbook. Completed.


D. Language Programs 1. Develop common final exams for all elementary Spanish courses.

Completed.

2. Develop and implement SPA102 as SLN course. Completed. 3. Research technology and methodology to provide continuity in advanced Spanish courses (300-level).

Completed.

4. Implement electronic resources for Spanish language learning (e-book, e-workbook, and speech recognition).

Completed.

E. Reading Program 1. Host two meetings for reading adjuncts to set course standards, improve instruction, and examine student learning outcomes for REA103.

Completed.

2. Pilot new textbook for REA091 to provide a better transition to REA103 and to build a stronger foundation for college-level reading, writing, and critical thinking.

Completed. Additional pilot planned for next year.

F. Other 1. Invite Professor Richard Grinnell of Marist College to

discuss is textbook “Science and Society” in ENG101 Honors.

Completed.

2. Invite Professor Judith Saunders to discuss her new book on Edith Wharton in ENG223: Women’s Literature.

Completed.

3. Organize and conduct a meeting with adjunct instructors.

Completed.

4. Organize a reading in support of April: National Poetry Month.

Completed.

5. Make presentations on the adaptation of Their Eyes Were Watching God on October 13 for general public and on October 14 for three local high schools for The Big Read.

Completed.


7.3.06 Health, Physical Education, Athletics and Dance

Health, Physical Education, Athletics and Dance Status Report for 2009-10



1. Develop and promote “Exercise and Academic Success” program.

Completed. Spring 2010. D. VanBuren had 13 students participate in the program. Students were awarded prizes and were asked to reflect on how exercise contributes to academic success.

2. Will continue to work with Academic Services to find new ways to help students achieve academic success.

Ongoing. K. O’Connell has worked closely with Academic Services in Fall 2009 and Spring 2010 helping with study guides. Kathleen will continue to find new ways to help our DCC students achieve success in cooperation with Academic Services for Fall 2010 and Spring 2011.

3. Create and support a Student Diversity Club. Deferred. Fall 2009. Due to lack of student interest and conflicting schedules of the few who were interested, K. O’Connell was unable to organize and support a Student Diversity Club. In Fall 2009, they will try again to create and support a Student Diversity Club on campus.

B. Preparing a Periodic Review Report for submission to Middle States that documents

our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness



Completed. Spring 2010. Final Program Review Summary for Exercise Science Wellness was held on May 26, 2010 with Academic Affairs. Curriculum revisions as a result of the assessment have been completed this year.


A. Benchmarking with other Colleges B. Implementing Banner III. Assessment A. Academic Program Assessment (program reviews or assessment of program outcomes)


a. DAN 102 Completed. Fall 2009. H. Molella identified DAN 102 as an extended course outline to be updated.

b. DAN 104 Completed. Fall 2009. H. Molella identified DAN 104 as an extended course outline to be updated.

c. DAN 106 Deferred. Revised Six Year Assessment Plan. Course will be assessed 2010 - 2011.

d. DAN 146 Completed. Fall 2009. H. Molella identified DAN 146 as an extended course outline to be updated.

e. DAN 147 Completed. Fall 2009. H. Molella identified DAN 147 as an extended course outline to be updated.

f. DAN 246 Completed. Fall 2009. H. Molella identified DAN 246 as an extended course outline to be updated.

g. DAN 247 Completed. Fall 2009. H. Molella identified DAN 247 as an extended course outline to be updated.


h. ESW100 Completed. Fall 2009. H. Molella identified ESW100 as an extended course outline to be updated.

i. PED111 Completed. Fall 2009. H. Molella identified PED111 as an extended course outline to be updated.

j. PED113 Completed. Fall 2009. H. Molella identified PED113 as an extended course outline to be updated.

k. PED114 Completed. Fall 2009. H. Molella identified PED114 as an extended course outline to be updated.

l. PED116 Completed. Fall 2009. H. Molella identified PED116 as an extended course outline to be updated.

m. PED197 Completed. Fall 2009. H. Molella identified PED197 as an extended course outline to be updated.

n. PED204 Completed. Fall 2009. H. Molella identified PED204 as an extended course outline to be updated.


a. DAN 102 Completed. Spring 2010. A.M. Zanchetti, T. Sweet updated the DAN 102 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

b. DAN 104 Completed. Fall 2009. A.M. Zanchetti/D. VanBuren updated the DAN 104 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.


c. DAN 106 Deferred. Revised Six Year Assessment Plan. Course will be assessed 2010 - 2011.

d. DAN 146 Completed. Spring 2010. A.M. Zanchetti, D. VanBuren updated the DAN 146 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

e. DAN 147 Completed. Spring 2010. A.M. Zanchetti, D. VanBuren updated the DAN 147Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

f. DAN 246 Completed. Spring 2010. A.M. Zanchetti, D. VanBuren updated the DAN 246 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

g. DAN 247 Completed. Spring 2010. A.M. Zanchetti, D. VanBuren updated the DAN 247 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

h. ESW 100 Completed. Fall 2009. D. VanBuren updated the ESW 100 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

i. PED 111 Completed. Fall 2009. D. VanBuren updated the PED 111 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.


j. PED 113 Completed. Spring 2010. P. Michaelson, T. Sweet updated the PED 113 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

k. PED 114 Completed. Fall 2009. C. Secor, D. VanBuren updated the PED 114 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

l. PED 116 Completed. Fall 2009. D. VanBuren updated the PED 116 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

m. PED 197 Completed. Fall 2009. R. McVey/D. VanBuren updated the PED 197 Extended Course Outline to include appropriate Student Learning Outcomes and Academic Objectives.

n. PED 204 Deferred. Revised Six Year Assessment Plan. Course will be assessed 2011-2012.

3. List the courses in which two of the 10 DCC Academic Objectives to be assessed have been identified with rationale provided for their selection


1. DAN 101 Completed. Fall 2009. The following student learning outcomes were assessed: Performing Arts Program Outcome: 1. Identify and illustrate relevant professional performing arts contributions in terms of achievement and social significance in the past and present year. SLO assessed was: Students will identify and describe topics relating dance.


2. DAN102 Completed. Spring 2010. The following student learning outcome was assessed: Students will demonstrate knowledge of the basic French terminology used in ballet.

3. DAN 104 Completed. Fall 2009. The following student learning outcomes were assessed: This course underwent assessment in alignment with the Performing and Fine Arts program review. The objective assessed under the PFA guideline was “Displaying basic proficiency in one or more areas of the performing arts in class and theatre scenes, music juries, and dance recitals.” The learning outcome selected to assess this objective was “Student will demonstrate fundamental training in modern dance technique.”

4. DAN106 Deferred. Spring 2011. Due to Revised Six Year Plan in alignment with PFA Program Review.

5. ESW100 Completed Fall 2009. The following student learning outcomes were assessed: Students will be able to identify steps that can assist them in being academically and creatively successful in the area of health and wellness.

6. PED111 Completed. Fall 2009. The following student learning outcome was assessed: Students will lead a step aerobic workout segment and demonstrate modifications and progression in intensity levels. Students will identify muscle groups and their primary movements.


7. PED113 Completed Spring 2010. The following student learning outcomes were assessed: Student will describe or demonstrate the correct posture for the hand, wrist, and forearm in the execution of a properly applied Martial Art technique of a punch. Students will describe or demonstrate the correct posture for the hand, wrist, and forearm in the execution of a properly applied Martial Art technique of a knife hand strike.

8. PED114 Completed Fall 2009. The following student learning outcomes were assessed: Students will define the concepts of muscular flexibility, strength, and endurance. Students will name and locate different muscle groups and explain how to stretch and strengthen these muscle groups.

9. PED116 Completed Fall 2009. The following student learning outcome was assessed: Students will identify the primary muscles used in yoga. Students will demonstrate proper warm up, stretches, postures and breathing and meditation techniques used in Yoga.

10. PED197 Completed Spring 2010. The following student learning outcomes were assessed: Students will be able to demonstrate the basic move related to the art of fencing.

11. PED204 Deferred. Spring 2012. Due to Revised Six Year Plan in alignment with PFA Program Review.


Assessment- Based Action Plans are available on file in the Department.


1. DAN101 Completed Fall 2009. Based on results of assessment the following actions will be taken: Faculty will emphasize and discuss with students the importance of good attendance in the lecture portion of the class as well as punctuality. Also faculty will reinforce the importance of reading textbook, taking class notes and studying.

2. DAN102 Completed Spring 2010. Based on results of assessment the following actions will be taken: While students did fairly well and most met the measurement criteria, we would still like to see all students successfully meet the 80% criteria. We will have the students say and use the terminology more themselves during the class period and give spelling drills as most of them know the terms they just had trouble with the spelling of the French.

3. DAN104 Completed Fall 2009. Based on results of assessment the following actions will be taken: No recommendations for action as a result of this assessment.

4. DAN106 Deferred Spring 2011. Due to Revised Six Year Plan in alignment with PFA Program Review.

5. ESW100 Completed Fall 2009. Based on results of assessment the following actions will be taken: Students will need to show evidence of the Career Project as a work in progress throughout the semester. The processes of self, peer, formal, and informal assessment via the methods mentioned in the “summary” section will facilitate better outcomes.


6. PED111 Completed Fall 2009. Based on results of assessment the following actions will be taken: Rubrics will be used in the instructional sense to guide the formative process of student understanding and processes of self and peer assessment will be incorporated in an effort to improve outcomes.

7. PED113 Completed Spring 2010. Based on results of assessment the following actions will be taken: The students performed well on this student learning outcome. No action is needed.

8. PED114 Completed Fall 2009. Based on results of assessment the following actions will be taken: A quiz on the concepts studied may be needed as opposed to just one exam at the end of this half-semester course. This would help to shed light on which concepts students are struggling with at mid-point of the course. To improve outcomes even further, an instructional rubric may be used in the process of formative assessment.

9. PED116 Completed Fall 2009. Based on results of assessment the following actions will be taken: The rubric can be used to a greater extent as an instructional tool. Students can self-assess their routines by using the rubric in addition to peer assessment. The rubric will be evaluated for re-design, as revisions of rubrics are often needed to make them most effective. To improve outcomes even further, students will make use of the rubric during all practice sessions.


10. PED197 Completed Spring 2010. Based on results of assessment the following actions will be taken: We feel that due to the fact that there was a higher than usual rate of absences for some students this may have attributed to the low percentage of students meeting the criteria. We will stress the importance of attendance to all classes and also make a special written note in the syllabus.

11. PED204 Deferred Spring 2012. Due to Revised Six Year Plan in alignment with PFA Program Review.

E. Actions to be Taken as the Result of Previous Assessments (list courses)

1. DAN101 Completed Spring 2009. Implemented a review and review study guide for all classes. Focus was on only the most important dance reformers and innovators for the exams.

2. HED125 Completed. Fall 2009. Chapter questions and tests were revised to provide for better ongoing assessment of learning.

3. PED101 Completed. Fall 2008. We increased the amount of review time given to lecture topic in the class before the midterm and provided students with a handout about lecture topics.

4. PED115 Completed. Fall 2009. Students were required to incorporate Pilate’s principles in their movement practical.

5. Exercise Science and Wellness Program Review: Work on completing the Physical Education Articulation with Cortland College. Create a three year contract, instead of a one year contract, with the Athletic Training Association with Marist College. Work on implementing a trial course for the ESW202, to extend the students hands on hours to the outside community.

Deferred Fall 2010. T. Sweet is in the process of developing a new course. It is currently being discussed and evaluated by HPEAD department and our colleagues at Marist College and Cortland College. Completed Spring 2010. T. Sweet implemented an internship at local area workplaces where ESW202 students spend five hours a week outside of class learning about the Exercise Science career they wish to pursue.


F. Map the 10 DCC Academic Objectives for the course required within the degree programs (list degree programs; status should indicate completion and where maps are located)


A. Participate in Community Health Events 1. Participate in American Heart Association Walk. Completed. Spring 2010. Heart Walk was taken over by

MPCS Department while D. VanBuren was on Sabbatical and was retained by that department.

B. Sponsor College Wellness Fair 1. Participate in Wellness Fair. Completed. Spring 2010. D. VanBuren arranged for Yoga

table at Wellness Fair for new Hudson Valley Yoga opening.

2. Work with and prepare ESW students to supervise the HPEAD table at the wellness fair offering blood pressure and body composition measurements as well as flyers to increase student awareness of important health issues as well as course offerings in our department.

Completed. Spring 2010. T. Sweet set up the HPEAD Department table for the Wellness Fair. We had many visitors requesting information on the ESW program, our Lifetime Wellness Course and Athletics.

C. Promote Campus-Wide Employee Health/Wellness

1. Participate in Campus Breast Cancer Awareness Walk.

Completed Fall 2009. D. VanBuren participated in the Campus Breast Awareness Wald held in October 2009.

2. Organize and participate in Friday Workouts at Noon.

Completed Spring 2010. D. VanBuren held workouts on Fridays in both semesters, Fall 2009 and Spring 2010. PED204 students led segments of the classes during Spring 2010.

3. Will organize and lead professional development program in January.

Completed Spring 2010. T. K. O’Connell led country line dancing in January 2010 to 12 participants.


4. Extend the Get Fit Together Program includes students as well as faculty and staff.

Completed Spring 2010. T. Sweet extended the Get Fit Together program to include students as well as faculty and staff. The program now has extended hours included and multiple workout days. It was very successful this semester and she will continue to offer these services in the upcoming semester.

D. Strengthen Department 1. Promote Group Fitness Leadership Credential. Completed. Spring 2010. D. VanBuren advertised the

Group Fitness Leadership Credential with flyers, mailings, announcements, through the website and a PSD presentation.

2. Develop “Health and Aging” Course. Completed. Spring 2010. The course proposal was prepared by D. VanBuren and presented to curriculum. The course passed Curriculum and was presented at the PSO Meeting and is scheduled to be offered Spring 2011.

3. Discuss and implement ways to improve course assessment.

Completed. Spring 2010. D. VanBuren and HPEAD Adjunct Staff revised rubrics for some PED courses. Recommendations on course assessment report forms include ideas for improving course assessment.


7.3.07 History, Government and Economics

History, Government and Economics Status Report for 2009-10

I. College Objectives Status A. Maximizing opportunities for access, readiness

and college success Recent high school graduates Re-entering adult learners Out of school learners

1. Continue to recruit qualified students for the Honors program.

Completed. W. Steger. Approximately 20 new qualified students were recruited for the Honors program.

2. Offer the high school Model U.N. Completed. HGE Staff. Two Dutchess County high-school Model UN simulations were conducted in November 2009 and April 2010. The simulation for November 2009 was entitled “Children in Conflict” and the simulation in April 2010 was entitled, “Blood Diamond.” They were co-sponsored by the HGE Department, Vassar College Department of Education, and Dutchess County BOCES.

3. Continue participation in 2010 Summer Scholars, a residential college-experience program for high school students held at the campuses of Vassar, Bard and Marist.

Completed. A. Rieser. A. Rieser co-taught a two-week course for high-school students entitled “1968: A Pivotal Year in American Politics and Culture and in America’s Role in the World,” held at Vassar College, June 28-July 9, 2010.




Ongoing. S. Ahmad, HGE Staff. S. Ahmad participated in the Ad Hoc Committee on Assessment of the PSO. HGE Staff contributed to the formulation of assessment policies.


A. Benchmarking with Other Colleges 1. Continue to investigate developing, in conjunction

with the BHS Department, a Liberal Arts Social Science program.

Ongoing. HGE Staff. The Department will continue to investigate the degree to which we can have a separate Liberal Arts/Social Science program.

2. Continue to cooperate with Vassar College in producing Dutchess County's Model United Nations simulations.

Completed. HGE Staff. The Department offered Model United Nations simulations in the Fall 2009 and Spring 2010. The DCC-Vassar College delegation, The Hudson River Group, represented Canada and earned an Outstanding Position Papers Award, and Outstanding Delegation Award, and several Outstanding Delegate Awards. (See 1., A. , 3)

3. Continue to investigate final exam and academic dishonesty policies of peer institutions.

Ongoing. M. Manner, HGE Staff. The HGE Department through the Final Exam Sub-Committee of the Academic Standards Committee continues to research this issue and advocate for change.


B. Implementing Banner 1. Develop an awareness of how to best utilize Banner

from a faculty perspective. Completed. HGE Staff. Faculty continues to use Angel features for email communication and open-source sharing, and Banner for advisement. Two adjuncts, R. Banner and W. Lee, took SLN training and are teaching online.

C. Periodic Review Report- Contribute to Organizational Activities and

Plans related to Middle States Review Report to be completed June 2010

1. The department is working with the Office of Academic Affairs and providing all necessary documentation to assist the College's reaccreditation effort.

Completed HGE Staff.

III. Assessment A. Academic Program Reviews (program reviews


1. Participate in the 2009 LAH Program Review committee, oversee benchmarking of student learning and author the 2009 LAH Program Review report.

Completed. A. Rieser, The HGE Department continues to work with the Curriculum Committee to implement the recommendations of this report.

2. Contribute to the official campus committee discussing program assessment as it relates to institutional assessment.

Completed. S. Ahmad. Through its representatives on the relevant committees, the department actively participated in the ongoing campus-wide discussion about how to integrate course, program, and institutional assessment.

B. Update of Extended Course Outlines 1. Identify Extended Course Outlines to be

updated (Dept. Head/OAA)

a. Review the EXO's to ensure they are current and accurate.

Ongoing. HGE Staff. EXOs continued to be reviewed.



a. Review the EXO's to ensure that the Student Learning Outcomes are current and accurate.

Ongoing. HGE Staff. The department continues to systematically review EXOs to include appropriate Student Learning Outcomes.

C. Course Level Assessment of Student Learning Outcomes (list courses)

1. ECO121, HIS207, HIS214 Partially Completed. HGE Staff. The Department Head met with M. Manner to discuss the ways to implement the recommendations for improvement listed in the “Uses of Results—Action Plan” column of the Course Assessment Reports.

2. ECO105, HIS209, HIS107 Ongoing. HGE Staff. Work continues where appropriate. D. Develop Assessment-Based Action Plan (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Develop an Assessment-Based Action Plan, showing ways in which results obtained from the assessment will be used to improve student learning.

Partially completed. HGE Staff. The Department Head met with M. Manner to discuss ways to implement the recommendations for improvement listed in the “Use of Results—Action Plan” column of the Course Assessment Reports.

2. Review the EXO’s to ensure that the Student Learning Outcomes are current and accurate.

Ongoing. HGE Staff. The department continues to systematically review EXOs to include appropriate Student Learning Outcomes.

E. Actions to be Taken as the Results of Previous Assessments (list course)


1. Review the cross disciplinary courses. Completed. M. Manner. ECO121 was significantly revised, updated, and added to the SUNY Other World Civilizations, as a result of course assessment.

IV. Department Objectives A. Strengthen Department 1. Update HGE specific guidelines booklet to distribute

to the department’s adjuncts and new full-time faculty.

Completed. A. Rieser, HGE Staff. The 2009-2010 edition of the HGE Manual was updated.

2. Continue learning abroad program. Completed. J. Norton, W. Steger. Under the auspices of HIS 181/182-America’s Mirror, J. Norton brought a group of DCC students to China during the summer of 2010. W. Steger offered HIS915-Holocaust Study Abroad, which provided an opportunity to bring students to the Czech Republic, Poland, and during the summer of 2010. W. Steger and A. Rieser are exploring the idea of starting a semester-abroad program for DCC students at Palacky University, Olomouc, Czech Republic.

3. Support activities of the Political Science Club. These activities include voter registration, candidate forums.

Completed. A. Rieser, HGE Staff. In the Fall, the club raised over $500 to purchase children’s books for American soldiers to read to their kids from Afghanistan by using Skype. This semester, the club showed the documentary film “War Child,” about child soldiers in Africa, and raised another $100 for charities that address that human rights issue.

4. Develop more procedures to incorporate new faculty fully into the HGE Department.

Completed. HGE Staff. In addition to the HGE Manual, each member of the department engages in either formal or informal mentoring of new faculty to ensure incorporation into the department. A college-sponsored mentor/mentee luncheon has helped facilitate this process.


5. Offer significant speakers as part of the Professional Staff Development program, the College’s Lyceum program and Handel Chair activities.

Completed. L. Murphy, W. Steger, A. Rieser, HGE Staff. The Department organized and sponsored the following events: Constitution Day, September 17, 2009, Hina Shamsi spoke on, “A More Perfect Union: Achieving National Security Through the Rule of Law;” co-sponsored with the WAC, Shavid Burki spoke on, “Dealing With a Troubled Pakistan” on September 21, 2009; PSO Event, Rebecca Edwards spoke on, “The Lost Decade of the 1880’s” on January 14, 2010; Lyceum, Catherine Clinton spoke on, “Mrs. Lincoln A Life” on March 9, 2010; Lecture, James Fisher spoke on, “The Irish Waterfront of History and Memory” on April 1, 2010; Handel-Genocide, Gerhard Weinberg spoke on, Kristallnacht 1938: As Experienced Then and Understood Now” on April 12, 2010; and Handel- Roosevelt, Kirstin Downey spoke on, “Frances Perkins: the Forgotten Woman Revealed” on April 29, 2010.

6. Support activities of the History Zone. The departmentally-sponsored history study group.

Completed. A. Rieser. Our focus this year was on getting a new History Zone Movie Series off the ground: the group chose, advertised, and screened several movies with historical themes, including “Gallipoli,” “On the Waterfront,” and “Gran Torino.”

7. Update HGE Department brochure. Postponed. HGE Staff. Postponed to Fall 2010 or Spring 2011.

B. Enhance Faculty Morale and Intellectual Development

1. Participate in campus-wide activities, including fundraising for the College archives.

Completed. A. Rieser, HGE Staff. A. Rieser participated on the College Archives Committee and spoke at the President Jerry A. Lee College Archives Dedication on October 27, 2009.


2. Include adjuncts in all activities such department meetings and all the Algonquin Forum.

Completed. S. Ahmad, W. Steger. A late day department meeting to accommodate adjuncts was held on March 10, 2010. All adjunct faculty were invited to participate in the Algonquin Forum at FDR Museum & Library on March 6, 2010 to discuss James Fisher’s book, “On the Irish Waterfront: The Crusader, the Movie, and the Soul of the Port of New York.”

3. Offer dinners for department members and invited guest speakers during the academic year.

Completed. HGE Staff. Dinners were held in conjunction with the aforementioned HGE-sponsored lectures by Shavid Burki, Gerhard Weinberg, Catherine Clinton, and Kirstin Downey.

4. Add activities such as film viewing and discussion. Completed. A. Rieser. The History Zone showed, “Gallipoli,” “On the Waterfront,” and “Gran Torino.”


Completed. HGE Staff. (See IV., A., 5)

C. Continuing Activities 1. Continue active department participation in the

Professional Staff Organization (PSO), the Dutchess United Educators (DUE), college committees and councils, and community service activities.

Completed. HGE Staff. Department members lead the Professional Staff Organization (PSO) and the Dutchess United Educators (DUE) and have actively participated in college committees and councils, and community service activities as part of their ongoing commitment to the college and the community. L. Murphy worked actively with the College Environment Committee to research and explores the possibility of starting a shuttle service to DCC’s main campus.


2. Encourage department members to participate in the affairs and annual meetings of their respective professional organizations.

Completed. S. Ahmad. S. Ahmad participated in a panel discussion of the Mid-Hudson Successful Teaching Conference of the ICCD, Poughkeepsie, NY, April 15-16 and attended "The Federal Reserve in the 21st Century” conference, New York, NY, January 13-14, 2009; M. Manner attended sessions of the aforementioned Mid-Hudson Successful Teaching Conference in Poughkeepsie and the aforementioned Federal Reserve Conference in New York; W. Steger attended sessions of the Annual Meeting of the Organization of American Historians, Washington, DC, April 7-10, 2010 and participated in a panel on gender inequality in honors programs at the Annual Meeting of the National Collegiate Honors Council in Washington, DC, October 28-November 1, 2009. In addition to attending conferences, M. Manner published two articles and a short book. His book is entitled, Human Behavior and Corporate Social Responsibility of Firm Leaders (NY: Nova, 2010).

3. Continue offering high school Model United Nations simulations co-sponsored by the HGE Department, BOCES, and Vassar College's Department of Education.

Completed. HGE Staff. (See I., 7., 2)

4. Continue participation in the World Affairs Council of the Mid-Hudson Valley.

Completed. A. Rieser, S. Ahmad. The WAC held a variety of important community programs during 2009-2010, including the Shavid Burki lecture at DCC in September 2009, co-sponsored by the WAC and the HGE Department. S. Ahmad and A. Rieser serve the WAC’s board and participated in the group’s strategic planning retreat in April 2010.


5. Continue to support community organizations such as the United Way, the Dutchess County Historical Society, the Dutchess County Interfaith Council, and the Gillespie Foundation.

Ongoing. HGE Staff. W. Steger is member of the board of Gillespie Forum; A. Ahmad is a member of the board of Dutchess County Interfaith Council; A. Rieser sits on the City of Hudson Historic Preservation Commission and serves as that group’s Secretary.

6. Continue the annual department awards ceremony because it recognizes student achievement and enhances student success.

Completed. S. Ahmad, M. Manner, T. Wilmot, HGE Staff. The department recognized the service and academic accomplishments of five students (Elizabeth K. Fitzpatrick, Matthew K. Perry, Gabrielle M. Lamake, Lea N. Stickle, and Patricia E. Keane) and the award winning National Model United Nations Hudson River Group at its annual Sheridan Awards ceremony held on April 29, 2010 in Hudson Hall 242/246.


7.3.08 Mathematics, Physical and Computer Sciences

Mathematics, Physical and Computer Sciences Status Report for 2009-10



1. Investigate how Regents’ Exam scoring practices affect the use of high school transcripts as a placement tool, and the general preparedness of our students.

In progress, T Zito and Math Issues group. Contacts with high school faculty and administrators.

2. Bring math faculty up-to-date on changes in the public school math curriculum, particularly as they may affect student preparedness and placement standards.

In progress, T Zito and Math Issues group. Contacts with high school faculty and administrators.

3. Improve the collection and analysis of data collected at the math lab in order to document the influence of math lab attendance on student success.

Completed, J. Moseley, T. Zito. We are now able to identify frequent users and contrast their success rate with that of non-users.

4. Implement best practices for operating a math lab as gathered at the Math Lab Director’s conference in Bowling Green, OH, July 2009.

Ongoing, J. Moseley, T. Zito. Plans for Fall 2010 now include remedial class meetings held in Math Center, and required editing of homework at Math Center in MAT091.




J. Clark, S. Taylor w/Dean’s Math Committee; broad revisions to program math requirements; recommendations for significant changes in math placement process.


A. Benchmarking with Other Colleges 1. R. Lathrop continues to be a member of the undergraduate education committee of the American Association of Physics Teachers. This requires attendance at national conferences to discuss issues involving physics education with faculty from other schools across the country.

Completed. R. Lathrop, Fall 2009.

2. Continue Faculty participation in the Community College Science Advisory Board at SUNY New Paltz, with the goal of improving articulation with New Paltz and sharing curriculum ideas with other community colleges. Faculty will attend the annual CCSB meeting.

T. Zito, M. McConnaugghay, S. Conrad, D. Staats, attended annual meeting. T. Zito working with SUNY New Paltz department head on course equivalencies, following April 2010 meeting.

3. Bring 3-4 DCC LAM students to the Mid-Hudson Mathematics Conference for Undergraduates to be held at Bard College on Sunday, October 25, 2009.

Completed. W Ostertag, Fall 2009.

4. Attend two day conference of the Lab Safety Institute in Natick, MA date TBD.

Not completed. This is an annual conference and the chem. faculty will try to get to the next installment.

5. Attend Pearson/Addison Wesley conference on developmental math.

Completed. S. Taylor, Fall 2009.


6. Attend NY State Geological Association Conference.

Completed. S. Conrad.

7. Attend Environmental History of the Hudson Conference.

Completed. S. Conrad.

8. “Ritual and Medicinal Plants of Latin America, “ Thursday, September 24 at 12:30. Co-presenting with S. Roberg-Lopez, as part of Hispanic Heritage Month.

Completed. J. Cavalieri.

9. Attend Verizon Faculty Institute to insure that the curriculum DCC follows for the Telecommunications program is the same as the other participating campuses. We participate in making change, and in technology selection for the students in this program.

Completed. R. Lathrop, Summer 2009.

10. Attend Regional NYSMATYC Conference (New York State Mathematics at Two Year Colleges).

D. DelTreste attended and presented; T. Kopilak attended; B Cavalieri attended conference in April.

B. Implementing Banner 1. Continue to make suggestions (via ISSC) to make Banner more useful for faculty.

Completed. T. Zito memo October 2009.

III. Assessment A. Academic Program Reviews (program reviews



updated (Dept Head/OAA)


a. PHY152, PHY251 PHY152 completed, PHY251 TBC, R. Lathrop. b. MAT128, MAT129 Completed Fall 2009. c. AST131 TBC, T. Zito. d. MAT100 Postponed to Fall 2010.


e. MAT131 Completed. Spring 2010, M. Roland. 3. List the courses in which two of the 10 DCC

Academic Objectives to be assessed have been identified with rationale provided for their selection


1. PHY251 TBC by end of May 2010, R Lathrop. 2. MAT091 Completed Spring 2010, C. DelTreste, M. Roland, S.

Taylor. 3. MAT118 Completed, Spring 2010; D Staats, J Clark, S Taylor, C

DelTreste, D Robison, S DeGuzman,B Cavalieri, P Darcy. 4 MAT217 TBC, W Ostertag. 5. GLG 121, GLG126, PHS103 GLG 121 postponed, GLG 126 completed Fall 09, PHS103

TBC. 6. PHS 101 Postponed to Fall 2010. 7. CHE231 Postponed to Fall 2010. 8. MAT107 Completed Spring 2010, T Kopilak, C DelTreste.

D. Development of an Assessment-Based Action Plan (includes information indicating how the results obtained form the assessment will be used to improve student learning)

Completed. (W. Ostertag, J. Halsey, S. DeGuzman, B. Cavalieri, D. Staats) On file in Department.


1. Following the principles emphasized in workshops by Peggy Maki, the MPCS Math Issues group is organizing the math courses into common assessment threads with the goal of connecting our math assessment to national standards, including the SUNY/MAA Learning Outcomes for Math, as well as the AMATYC standards published in Crossroads in Mathematics, and the CUPM Curriculum Guide. The thread for developmental courses will be completed this year.

Ongoing through Dean’s Math Committee and MPCS Math Issues Group.

2. Use of the MPCS laptop cart: the laptop carts will improve student learning by providing the opportunity for time on task in class using various computer software packages. The laptops provide access to technology in a supportive learning environment that has been created for the students. Currently this cart is being used in MAT091 Course Redesign Sections, MAT109, and MAT118, and cooperatively with Academic Services.

Ongoing – C. DelTreste, M. Roland.

E. Actions to be Taken as the Result of Previous Assessments (list course or program)

1. MAT222 – Revise syllabus. Completed. W. Ostertag, Fall 2009. 2. CHE111 - Faculty are in the process of choosing a

new textbook, which might present the topic of acid-base chemistry in a more thorough way. The department may choose to continue using the current textbook through the remainder of the current edition. The syllabus is full, though, so to put in extra time on this topic will require dropping something else.

Current text will be continued at least through spring 2011.


3. PHY152 - The section of the course focusing on circuits has moved to an earlier part of the semester to accommodate the population of students who are pursuing electrical engineering and are co-enrolled in ENR201 and PHY152.

Completed. Spring 2010, R Lathrop.

IV. Department Objectives A. Develop new course offerings

1. Work with ENACT Department to develop an energy-issues related curriculum, involving, potentially, new courses, new certificates or new degrees, with the goal of connecting students with employment in a burgeoning industry or of transferring into new energy-related degrees now appearing at four-year colleges.

A new physics course, Fundamentals of Electricity, developed by R. Lathrop and D. Barbuto, will become an early component of the green energy curriculum, as an experimental course in fall of 2010. MPCS faculty continues to participate in the green curriculum working group.

2. Proposal for an experimental course in nanotechnology, another burgeoning field or research.

B. Baumert will offer a one credit experimental course in nanotechnology in fall of 2010.

B. Administer Grants 1. Under the Orcutt Endowed Chair grant, we will bring astronomer Phil Plait to the campus for a public lecture and two classroom visits.

Mr. Plait appeared on October 20, 2009, to an audience of approximately 250. He also visited two astronomy classes.

2. New data gathering efforts in the Math Lab will improve our responsiveness to Perkins Grant reporting requirements

Perkins report now includes firm statistics regarding frequent users vs. infrequent users vs. non-users of Math Center (formerly Math Lab).

C. Outreach to Community 1. MAG-LEV event coordinated by R. Lathrop in MPCS and D. Barbuto in ENACT.

Completed. Fall 2009, R Lathrop.

2. Math and Science Matters will repeat on March 6, 2010, reaching 250-300 middle school girls with the message that science and math studies can be a rewarding part of their future.

250 girls attended on March 6, 2010. New initiatives included workshops by Visual Arts faculty emphasizing connections between science and art, and a guest present from the Vassar College Physics Department. For the first time, the event sustained itself entirely on the basis of registration fees and dedicated contributions.


3. Conduct NYSMATYC Math League Competition. Completed. Fall 2009 and Spring 2009, T Kopilak, B. Cavalieri.

4. Maintain MPCS Math Puzzler of the Month. Ongoing. B Cavalieri, D Staats, P Darcy. D. Long-Range Objectives

1. To improve the culture of academic honesty within MPCS by developing uniform, department-wide means of communicating and enforcing the College’s Academic Dishonesty Policy.

Faculty is now presenting a uniform academic policy in writing to all students during the first week of class.

2. Update MathCAD manual to online version. Completed. W Ostertag; J Halsey contributed a number of components geared toward multivariable calculus.

3. Update AST132 lab manual. TBC for Fall 2010 by T Zito 4. Promote the use of personal response systems (‘clickers’) in DCC classrooms in a PSD workshop demonstrating their use and documenting their record of effectiveness as a teaching tool.

Completed. Fall 2009, T Zito. R. Lathrop and S. Lyon have subsequently used clickers.


7.3.09 Nursing

Nursing Status Report for 2009-10



1. Collect and analyze data regarding students matriculating as nursing students to determine number of qualified to enter program.

Partially complete. Data has been collected and analyzed. Recommendations will be made in the fall semester.

B Preparing a Periodic Review Report for submission to Middle States that documents our strengths, collaborations, and the changes that have been made that will lead to continuous improvement in institutional effectiveness


Ongoing. Course surveys were completed for NUR 112, 216, 218. Decisions regarding results will be included in the departmental objectives for the next academic year.


A. Benchmarking with Other Colleges B. Implementing Banner


III. Assessment A. Academic Program Review (list program & list who is responsible)

1. Nursing assessment by the National League for Nursing (NLNAC) scheduled for 2014.

Ongoing.


updated (Dept. Head/OAA)

a. NUR105, 107, 112, 204, 213, 215 and NUR216. Completed. All EXOs for these courses were updated. 2. Update Extended Course Outlines to include

appropriate Student Learning Outcomes (Faculty)

a. NUR105, NUR107 Completed Spring 2010. Student Learning Outcomes included which reflect the National League for Nursing Competencies specific to each course.

b. NUR112 Completed Spring 2010. Student Learning Outcomes included which reflect the National League for Nursing Competencies specific to each course.

c. NUR204 Completed Fall 2009. Student Learning Outcomes included which reflect the National League for Nursing Competencies specific to each course.

d. NUR213 Completed Spring 2010. Student Learning Outcomes included which reflect the National League for Nursing Competencies specific to each course.

e. NUR216 Completed Spring 2010. Student Learning Outcomes included which reflect the National League for Nursing Competencies specific to each course.

f. NUR215 Completed Spring 2010. Student Learning Outcomes included which reflect the National League for Nursing Competencies specific to each course.



1. NUR204 Completed. Data indicates all established student learning outcomes met.

D. Development of an Assessment –Based Action Plan (includes information indicating how the results obtained from the assessment will be used to improve student learning)

1. Investigate NUR112 students’ ability to calculate primary and secondary intravenous infusion rates. Continue collecting data in late April in NUR112 using previous format (2008 and 2009) continue to trend data.

Completed. Data collected for fall and spring semesters. Decision made to continue to collect data however questions will be embedded within quizzes to ensure reliable data.

E. Actions to be Taken as the Result of Previous Assessments (list course)

1. Develop list of recommendations for improvement of student learning—as a result of above Assessment Activity.

Completed. Several recommendations were posed. A new program will be adopted for medication calculation and will be adopted for NUR105 courses in fall 2010.

IV. Department Objectives A. Retention of students 1. Update “Guide” for pre-nursing students.” Completed. I. Grutzner & T. Doherty revised the

document. It is available in hard copy and on the department’s website.

2. Collect and analyze data regarding each nursing course’s medication calculation test pass rates on the first attempt.

Partially completed. A grid has been developed which reveals each nursing course’s calculation test pass rates on the first try. N. Moskowitz is continuing to collect data each semester.


3. Collect and analyze student performance on tested pharmacology content to serve as basis to enhance instruction.

Partially complete. Data continues to be collected but will also include information from the spring semester final exams. This will be a continued objective in the next academic year since tracking data is necessary prior to implementing changes.

B. Maintain Excellence in Nursing 1. Update “Nursing Clinical Faculty Handbook.” Completed. I. Grutzner & T. Doherty revised the

document. It will be distributed to all new adjunct hires. 2. Develop recommendations to improve each nursing

course’s objectives regarding calculation test pass rates on the first try.

Partially complete. Recommendations to improve student success on the calculation tests were made at the December nursing faculty meeting. A discussion ensued which resulted in several recommendations put into practice. A decision was made to adopt a medication calculation book or electronic resource for use in the fall.

3. Modify and develop forms to assist students in the clinical setting.

Completed. N. Moskowitz updated and/or developed several clinical forms used by students in the nursing laboratory. The forms reflect current nursing practice and documentation standards.

4. Design an active-learning skill lab for oral medication administration.

K. Desmond, I. Grutzner, K. Blonder and N. Moskowitz developed an active learning laboratory for oral medication administration where the students demonstrated various nursing skills including the proper use of bar coding technology, patient teaching regarding their medications, and the accurate use of metered dose inhalers.

5. Preview videos for currency for NUR213, and NUR216, and NUR218.

Completed. Videos reviewed for currency. Several suggestions for new purchases were suggested.

6. Review the nursing curriculum to assess the need for additional content related to Bioterrorism and the role of the nurse.

Deferred until next academic year.


7. Revise, schedule and evaluate the Mid-Semester Pressure Ulcer Simulation exercise for NUR105 day students.

Completed. N. Moskowitz revised the pressure ulcer simulation to include current assessment and treatment recommendations.

8. Revise End-Term-Performances evaluations for NUR105.

Completed. N. Moskowitz revised End Term Competency to include students assessing and making clinical decisions. Faculty will review the changes and determine if updated form will be used in the fall.

9. Design an active-learning skill lab for intravenous administration.

Partially complete. One module was developed by T. Doherty and P. Duda and used for NUR 112 as a free-lab practice activity. Will continue next academic year.

10. Revise NUR112 course and clinical objectives. Completed. The Nursing 112 manual has been revised with global objectives that reflect the course’s current learning concepts.

11. Design a Simulation exercise for the operative patient.

Deferred until the next academic year.

C. Expansion/Enhancement of Clinical Experiences

1. Investigate use of long term care facilities for use in NUR218.

Completed. K. Desmond utilized Wingate as a site for NUR 218 with positive results. Will likely continue to use for spring semesters when needs are greater due to large number of students.

2. Research additional acute care sites for NUR218. Ongoing. Several facilities were contacted however no new sites were established.

D. Program Evaluation 1. Continue implementation of the Five-Year Calendar

for Systematic Program Assessment. Ongoing.

E. Long-Range Objectives 1. Explore the development of computerized testing in

all nursing courses.


7.3.10 Performing, Visual Arts and Communications

Performing, Visual Arts and Communications Status Report for 2009-10



1. Increase online course offerings in ART. Completed Fall, 2009 by M. Craig—offered ART 102 History of Modern Art online for the first time. The class was full and successful. The department will be offering in rotation each art history course in online format each semester: ART 101, 102, 103. This is beneficial for many adult learners as well as students who do not live in the local community.

2. Intensify student advising efforts, and create more advising opportunities for non-matriculated students.

Completed Spring 2010 by all PVAC faculty. Faculty utilized the 100 Seminar classes to advise students (on their course schedules, college transfer opportunities, and career goals) who do not seek out their faculty advisor. Faculty also worked with Registration staffs to identify and converse with non-matriculated students/non majors, who have taken numerous courses in our department, to advise them on course offerings within the department.


3. Create a summary of pertinent information from the 100 seminar courses for students.

Completed Spring, 2010 by PVAC faculty. Faculty pooled information to explore in the 100 Seminar classes, including information for students on scheduling, financial aid, transfer to four-year colleges, career goals, effective listening and note-taking, research skills, critical thinking skills, time management, creating a resume or portfolio, and employment opportunities in the arts.

4. Counsel students more effectively on portfolio preparation for ART and COM majors.

Completed Spring, 2010 by Visual Art and COM faculty. Faculty utilized the 100 Seminar classes as well as foundation ART and COM classes to assist students in preparing portfolios for transfer to four-year colleges or the workplace.

5. Offer more opportunities for older learners in school plays.

Completed Spring, 2010 by J. Cosentino & S. Press. “Alice in Wonderland,” the Performing Arts Program play, included a cast of 60 students, many of whom were nontraditional/older students.

B. Preparing a Periodic Review Report for submission to Middle States that documents our strengths, collaborations, and the changes that have made that will lead to continuous improvement in institutional effectiveness



Completed Spring 2010, PVAC faculty. Each of the programs in the department (Visual Arts, Art Studies, Commercial Art, Communications and Media, Performing Arts and Music Certificate Programs) is assessed by DCC faculty in conjunction with faculty in their field for three four-year institutions every six years to ensure the program is up-to-date. Every year one of the program learning outcomes in each program is assessed by DCC faculty to ensure that students in the program are learning those outcomes. Every six years each course is assessed by faculty to ensure that students are learning the student learning outcomes of that course. As of result of these assessments, a number of extended course outlines have been revised, and our Communications and Media Arts Program has undergone a major revision to align it more closely with four-year institutions for more seamless transfer for our students. This was also the first academic year of our new Visual Arts program, which unlike our Commercial Art Program, is a transfer program for students interested in pursuing transfer to a four-year college in the visual arts.

2. Develop digital and live archives of student work. Completed Spring 2010, PVAC faculty photographed student artwork, videotaping plays and music concerts, and editing student films to be kept on file.

II. College Projects A. Benchmarking with Other Colleges

1. Continue dialogue on our programs, courses, and articulations with SUNY schools.

Completed Spring 2010. D. Dorrity, S. Poulakis, J. Cosentino by visiting four-year colleges, establishing relationships with chairs from those colleges, and creating articulation agreements for DCC students.


2. Look into the possibility of organizing a SUNY wide arts conference at DCC.

Not completed – P. Blum (Visual Art faculty member) began a conversation with a visual art faculty member from SUNY New Paltz, but no definite plans have materialized. P. Blum will continue the conversation.

3. Attend end of year shows of student work at other area colleges.

Completed Spring, 2010 by PVAC faculty who attended art gallery shows, plays, music concerts, and student film nights at local community and four-year colleges.

4. Look into the possibility of revising DCC’s Forensic Club.

Completed Fall, 2009 by K. Burke (Speech faculty) who is the club advisor, and led two debate sessions with her students at DCC.

B. Implementing Banner 1. Continue to use Banner for academic advisement and registration.

Completed Spring, 2010 by PVAC Faculty advisors who used the college’s Banner system to obtain student transcripts, post midterm and final grades, and communicate with students.

2. Attend Banner workshops to keep abreast of Banner updates.

Completed Spring, 2010 by PVAC Faculty advisors who attended in-house training sessions to keep abreast of the latest developments in using the college’s Banner system for student advisement.

III. Assessment A. Academic Program Review (list program & who

is responsible)

1. CAR/ASP/VAT Completed Spring, 2010 by Program Chair S. Poulakis who led assessment for the following Program Learning Outcome: “Create basic drawing, two-dimensional, and three-dimensional art projects that incorporate research, visual idea development, and communication of visual concepts and schemes including structure, form, space, composition, line, color, balance, perspective, and synthesis.” This was completed by art faculty examining a one-third sample of the students’ final course portfolios.


2. COM Completed Spring, 2010 by Program Chair D. Dorrity who led assessment for the following Program Learning Outcome: “Solve creative problems within their field of communications and media arts, including research and synthesis of technical, aesthetic, and conceptual knowledge.” This was completed by COM faculty assessing final projects in terms of concept, technical execution, originality and aesthetic.

3. PFA Completed Spring, 2010 by Program Chair J. Cosentino who led assessment for the following Program Learning Outcome: “Display basic proficiency in one or more area of the performing arts in class theatre scenes, music juries, and dance recitals.” This was accomplished by PFA faculty assessing final class performances.

B. Update of Extended Course Outlines 1. Identify Extended Outlines to be updated (Dept.

Head/OAA)

a. ART102, 103, 141, 150, 157, 172, 191, 222, 226, 227, 241, 264, 274, and 275

Completed Fall 2009. Visual Arts Faculty who updated the course outlines based on past course assessment of student learning outcomes, course content, and class assignments.

b. COM210 Completed Fall 2009. COM Faculty who updated the course outline based on past course assessment of student learning outcomes, course content and class assignments.

c. MUS114, 116, 121, 122, and 219 Completed Fall 2009. MUS Faculty who updated the course outline based on past course assessment of student learning outcomes, course content and class assignments.


d. THE103, 106, 120, 209, and 261 Completed Fall 2009. THE Faculty who updated the course outline based on past course assessment of student learning outcomes, course content and class assignments.


a. ART 102, 103, 141, 150, 151, 157, 172, 191, 222, 226, 227, 241, 264, 274, and 275.

Completed Fall, 2009 by Visual Arts faculty who selected the two most relevant college Academic Objectives for each course, and explained how they will be assessed during course and program assessment.

b. COM210 Completed Fall, 2009 by COM faculty who selected the two most relevant college Academic Objectives for the course, and explained how they will be assessed during course and program assessment.

c. MUS114, 116, 121, 122, and 219. Completed Fall 2009 by MUS faculty who selected the two most relevant college Academic Objectives for each course and explained how they will be assessed during course and program assessment.

d. THE103, 106, 120, 209 and 261. Completed Fall, 2009 by THE faculty who selected the two most relevant college Academic Objectives for each course and explained how they will be assessed during course and program assessment.



1. ART104, 142, 145, 226 and 257. Completed Spring, 2010 by Visual Arts faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

2. COM103, 210, 211, and 249. Completed Spring, 2010 by COM faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

3. MUS104, 113, 114, 115, 116, and 212. Completed Spring, 2010 by MUS faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

4. THE105, 109 and 209. Completed Spring, 2010 by THE faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

5. SPE100, 101, 111 and 115. Completed Spring, 2010 by SPE faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.



1. CAR/ASP/VAT-ART 104, 142, 145, 226, and 257. Completed Spring, 2010 by Visual Arts faculty who assessed 1 Program Learning Outcome and 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

2. COM- COM103, 210, 211, and 249. Completed Spring, 2010 by COM faculty who assessed 1 Program Learning Outcome and 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

3. PFA- MUS104, 113, 114, 115, 116; THE 105, 109, 209; DAN 102, 104 (HPEAD)

Completed Spring, 2010 by MUS and DAN faculty who assessed 1 Program Learning Outcome and 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which will result in revisions of extended course outlines, methods of teaching, and/or budgetary requests for courses and programs.

4. Based upon the above course/program/college objectives assessment, faculty will appropriately revise the extended course outlines, methods of teaching, and/or budgetary requests for the courses in their program (Details on file in the PVAC Department.)

Completed Spring, 2010 by PVAC Faculty. Details on file in the PVAC Department Office and on the department’s computer Y drive.


E. Actions to be Taken as Results of Previous Assessments (list courses)

1. CAR/ASP/VAT Program Completed Fall, 2009 by Visual Arts faculty led by Program Chair S. Poulakis who assessed the following Program Learning Outcome: “Analyze their and others’ art work in terms of description, comparison, and evaluation of design elements, principles, methods, goals, content, meaning, relevance, and perspective.” This was accomplished by faculty assessing student papers and exams. (Details on file in the PVAC Department.)

2. ART101 Completed Fall, 2009 by M. Craig who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)




5. ART140 Completed Fall, 2009 by S. Poulakis who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

6. ART151 Completed Fall, 2009 by L. Handler who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

7. ART161 Completed Fall, 2009 by E. Somers who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

8. ART254 Completed Fall, 2009 by L. Handler who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)


9. COM Program: Completed Fall, 2009 by COM Faculty led by Program Chair D. Dorrity who assessed the following Program Learning Outcome: “Produce a body of work suitable for transferability to a four-year institution and/or professional opportunities in their chosen field of communications and media arts.” by assessing student audio and video projects. (Details on file in the PVAC Department.)

10. COM/THE 220 Completed Fall, 2009 by D. Dorrity & J. Cosentino who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

11. COM250 Completed Fall, 2009 by COM Faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions to the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

12. COM262/263 Completed Fall, 2009 by COM Faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which resulted in revisions of extended course outlines, methods of teaching, and/or budgetary requests for the courses and/or program. (Details on file in the PVAC Department.)

13. PFA Program: PLO Completed Fall, 2009 by PFA Faculty led by Program Chair J. Cosentino who assessed the following Program Learning Outcome: “Identify and illustrate relevant professional performing arts contributions in terms of achievement and social significance in the past and present.” This was accomplished by faculty assessing student tests, papers, and oral reports. (Details on file in the PVAC Department.)


14. MUS101 Completed Fall, 2009 by C. Brellochs who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)




18. THE105 Completed Fall, 2009 by J. Cosentino who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)


19. THE106 Completed Fall, 2009 by J. Cosentino who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

20. DAN101/108: (SEE HPEAD Report) See HPEAD Report. This was completed by HPEAD Faculty who assessed 2-4 student learning outcomes and 2 DCC Academic Objectives for each of the courses, which resulted in revisions of extended course outlines, methods of teaching, and/or budgetary requests for the courses and/or program. (Details on file in the PVAC Department.)

21. SPE210 Completed Fall, 2009 by K. Burke who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

22. SPE219 Completed Fall, 2009 by K. Burke who led assessment of 2-4 student learning outcomes and 2 DCC Academic Objectives for the course, which resulted in revisions of the extended course outline, methods of teaching, and/or budgetary requests for the course and/or program. (Details on file in the PVAC Department.)

IV. Department Objectives A. Curriculum Development 1. Post program review; propose a program modification for the Commercial Art Program.

Completed Spring, 2010 by S. Poulakis, Program Chair. The program modification was proposed within the department, and will continue to move through the program modification process (Curriculum Committee, Academic Affairs, and SUNY) next academic year.


2. Investigate introducing color into Two-Dimensional Design course.

Completed Fall, 2009 by P. Blum who integrated color into Two-Dimensional Design classes to expand the learning experience of that course.

3. Post program modification; introduce new subject areas into the COM program.

Ongoing, COM Faculty. Program Chair D. Dorrity created a new course in Public Relations that will premiere Fall 2010 semester. E. Somers created an experimental course in Broadcast Journalism that will premiere Spring 2011. A new Temporary Full Time faculty member was hired in Speech/Broadcast Journalism to further enhance the new Broadcast Journalism/Public Relations track in the COM Program post program review.

4. Implement new Visual Arts Transfer Program. Completed Fall, 2009 by program creator/Department Head J. Cosentino and the Visual Arts Faculty. The program will assist DCC visual arts students in transferring to four-year institutions.

5. Revise/update the graphic design art courses. Completed Spring, 2010 by S. Poulakis, the full time faculty member who teaches those courses, as part of the Commercial Arts Program modification proposal, post Commercial Art Program Review. If approved, the course titles and descriptions will more accurately reflect the sequence and content of similar courses on the four-year college level.

B. Take Leadership Role in Offering Programs and Courses for Other Colleges to Benchmark

1. Meet with Mt. St. Mary College and Marist College using DCC’s COM Program as a role model.

Completed Spring, 2010 by D. Dorrity, COM Program Chair, who reported that those colleges are expanding their Communications courses to include more media production courses that resemble our COM courses.

2. Continue to meet with other colleges to advise them on DCC’s THE120 course.

Completed Spring, 2010 by J. Cosentino who created the course, Performing Skills for the Classroom. Mt. St. Mary and SUNY New Paltz have used this DCC course outline as a springboard to offer similar courses to their Education majors.


3. Present at workshops, conferences and other colleges.

Completed Spring, 2010 by PVAC faculty who attended and presented at various conferences in the areas of Caustic Art, Three-Dimensional Design, Screenwriting, Audio Performance, Storytelling, Employment Opportunities for Actors, and Jazz Ensembles.

V. Long-Range Objectives A. Facilities 1. Assist with college’s planned upgrades to the

Three-Dimensional Design classroom (T110) including ventilation, electricity and new equipment.

Completed Fall, 2009 by J. Garcia-Nunez who worked with B. Anderson, Associate Dean of Buildings, to create better ventilation in the classroom, an upgraded storage closet, and new equipment for the course (power saw, drills, power sanders).

2. Propose a metals/woodshop for joint use by PVAC and ENACT.

Completed Spring, 2010 by J. Cosentino, Department Head. Due to increased student enrollment and limited classroom space on campus, this was not possible.

3. Request storage cabinets to be built in the Two- Dimensional Design classroom. (W040).

Completed Spring, 2010 by J. Cosentino, Department Head. Due to the addition of a sink, a photocopy machine, and Macintosh computers in the classroom, this was not possible.

4. Improve critiquing space in W038. Completed Spring 2010. S. Poulakis who worked with maintenance staff to add a critique board to the room for in-class critiques.

B. Faculty 1. Request tenure track positions in all areas. Completed Fall 2009. J. Cosentino. The positions granted

and hired were: Tenure Track Instructor of Art History and Temporary Full-time instructor of Speech/Broadcast Journalism.


C. Technology 1. Meet with IMD staff to try to improve in-house technical support for W032, W034, W038 and W040.

Completed Spring, 2010 by PVAC as led by Department Head J. Cosentino. Three meetings occurred with PVAC Faculty and Instructional Media Staff regarding technical support for the department’s two computer lab classrooms. Three student aides have been added by IMD to assist with technical issues in the labs and surrounding classrooms.

2. Request upgrades of equipment for the recording studio in CBI.

Completed Fall, 2009 by J. Cosentino, Department Head. New equipment (audio console) was purchased and installed to replace twenty-five-year-old equipment.

3. Request new Macs for W032 and W038. Completed Fall, 2009 by J. Cosentino, Department Head. New Macintosh computers were installed in both computer labs/classrooms.

D. Community Outreach 1. Continue THE120 Masque’s Guild productions in area schools and in the community.

Completed Spring, 2010 by THE Faculty whose students performed plays for children in area grade schools and at Barnes and Nobles bookstore.

2. Continue to host NYSATA Portfolio review for area high schools.

Completed Spring, 2010 by S. Poulakis, Art Program Chair, who hosted this event at DCC, which included numerous high school visual art students.

3. Continue to produce videos in COM250 for non- profit organizations.

Completed Spring, 2010 by COM faculty whose students created educational videos for local non-profit organizations in the fields of environmental studies and music.

4. Investigate possibility of opening the DCC Art Gallery for the Art of Hope program on the 3rd Saturday of each month.

Completed Spring, 2010 by J. Cosentino and M. Craig. This was tried successfully to increase community visibility of the DCC Art Gallery.

5. Continue to perform choral and musical concerts at area nursing homes.

Completed Spring, 2010 by MUS faculty whose vocal students performed for senior citizen groups in local nursing homes.


6. Continue to produce play productions, COM student shows, and Art gallery shows for the surrounding community.

Completed Spring, 2010 by PVAC Faculty and DCC’s Office of Public Relations and Graphics who created various publicity brochures, flyers, and advertisements welcoming the community at large to our Art Gallery, vocal and instrumental concerts, play productions, and COM video shows at DCC.

7. Host a DCC gallery exhibition in conjunction with Poughkeepsie’s Quadricentennial celebration.

Completed Fall, 2009 by M. Craig who hosted this event that received a large audience and successful press.

8. Look into possibility of hosting public debates with Speech students at DCC.

Completed, Spring 2010 by K. Burke who held two public debates at DCC with her students.

E. Benchmark 1. Attend FATE (ART) conferences when offered. Postponed, since the conference was not offered this

academic year. 2. Continue to visit other area colleges to discuss

programs. Completed Spring, 2010 by PVAC Faculty who benchmarked with faculty in their subject areas at Mt. St. Mary, Marist, SUNY New Paltz, SUNY Binghamton, Pratt, SUNY Purchase, Bard, and other colleges.

3. Look into budgeting, full-time faculty, and promotion procedures at other colleges.

Completed Spring, 2010 by PVAC Faculty who benchmarked with faculty in their subject areas at Mt. St. Mary, Marist, SUNY New Paltz, SUNY Binghamton, Pratt, SUNY Purchase, Bard, and other colleges.


8.0 Definitions AAHE American Association of Higher Education. Academic year September 1 through August 31. ACBSP Association of Collegiate Business Schools and Programs. This organization evaluates and accredits business programs at two-year and four-year institutions. DCC is a charter member of ACBSP. ACT Applied Computer Technologies Company is the supplier of the maintenance and energy management computer software currently used by the Physical Plant Operations and Maintenance Department at DCC. Administrative Staff Council (ASC) A standing council of the Professional Staff Organization comprised of all non-teaching professional staff. Adopt A School A high school outreach program that invites area high schools to work with DCC on joint projects such as ASSET testing of juniors, on-site college courses, a Career Dialogue series, acceptance letters to all seniors, and tracking the progress of students from each high school while they attend DCC. AEYC Association of Educators of Young Children. This is the accrediting agency for DCC's Lab Nursery School. Alpha Beta Gamma Business Honor Society for two-year colleges. DCC has a chapter. AMP Alliance for Minority Participation. AMP is a scholarship, academic support, and internship program for minority students majoring in science, mathematics, engineering, and technology. It is funded by the National Science Foundation.


ASSET ASSET is an academic placement test marketed by ACT. The computerized version is called Compass. BANNER SCT Banner is a set of integrated database systems that have the ability to interface with each other for the purpose of sharing information and making transactions, allowing the college to perform its administrative functions in a highly efficient and creative manner. BAS Building Automation System Controls. BEAM Business Educators Association of the Mid-Hudson Valley. This is a regional high school teachers professional association. BOCES Board Of Cooperative Educational Services. This is a central agency which provides services to all school districts within the service area, usually one county. CASAC Credentialed Alcohol and Substance Abuse Counseling Program. CCBOA Community College Business Officers Association. CHEP CD ROM training. COMPASS COMPASS is the computerized adaptive version of the ASSET placement test (see definition above). COMPASS also supplies diagnostic information. College Projects College Projects are major activities that cross functional (division) lines and span several years.


Course summaries Current course summaries are maintained by the Associate Dean of Academic Affairs for Curriculum and Instruction. They include a description of the course as well as a list of readings and references. CQI Continuous Quality Improvement is the name used to designate the Quality movement at DCC. CQI is a variation of Total Quality Management (TQM). CSS College Study Skills courses. CSTEP The Collegiate Science and Technology Entry Program (CSTEP) is a grant program funded by the State Education Department to provide support to underrepresented minority and economically disadvantaged students entering careers in science. CTEA Career and Technical Education Program. Daedalus Daedalus Integrated Writing Environment (DIWE) is a software package that supports writing activities in a networked computer lab. Students use Daedalus to review and comment on each other's papers, and to "talk" via the computer. DAVA Dutchess Association of Volunteer Administrators. This is an organization of administrators from all volunteer agencies in the county. Day Reporting A Dutchess County program for youthful offenders. Departmental Affairs Council (DAC) A standing council of DCC comprised of all ten academic department heads, the Dean of Academic Affairs, and the three Associate Deans of Academic Affairs.


Division The administrative unit under each of the deans is called a division. The four divisions are: 1. Academic Affairs 2. Student Services and Enrollment Management 3. Administration and Finance 4. Community Services and Special Programs D.U.E. - Dutchess United Educators The collective bargaining unit for faculty and professional staff. Early Admission A program for high school students who are admitted to the College before they have graduated from high school. EDZ Economic Development Zone. This government-sponsored program sets up zones in low income areas where companies get tax allowances to set up or to expand business. ELM Educational Loan Management. Online software for student Stafford Loan processing. EMS Emergency Medical Services program offered through Community Services. EMT Emergency Medical Technician program offered through Community Services. EMT is a subgroup of EMS.


EOP Equal Opportunity Program is a program for economically and educationally disadvantaged students. The program is funded by the state through SUNY's Office of Special Programs. Exploring Transfer A collaborative program with Vassar College in which academically outstanding community college students are selected to attend two courses at Vassar over the summer, free of charge. FAM Facilities Asset Management System. FERPA Family Education Rights Privacy Act. Also called the Buckley Amendment. FIPSE Fund for the Improvement of Post Secondary Education. This is a federal grant program aimed at preventing student abuse of alcohol and drugs. FNSL Federal Nursing Student Loan. GED General Education Development usually refers to GED exams. Successful completion of these tests leads to the receipt of the NY State High School Equivalency Diploma, often called a GED diploma. GIS Geographic Information Systems are computer programs that link multiple databases and allow analysis based on the correlations. Inquiries can then be made on the integrated database in an interactive environment. DCC is investigating the instruction of GIS topics for those students interested in entry level positions in this growing field. Instructional Staff Council (ISC) Standing Council of the Professional Staff Organization comprised of one member from each of the ten academic departments. Each member serves a two-year term.


ISDN Integrated Services Digital Network refers to the transmission of a type of compressed video/audio signal over a medium-speed digital circuit. ITFS Instructional Television Fixed System. An FCC term to describe the type of microwave system licensed by the College. Jumpstart A summer 1997 program designed to teach the skills needed by academically at-risk students interested in qualifying to matriculate under the Ability-to-Benefit guidelines. In summer 1998, this program was replaced by SmartStart. KRONOS A computerized system to record and report time and attendance. LAN Local Area Network refers to a combination of computer hardware and software which allows multiple personal computers to share computer resources. LASO Latin American Student Organization is a student club at DCC. LD Learning Disabled. Mag-Lev Magnetic Levitation is a new technology designed to levitate a train through the force of two magnets repelling each other. This technology was developed at Brookings Institute. Mediagraphy A compilation of written, recorded or film materials related to a specific course. Used in HGE department at DCC. MHRLN Mid-Hudson Regional Learning Network. MiCRUS A local manufacturer of computer chips.


Mini-Grants The Mini-Grant program is funded by an annual grant from the DCC Foundation, based on availability of funds. The Mini-Grants are awarded by a representative awards committee and are administered by the Office of Academic Affairs. The Mini-Grant program was created to encourage innovative activities or projects that will have a significant impact on students and college life. In selecting the grant recipients, priority is given to those projects that address the College Projects for that year. In this way, the Mini-Grants are integral part of the Planning Process. NAACLS National Accrediting Agency for Clinical Laboratory Science. This is the accrediting agency for the Medical Lab Technology program. NBA Neighborhood Based Alliance. This is an organization of various civic groups working together to better Poughkeepsie, especially the north side. NDSL National Direct Student Loan. Next Step A reeducation program sponsored by Bell Atlantic which prepares company employees for jobs in the next century in the Telecommunications field. Next Step students attend classes at DCC on company time. NMR Nuclear Magnetic Resonance Objectives, College College Objectives are the basis of planning for a given year. There are always two College Objectives which are identified by the Stakeholders at their annual meeting in March. The College Objectives are deliberately kept simple for maximum recognition and understanding. The College Objectives are used throughout the Planning Cycle, but are especially important in selecting the projects that will be funded through Mini-Grants. Objectives, Department Department Objectives are a natural outgrowth of the Division Objectives. Once the Division Objectives are completed (August), the academic departments complete their Department Objectives (September/October). These objectives


will be implemented throughout the academic year, and the results will be evaluated at the annual department retreat in May. Objectives, Division Division Objectives are completed by each dean for his/her administrative area. The deans use the College Objectives and College Projects as a starting point, thus ensuring continuity in the various levels of the Planning Process. The Division Objectives are implemented throughout the academic year and evaluated in August, at the same time that the Division Objectives are being set for the upcoming year. OCS Office of Community Services (OCS) and Special Programs refers to the entire area under the dean of the same name. Operational Planning Planning for the normal day-to-day activities. Operational planning provides the details needed to conduct business on a routine basis. This type of planning usually is for a maximum of one year into the future. OSHA Occupational Safety and Health Act of 1970. This law provides that an employer: (1) must furnish each employee a workplace free from recognized hazards which may cause physical harm, and (2) must comply with Occupational Safety and Health Standards promulgated under the Act. PACE The Public Assistance Comprehensive Employment (PACE) and Training Program is funded by Dutchess Community College and the Dutchess County Department of Social Services. The PACE program enables public assistance recipients to access postsecondary training which will lead to employment and economic self-sufficiency. PACE provides academic advisement, personal counseling, tutoring, career counseling, job placement, and other supportive services. Pattern for Progress A public policy, research, and planning organization for the Mid-Hudson Valley region. Phi Theta Kappa The International Honor Society for two-year colleges. DCC has a chapter.


Planning Planning is a rational process to determine where you are, where you want to go, and how you are going to get there. Planning should stimulate thought, guide action, and provide continuity into the future. Planning Review Committee The PSO/President's ad hoc Planning Review Committee is composed of PSO member volunteers who were selected by the President in consultation with the PSO chair. The committee was formed in 1992 and was charged with designing a new planning process. The Planning Process documented here is the result of that committee's work. PSD Professional Staff Development at Dutchess Community College. PSI Physical Space Inventory. PSO The Professional Staff Organization (PSO) is the academic governance body of Dutchess Community College. All full-time faculty and administrators are members. The PSO is active in the Planning Process in several ways: 1. A PSO/President's ad hoc Planning Review Committee developed the

current DCC Planning Process. 2. PSO has representation in the Stakeholders group. 3. The Planning Document for the upcoming year is reviewed by the PSO,

usually in its November meeting. PSO Planning Committee The PSO Planning Committee was created in January 1995 with a goal of decentralizing the planning process. The committee was active until April of 1993 when, upon its own recommendation, it was disbanded by the PSO. Punkin' Chunkin' A competition for regional high schools and colleges in which student teams build devices designed to hurl a pumpkin as far as possible. SCAP Summer College Adaptor Program.


School-To-Work This is a comprehensive school improvement process that will incorporate the standards and competencies that are needed for all youth, K thru 24, to enter postsecondary education and/or workforce. SED State Education Department. This agency approves all academic programs offered at DCC. Sematech A consortium of chip manufacturers in the US who are attempting to increase the number of trained workers for the Semiconductor industry. SENYLRC South Eastern New York Library Resources Council. This state-funded regional council coordinates services in an 8-county area for academic, public, and special libraries. Sloan Project This is a grant from the Sloan Foundation (with some matching funds from SUNY) to develop courses to offer over the network using Distance Learning technology. The course development is to be a collaborative effort among five area colleges (DCC, Orange Community College, Ulster Community College, New Paltz, and Empire State). Smart Start 5-week intensive summer program for disadvantaged students. Spectrum Windows-based Winnebago system for on-line catalog and circulation system in the Library.


Stakeholder The Stakeholders are a group of individuals who hold responsible positions on campus. In March, they meet with the President to establish annual objectives for the College. Once these are accepted, they become the College Objectives for the upcoming academic year. The Stakeholders group includes: Dean of Academic Affairs Associate Dean of Academic Affairs Dean of Administration Dean of Student Personnel Services Dean of Community Services and Special Programs PSO Chairperson PSO Vice Chairperson PSO Secretary 3 PSO Members-at-Large ASC (Administrative Staff Council) Chairperson ISC (Instructional Staff Council) Chairperson D.U.E.(Dutchess United Educators) President Strategic Planning Planning that takes into consideration factors in the environment. Strategic Planning guides the organization to take maximum advantage of these environmental factors in the future, usually over the next two to five years. SLN SUNY Learning Network. A computer network among SUNY colleges which allows the teaching of asynchronous courses across the state. SLN received funding from the Sloan Foundation. SYEP Summer Youth Employment Program. TCI fiber network Fiber optic transport system owned by TCI Cablevision and installed in their service area in the Mid-Hudson Region. TECH PREP TECH PREP is an initiative to provide a seamless curriculum for students in technical programs for the final two years of high school and two years of postsecondary education.


VATEA Vocational and Applied Technology Education Act is a federal grant program. VESID Vocational and Educational Services for Individuals with Disabilities. This is an office within the New York State Department of Education which gives financial aid to qualified DCC students. Winnebago Integrated on-line catalog and circulation system for the Library. YRDC Youth Resources Development Corporation. This non-profit organization hires high-risk youth and gives them educational and job-training skills. The program is federal and state funded, offering both summer and year-round activities.


Appendices Planning at Dutchess Community College includes the annual Planning Document as well as other supportive plans:

Marketing Plan Minority Recruitment Plan Technology Plan Facilities Master Plan Non-traditional Student Recruitment and Retention Plan These plans are published as separate documents and made available to the college community. To get a complete picture of DCC's planning effort, all of these plans must be considered. Marketing Plan Historically a Marketing Plan was prepared by the Dean of Student Services on an annual basis, usually in early fall. The plan outlined strategies and activities designed to achieve the marketing goals for the next year. The marketing activities since 1996 have basically been guided by the Enrollment Stabilization Committee which meets weekly to plan and review marketing strategies, among other activities. Minority Recruitment Plan The Minority Recruitment Plan is also the work of the Student Services division. The Minority Recruitment Plan is a statement of the college's commitment to increase the enrollment and retention of minority students. The plan addresses the special needs of this population and documents activities to meet those needs. Technology Plan The Technology Plan provides a guide for the use of technology to support our academic programs in the future. The plan demonstrates the college's commitment to providing our students with access to the latest technology. First developed in 1994, this plan is updated as needed to respond to the rapid changes in the area of technology.


Facilities Master Plan The State University of New York requires that an up-to-date facilities master plan be in place before a community college can access state funds to support construction and rehabilitation projects. Therefore, in December 2001 the board of trustees engaged an architectural firm to prepare a new facilities master plan for the College. DCC is currently moving forward to implement the plan, as was done. with the last very successful master plan implementation. Non-traditional Student Recruitment and Retention Plan The Non-traditional Student Recruitment and Retention Plan is a cooperative effort of the Admissions Office and the Office of Counseling and Career Services. The plan addresses two basic goals: 1) to increase and enhance recruitment efforts directed at non-traditional aged students; 2) to increase retention of non-traditional aged students.


Reader Comment Form The Office of Institutional Research, Planning & Assessment wants to evaluate the usefulness of its publications, and therefore we ask that you take a few minutes to give us your impressions of the Strategic Planning Document. Your comments will be used to help modify future publications in order to meet your needs. Please answer the questions below and return the survey via campus mail to the Office of Institutional Research, Planning & Assessment. All responses are confidential. 1. To what extent was the information presented in the Planning Document useful to you? Not Useful Somewhat Useful Very Useful 1 2 3 4 5 2. Please briefly describe the purposes for which you use/will use the information in the Planning Document. 3. How would you rate the clarity of the following items within the Planning Document? Not Clear Somewhat Clear Very Clear Planning Process 1 2 3 4 5 Division Objectives 1 2 3 4 5 Academic Dept. Obj. 1 2 3 4 5 Overall Presentation 1 2 3 4 5 4. How can the Strategic Planning Document be improved? Please return to the Office of Institutional Research, Planning & Assessment. Thank you.

Date post:	12-Jul-2020
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