Strategic Plan 2016-2017 LaGuardia Community College · 2018-07-26 · Strategic Plan 2016-2017...

LaGuardia Community CollegeStrategic Plan 2016-2017

A1b.Target

Student AffairsDivision

AdmissionsDepartment

Objective

Assessment

Activity

Progress

Submit Date 02/02/2017


A2a.Target

Academic AffairsDivision

Mathematics, Engineering, and Computer ScienceDepartment

Organize the second annual IPDM Conference.Objective

A survey of participants will be conducted. Assessment

The second annual Innovative Practices in Developmental Mathematics will be planned and will focus on

Developmental Mathematics and Beyond. Like the first annual conference, it will seek to invite speakers from

various fields (educational psychology, mathematics) to learn about innovative approaches to addressing

students’ needs holistically.

The call for proposals will take place in the fall 2016, and abstract submission will be due in early January.

Activity

All activities in preparation for the Spring 2017 conference are taking place as planned. Progress



A2b.Target

Adult and Continuing EducationDivision

VP of Adult and Continuing Education OfficeDepartment

Objective

Assessment

Activity

As of the first half of FY17, from July 1- Dec 31, 2016, LaGuardia has maintained 8 externally funded

research grants. In addition, the college received 40 internally funded research grants through the PSCCUNY

Research Awards program (33) and other CUNY-sponsored research grant programs (7).

The Grants Offices continues to research and disseminate targeted funding opportunities to the college . They

have also held workshops and one-on-one trainings for faculty and staff in ACE, Academic Affairs and Student

Affairs on using two funding search databases available to all on campus : PIVOT and GrantForward.

Progress



A2c.Target



Help departmental faculty in preparing grant proposalsObjective

1. Number of faculty participating in the workshops

2. Number of grant proposals submitted to funding agencies

Assessment

In collaboration with the Grants Office, run a workshop to help departmental faculty in identifying funding

agencies/projects for proposal submission, and preparing a grant proposal

Activity

A workshop was held on February 8, 2017. The Grants' Office director Laura Bartovics discussed with MEC

faculty various aspects of grant applications. Eight MEC faculty participated. Progress



A2c.Target



Objective

Assessment

Activity

As of the first half of FY17, from July 1- Dec 31, 2016, LaGuardia’s total dollar amount of research grants

(3-year weighted average) is $778,683.

There have been 58 research grant proposals submitted to date; this includes PSC- CUNY and CUNY

sponsored grants (up significantly from 42 submissions in FY16).

Four pre-award grant writing workshops have been conducted for FY ‘17; 1 general PSC-CUNY grant

workshop conducted in October and attended by 27 faculty, 2 in-depth, hands-on grant writing workshops

focused on refining draft PSC CUNY proposals in October attended by a total of 13 faculty; and 1 proposal

development and grant writing workshop was attended by 14 faculty from the MEC Department in February.

Two additional workshops are planned for the second half of FY17: and 1 general grants writing workshop for

faculty from the Natural Sciences Department in March and 1 general grant workshop for new faculty to be

presented in collaboration with the LaGuardia Library in April .

Progress



A3a.Target



Enhance students’ learning in Pre-calculus (MAT200) and Calculus I (MAT201) SectionsObjective

Students’ performance in Calculus II (MAT202) will be tracked in order to compare the performance of

students who took Calculus I in one of the uniform sections, to other students.

Students’ performance in Calculus II (MAT202) will be tracked in order to compare the performance of

students who took this new two-semester course to other students who took the regular Pre-calculus and

Calculus I.

Assessment

Pilot a uniform approach in teaching Calculus I in Fall 2016 and Spring 2017, by fostering weekly meetings

between instructors who teach Calculus I. Common exams and common grading standards will be promoted.

Design (in Fall 2016 and Spring 2017) and pilot a new two-semester course that combines Pre-calculus and

Calculus I, with the intention of introducing Calculus I concepts earlier in Pre-calculus and using these

concepts to teach Pre-calculus topics such as curve-sketching

Activity

An organization on Blackboard was created. All Fall 1, 2016 MAT201 were enrolled to facilitate online

discussions between them to share ideas and difficulties they face in their MAT 201 classes.

Activity coordinators met with the Registrar’s Office to discuss the possibility of enforcing the requirement that

eligible students must take both parts of this course.

Activity coordinator also met with the Office of Transfer Services to discuss transferability of this course .

Next Step: Creating the syllabus and presenting it to senior colleges to obtain their agreement to accept this

course as an equivalent option to MAT200 + MAT201.

Progress



A3c.Target



Expand the number of accelerated courses. Assess the impact in student success, retention and graduation.

Assess learning outcomes in the new accelerated courses. Objective

Conduct student and faculty surveys

Study the pass rates of MAT099 and compare them with the rates of other basic skills mathematics courses

Create a uniform final for MAT 115 and MAT 117 to compare learning outcomes

Continue with the assessment exercise of learning outcomes of students registered in the traditional and

accelerated courses, for example comparing MAT119 and MAT120 courses.

Count the percentage of full-time and adjunct faculty teaching for the first time

MAT119.

Count the frequency of faculty teaching accelerated courses like MAT119

Assessment

1. Plan and organize professional development and support for MAT099, MAT117 and MAT119 instructors.

2. Roll out permanent and redesigned MAT117 course at full scale.

3. Second Cycle of professional development to increase the number of full time and adjunct faculty to teach

using the MAT119 Statway pedagogy.

4. Revise the MAT099 syllabus corresponding to the changes in the CEAFE test.

5. Offer API tutors for MAT099 MAT 117 and MAT 119 sections.

6. Pilot MAT099 and MAT117 sections during the short, 6-week sessions.

7. Begin development of MAT117 as a hybrid course.

Activity


To support Faculty preparation for teaching, the MAT099 team, together with MAT117 and MAT119 teams had

a faculty workshop on teaching accelerating model courses on Sep. 7, 2016.

In Fall 1, 2016, 34 sections of MAT099 course were offered to students.

On December 9, 2016, the permanent course proposal for MAT099 was approved by the departmental

curriculum committee. On January 12, the MAT099 course proposal was approved by the college curriculum

committee.

MAT099 team conducted the faculty survey and student survey for MAT099 at the end of the Fall 1, 2016.

The pass rate result of Fall 1, 2016: MAT099 has a pass rate (44%) slightly higher than that of MAT 096

(39.8%). Considering the pass rate of MAT095 in Fall 1, 2016 was 68.2%, this result is very encouraging.

During Fall I 2016, MAT117’s first semester as a permanent course, we ran 16 sections under a revised

syllabus.

During Fall I 2016, the MAT117 team administered surveys to both students and faculty, as well as continuing

the comparison of pass rates for MAT117 vs. MAT096->MAT115. We also began acquiring demographic

grade distribution data in order to examine performance gaps, as well as data for comparison of MAT200

performance for MAT117 students vs. those who passed MAT096->MAT115. The MAT117 and MAT115

teams also instituted a nearly uniform final exam for Fall 2016, which show only semantic differences.

Recently, funds have been made available to hire 6 graders (to be paid $500 each for grading 100 exams

each), who will grade a random sample of the MAT120/MAT119 uniform final exam from the past three

semesters - Fall 1, 2015, Spring 1, 2016, and Fall 1, 2016 using a rubric. The results of the assessment are

expected to be ready by the middle of Spring 1, 2017.

The API program assigned 26 tutors for the three accelerated courses during the fall 1, 2016 semester.

Progress



A3c.Target



Increase the number of clusters and pairs that include developmental mathematics courses or first year

students

Objective

Foster new possible pairs and/or clusters that include developmental mathematics that include MAT095 and

MAT096 courses.

Track students’ retention and progress in major when participating in learning communities .

Foster current or recent learning communities to be offered again .

Assessment

1. Create a MAT117 and LMF101 pair.

2. Create a MAT119 and SSH106 pair.

Activity

New clusters and pairs are currently being planned for the spring 2017 semester. Progress



A6a.Target

AdministrationDivision

Facilities Design and ConstructionsDepartment

C Building reno, Library expansion

Security cameras upgrade

Chemical tracking

Wayfinding Kiosk Project

ReReplace cooling tower in E Building

Shenker Hall student lounge reno, new furniture

Construct bio/science lab in E building

Goldman Sach 10KSB training area construction

Convert analog security cameras to Internet Protocol for select circuit viewing.

Secure sensitive data in HR, Payroll, and Business Office by installing swipe card entry access.

Add panic buttons in C107, Bursar, HR, Payroll and Purchasing in Phase 1 of pilot.

Objective


Cbldg: on schedule

Library: completion in June

Security cameras: completed

Chemical tracking: begun, on hold due to attrition, will resume in Spring 17

Wayfinding: working with Marketing on branding and visuals

Cooling tower: testing functionality of replacement system

Student lounge: completed

Lab: completed

Goldman 10KSB: awaiting bid finalization

Successful implementation.

Successful implementation of security systems.

Successful implementation, adding other offices/areas in Phase 2.

Assessment

Construction

Technology upgrades

Project initiation

In progress

No funding, on hold

Completed

Completed

In progress

Completed

No funding, On hold.

In progress

Activity


Security camera uprade complete, chemical tracking on hold, remainder in progress

Wayfinding, 10KSB in progress

Lab, lounge reno completed, Cooling tower on hold

Completed

No funding, On hold.

In progress

Progress



A7b.Target



Objective

Assessment

Activity

As of the first half of FY17, from July 1- Dec 31, 2016, LaGuardia’s grants and contracts 3-year weighted

average is ($15,271,207.92)Progress



A7c.Target


Business OfficeDepartment

Increase auxiliary revenue

Streamline and improve fiscal processes and services.

Assess budget allocation process through wider engagement of campus community.

Improve collaboration between Purchasing and Accounting, hire more MWBE contractors.

Objective

Pouring rights: Up from last year, percentage increase TBD

Parking: renting little lot to movie crew trucks filming in area has added income

Food commission: steady

These will increase 3 year weighted average income.

Implement recommendations.

Implement recommendations.

Position filled, increased MWBE contractors.

Assessment

Assess services of Accounting, Purchasing, Accounts Payable, and Budget as they relate to

tax levy and non-tax levy services using third-party review. Hired consultant to review protocols,

review in progress, completed summer 2016.

Establish Budget Advisory Committee comprised of students, faculty and staff to review

discretionary spending processes.

Hire Purchasing Agent Level 2

Activity


Ongoing

Completed phase 1, implementation underway.

Complete

Complete

Progress



B1b.Target


VP of Academic Affairs OfficeDepartment

Assess value of the Equations for Success initiative [which seeks to improve student math performance by

contextualizing math with other liberal arts disciplines and providing tutoring, peer, advisement, and

psycho-social support within an integrated pairs model]

Objective

Assess course completion/retention, math course GPA, and reenrollment rate the following 12-week session

– of the LC v single section versionAssessment

Activity

Progress



B1b.Target



Continue to offer sections of MAT 107 and MAT 108 as alternatives to college algebra, in particular for

non-STEM majors that do not need remediation in Math.Objective

1. Instructors will be provided material that integrates problem solving within some GL context .

2. Activities developed in the SENSER project will be made available to instructors to help provide contexts

requiring Quantitative Reasoning.

Assessment

1. Offer about 8 sections of MAT 107 in each semester to help students satisfy their core QR requirement.

Adjust course syllabi to reflect expanded focus in Problem solving and in Global Learning (GL).

2. Offer at least one section each semester of MAT 108 to help students satisfy the core Scientific World

requirement. Focus on developing Digital Communications skills.

Activity

During the Fall, we had more than 8 sections of MAT 107 and will offer at least 10 sections in the Spring. We

plan to roll out a section of MAT 108 during the Fall 2017 semester. Assignments addressing Global learning

have been developed for both courses and are being refined. Thus far, no major at LaGuardia has this

particular competency in it curricular map.

Progress



B2b.Target



Work on an articulation with Queens College for Computer Science studentsObjective

1. A draft of the agreement is prepared by the middle of Fall '16.

2. CS faculty review and approval

3. A revised version of the agreement is completed by the end of Spring ' 17.

Assessment

1. Prepare a draft of an articulation agreement (Fall'16)

2. Review of the agreement by the CS faculty (Fall'16)

3. Revise the agreement based on the feedback from LaGuardia/Queens faculty (Spring'17)

4. Revise existing CS courses (if needed) to comply with the agreement (Spring 2017)

Activity

The team has prepared a revised version of the CS curriculum to be articulated with both Queens College

and John Jay College as well as the corresponding articulation agreements.

The revised curriculum (i) reshuffles Mat115 and Mat201: Mat115 is now in the Flexible Core and Mat201 is

the Mathematical and Quantitative Reasoning course; and (ii) includes Mat231 in the Program Core. It has

been approved by the departmental curriculum committee in October 2016 and is currently awaiting for

approval by the college-wide curriculum committee.

Progress



B2b.Target



Articulation Cybersecurity with John Jay CollegeObjective

1. A draft of the agreement is prepared by the middle of Fall '16.

2. CS faculty review and approval

3. A revised version of the agreement is completed by the end of Spring ' 17.

Assessment

1. Prepare a draft of an articulation agreement (Fall'16)

2. Review of the agreement by the CS faculty (Fall'16)

3. Revise the agreement based on the feedback from LaGuardia/John Jay faculty (Spring'17)

4. Revise existing CS courses (if needed) to comply with the agreement (Spring 2017)

Activity

The final agreement draft has been compiled. It is currently awaiting the final approval signatures from both

colleges.Progress



B3a.Target


Health SciencesDepartment

Increase (or maintain high) pass rates on professional licensure exams

-Rationale: Passing the licensure exam is directly associated with increased employment and

increased transfer of credits to 4 year institutions.

Objective

> Maintain/Increase pass rates for NCLEX-RN at 85% or higher (NYS 77%).

> Increase pass rates for NCLEX-PN to 80% or higher (NYS 80%).

> Maintain/Increase pass rates for Paramedic at 90% or higher.

> Maintain /Increase pass rates for PTA at 85% or higher.

> Maintain /Increase pass rates for Veterinary Technology at 90% or higher.

> Maintain /Increase pass rates for Radiologic Technology at 90% or higher.

> Maintain pass rates for OTA at 80% or higher

> Increase pass rates for Dietetic Tech. to 70%.

Assessment

1. Licensure based Health Science Programs including, Nursing (RN / LPN), Paramedic, PTA,

OTA, Dietetic Tech, and Radiologic Tech will monitor licensure standards and update syllabi

and curriculum each semester.

2. Licensure based Health Science Majors will provide students tutoring, exam practice

software, and engage college resources to assist with licensure costs.

Activity


1/30/17

2016 NCLEX pass rate for the RN program is 90.48% (NYS 82.88%) Goal was to exceed 85% - Goal Met

2016 NCLEX pass rate for the LPN program is 92% (NYS76%) Goal was to exceed 86% - Goal

Met

2016 Pass rate for the Rad Tech program is 90.5% Goal was to exceed 90% Goal Met

Awaiting Vet Tech, DT, and PTA scores to be released

Progress



C1a.Target


Natural SciencesDepartment

Improve advising for NS majorsObjective

Student surveys assessing student perceptions about advising in the NS departmentAssessment

NS Faculty and STEM Advisors participation in the Advising in STEM disciplines seminar

(Fall 2016)

Faculty will develop and analyze the student surveys.

Activity

As part of Advising 2.0 initiative, the department in conjunction with the Center for Teaching and Learning has

planned several advisement training sessions that will run in Spring 2017 to prepare faculty for the updated

advising model.

Progress



C1a.Target



Provide early advising to students in competitive clinical health science majors to explore

alternate graduation paths.

Rationale: The number of seats in clinical phases of health science majors is limited due to lab

space constraints and clinical site constraints.

Objective

Work with IR to develop target data points that measure the number of students who change

major from a competitive health science major into an alternate major and remain registered

for the following semester.

-The number of students attending parallel advising events will be tracked using SEMS

Assessment

1. Hold a “Parallel planning” event twice per year. Invitees will include students who received

grades in key courses that are below average in the major.

2. In the first year seminar (HSF 90), a class session will be dedicated to students working

on alternate grad plans “parallel plans” using degree works and ePortfolio.

3. During candidacy notification day, students who apply, but do not meet candidacy will be

offered advisement on alternate grad plans

4. Develop materials demonstrating to students / advisors the path to choosing alternate

majors without losing credits during the beginning of Fall 2016

Activity

2/6/17

Preliminary data shows that the new option under Business Administration : Health Care Mangement

enrollment has doubled from 45 to 90. IR is developig a more detailed report

Progress



C1a.Target


Library Media Resources CenterDepartment

Strengthen advisement at the Reference DeskObjective

Track advisement questions answered during Library Statistics Week in Fall I and Spring IAdd advisement question to annual Library user survey

Investigate ways to assess advisement transactions while protecting patron privacy.

Assessment

In Fall 2016, have Librarians who have taken Art of Advisement

seminar identify areas of advisement appropriate to work with at the

Reference Desk.

In Fall 2016, show identified areas to Student Affairs/Advising Teams

and determine which topics, if any, are missing or unnecessary.

In Fall II, work with Student Affairs/Advising Teams to train Librarians in

these areas.

In Fall II, create/curate documentation to help Librarians provide more

in-depth advisement at the Reference Desk.

In Spring 2017, begin offering advisement at the Reference Desk

Activity

Waiting on Student Affairs to schedule training for Library. Library has reached out multiple

times via phone and email.

Progress



C1a.Target



Map First First Year Seminar Library content to Association of College and Research Libraries

(ACRL) Framework for Information Literacy for Higher Education

Objective

Develop pre/post test to assess student learning of Frames in First Year Seminar Library

classes.

Assessment

In Fall 2016, identify content required by First Year Seminar Library classes (by discipline).In Fall 2016, map content to ACRL Framework (Authority Is Constructed and Contextual; Information Creation

as a Process; Information Has Value; Research as Inquiry; Scholarship as Conversation; Searching as

Strategic Exploration).

In Spring 2017, create assignments to help students understand Frames.

Activity

The Library recieved a mini grant from CTL to map the First Year Seminar classes and their

Frames to College competencies. The committee is currently creating new assignments which

map class content to frames to College competencies.

Progress



C1a.Target


Education and Language AcquisitionDepartment

Improve advisement for transferring education studentsObjective

SurveyAssessment

Education program director will survey students to find out about transfer intentions so that we

can connect those graduating and accepted to our articulation partner, Queens College, with

the faculty/staff at Queens College and to find out when students were last advised by

Education faculty/staff. Connect to Transfer Center for ongoing support regarding transfer

opportunities.

Activity

The transfer event was cancelled due to Brooklyn College not being able to make the original date

and subsequent proposed dates being after the contract year for Senior Colleges. Students

continued to be advised extensively through one on one appointments with Ms. Paula

Zimmermann, Ms. Michele de Goeas-Malone and the other education faculty.

Progress



C1a.Target


Transfer ServicesDepartment

Organize, document, and scale up the Reverse Transfer pilot that began in Spring 2016.

Objective

Academic Affairs will identify a documentarian who will work collaboratively with the Directors of

Transfer and Registrar.

All waivers/exemptions/Etc will be documented via the electronic waiver system.

25 students will receive an Associate’s degree each term in the 16-17 academic year.

Assessment

a) The process should be documented, allowing all admission, advising, transfer, and registrar

staff to understand the process – Dec 2016.

b) A streamlined mechanism for applying exemptions/waivers/substitutions/etc should be

created and communicated – Dec 2016.

c) Based on the pilot study, a minimum of 50 students should earn their associate degree via

the reverse transfer process – June 2017.

Activity

Progress



C1a.Target


Office for Student DevelopmentDepartment

Develop an ongoing professional development program for faculty club mentors to begin in Fall

2016.

Objective

Assessment

Spring 2016 – Analyze and interpret data form the first iteration during the Fall 2015 semester.

Administer appropriate assessment loop improvements and offer the program during the Fall

2016 semester.

Activity

Progress



C1a.Target



Strengthen advisement at the Reference Desk.Objective

Track advisement questions answered during Library Statistics Week in Fall I and Spring I .

Add advisement question to annual Library user survey.Investigate ways to assess advisement transactions while protecting patron privacy.

Assessment

In Fall 2016, have Librarians who have taken Art of Advisement seminar identify areas of

advisement appropriate to work with at the Reference Desk.In Fall 2016, show identified areas to Student Affairs/Advising Teams and determine which topics, if any, are

missing or unnecessary.

In Fall II, work with Student Affairs/Advising Teams to train Librarians in these areas.

In Fall II, create/curate documentation to help Librarians provide more in-depth advisement at the Reference

Desk.

In Spring 2017, begin offering advisement at the Reference Desk.

Activity

Progress



C1a.Target



Working with co-council leaders and team leaders to implement their team-based plans, streamline

advisement events based on SEMS & IR data. Objective

Will develop plan for assessing the effectiveness of team communication and other processes as

part of the advisement model.

Assessment

Meeting with co-council leaders & front-line staff twice per semester

Every “coach” will support council and link to their respective teams to support coherent advisement plans,

ensuring coordination and communication.

Activity

Progress



C1b.Target


Center for Teaching and LearningDepartment

Support and strengthen implementation of team-based advisement and continued expansion

of the First Year Seminar

Objective

1. Post-seminar survey feedback to inform program design.

2. Student outcomes (credits accumulated, average GPA, next-semester retention) in FYS courses

3. Post-seminar survey feedback to inform program design; peer advisors supervisor evaluations

4. Post-seminar survey feedback to inform program design.

Assessment

1. Foundations of Advisement professional development seminar for faculty and staff—Fall

2016/Spring/Summer 2017

2. New to College professional development seminars for faculty implementing FYS courses—Summer 2016,

Fall 2016, Spring 2017

3. Peer Advisor Academy professional development program for peer advisors—Fall 2016/Spring/Summer

2017

4. Front-line staff development programs—Fall 2016/ Spring/Summer 2017

Activity

Progress



C1b.Target



Improve pathway to college connections for ESL students Objective

Keep track of the number of students who see a peer advisor. Track student self-efficacy

through a pre/post semester survey.

Assessment

Implement a peer advisor for ESL students to assist in understanding the nature of the ESL

program and pathways to success into college-level courses

Activity

The ESL Program has not been able to identify a peer advisor .Progress



C1b.Target



Offer professional development in teaching ESL students for FYS instructors. Objective

Faculty attending seminar.Assessment

ELA faculty member will lead a mini-seminar on working with ESL students through the CTL.Activity

Dr. Garrison-Fletcher co-led a mini-seminar about working with ESL Students in the First Year Seminar with

Ms. Ellen Quish during Fall 1 2016. Six faculty members attended.Progress



C1c.Target

Institutional AdvancementDivision

Marketing and CommunicationsDepartment

Support strengthening student advisement, first year experience and alignment initiatives, including retention

and graduation, by continuing “Street Team” program.

The Street Team, consisting of current LaGuardia students, will help increase the percentage of students who

graduate through persistence initiatives.

The Street Team will help improve student satisfaction and use of the Advisement Team model .

The Street Team will help improve all communications to current and prospective students .

Objective

Evaluate Street team impact on student persistence numbers in Road to Success initiative and other

campaign specific outcomes, i.e., increase FTE count among current students, etc., to assess success and

establish baselines for programs going forward.

Monitor and compare student intent to graduate numbers from year to year to assure Street Team positive

impact on increases.

Using initial Advisement Team surveys as baseline, conduct surveys to ensure increase in student satisfaction

and use.

Conduct ongoing surveys and focus groups with students to ensure that communications meet student needs

and preferences.

Assessment


The Street Team will personally engage students through tabling , discussion groups and surveys to help

identify and develop ongoing communications to support student persistence initiatives, i.e., Road to Success

and First Year Experience. During this engagement process, they will also help students understand and

connect to all campus resources.

The Street Team will conduct ongoing research regarding the new Advisement Team model to identify

opportunities, issues, challenges and areas of student satisfaction/dissatisfaction in order to create

communications solutions.

The Street Team will participate in discussion/focus groups and conduct research with other students to help

inform all College communications through all channels,i.e., website revisions, email messaging, social

media, electronic signage, etc.

The Street Team will be active from July/2016 through June/2017 working on assigned initiatives and

campaigns.

The Street Team also helps by creating and implementing marketing and communications materials from a

student perspective, i.e., designing print materials, drafting copy for website pages and social media, shooting

video footage, developing motion graphics for social media, etc.

Activity

The Street Team engaged students and helped the Road to Success staff reach their goal of 800 participants.

The Street Team conducted research and surveys, and created ongoing communications to help students

understand advising. This led to refining the Advisement model. The Street Team is now the primary

connection with students in Tier 1 of the new Advisement model.

The Street Team assisted in recruiting students to register for their next semester and helped stop students

from withdrawing from classes.

To help encourage students to take charge of their future and become full -time students with access to all of

the resources that LaGuardia has to offer, the Street Team developed and implemented the I Am Full Time

campaign.

Last Modified by

Charles Elias

3/20/17

Progress



C1c.Target

Institutional AdvancementDivision

Marketing and CommunicationsDepartment

Redesign and streamline website to help increase:

Number of prospective students that enroll.

Awareness, use and satisfaction of the advisement team model.

Awareness of the First Year Experience and use of campus resources .

Retention and the number of graduates.

Community partnership and workforce development opportunities

LaGuardia as top of mind when our target audiences think about a college, university, educational resource or

community partner.

The website will be:

Student Centric

Easy to navigate, find content and intuitive

Clean, modern design

Clear, concise language in a singular voice

Reflective of our Values

Branded throughout

Interactive

Updated frequently

Usable on all devices

Objective

Use Google Analytics to measure and monitor differences between old and new site in all key usage

indicators, i.e., unique page visits, average time on site, bounce rate, click rate, etc., to ensure that we have

improved the site and that we continue to improve or change the site as needed.

Conduct focus groups and surveys on an ongoing basis to ensure that students and other target audiences

are finding the information they need and want easily and quickly, as well as to identify other opportunities to

improve the site.

Assessment


Create and implement timelines for all website sections, including staff discovery meetings, student focus

groups and surveys, meetings with Student Affairs and Academic Affairs leadership, design, content,

development, production and launch.

M&C and IT meeting weekly to ensure a unified work effort toward a new website that integrates My

LaGuardia, the Faculty &Staff Portal, the public website and any online pilot programs, i.e., Connect to

Completion (C2).

The website will be produced in phases, beginning with current and prospective student facing sections, e.g.,

Admissions (replacing current Admissions and Prospective Students sections ), Financial Aid, Academics, My

LaGuardia Log-in Page and My LaGuardia Portal (replacing Current Students section), Website Home Page

and ACE. These sections and pages are projected to be will be completed between June and September of

2016.

Develop and implement website action plan to extend redesign to rest of website by the end of 2016.

Create and implement website guidelines and process to ensure correct, updating of content and

section/page development on an ongoing basis.

Activity

The primary student-facing website sections, e.g., Academics, Admissions and Paying for College (formerly

Financial Aid) have been completed and are live.

The My LaGuardia student Portal was updated and is live.

The Faculty and Staff Portal has been developed and is live.

The ACE website section has been completely overhauled and will be launched by early April .

The Home Page is in mockup and will be launched by end of June.

A website action plan has been developed to extend the redesign to the rest of the website . The balance of

the website will be redesigned by end of 2017.

Last Modified by

Charles Elias

3/20/17

Progress



C1d.Target


The English Language Center(TELC)Department

Objective

Number of students participating in information sessions

Student survey at conclusion of information sessions

Review number of students transitioning to credit programs compared to FY ‘ 15/16

Review number of ACE non-credit students in CUNY First as compared to FY15/16

Assessment

Hold information sessions at the beginning of classes for non-credit students informing them of the process

of applying to CUNY and financial supports such as foundation scholarships

Distribute a brochure about enrolling in a degree program which will be given out to non-credit students in

class

Work with Student Affairs to include all ACE non-credit students in CUNY First in order to better track student

transitions, educational and workforce outcomes

Activity

• Updated Target: Increase the number of non-credit students transitioning to credit programs by 3% from

833 to 858* through targeted recruitment efforts.

*This number was 1,468 to 1,512 in previous drafts. Recent ACE Central Intake efforts at standardizing the

reporting of this data has revealed that the numbers were erroneously higher due to varying methods of

collection and reporting and because of different criteria of what was considered a transition to the college .

•The number of Fall 2016 non-credit students transitioning to credit programs was 498. This was 58% of the

overall target of 858 students.

•20 information sessions for non-credit students were held in the fall and winter.

•Distributed brochures to non-credit students – new brochures will be created in the spring to reflect new

majors

•While the new position to work with Enrollment and Student Affairs was not approved , ACE leadership is

working with Student Affairs and Information Technology to identify the most effective and efficient method of

securing EMPL IDs for non-credit students. Some non-credit programs have already been entered into CUNY

First on a pilot basis. The next step is to identify a scalable process.

Progress



C1d.Target



Increase recruitment strategies to high schools, community based organizations, and Adult and Continuing

Education, by 3%.

Work to streamline enrollment process for all new students.

Objective

Successful completion of an ACE tracking system.Successful decreases in wait time of student from 114 days

Assessment

Working in collaboration with Adult and Continuing Education (ACE) to enhance inquiry recruitment form for

current ACE potential credit students.

Increase database of prospective students from Adult and Continuing Education, Workforce

Development sites and social service agencies for recruitment activities.

Activity

Progress



C1e.Target



Strengthen the First Year Seminar by redesigning the ECF 090 course for Computer Science and Engineering

students. In this undertaking, the First Year Seminar course will be revised to include substantive

hands-on/design related projects that address core competencies. The quantitative nature of the added

assignments will support the rebranding of ECF 090 as a 3-credit course.

Objective

A: Guided support and feedback from governance bodies such as the College Wide Curriculum Committee

and the Senate.

B: To include ECF 090 as a depository course for core competency assessment beginning in the 2017-2018

academic year.

Assessment

Fall I 2016

Meet with ECF faculty to discuss potential core competency related design projects for Spring I 2017

introduction.

Spring I 2017

Incorporate a faculty meet and greet Q&A component within the course to foster faculty/student connections

and introduce students to faculty research activities and opportunities.

Activity

FYS 090 is now a depository course for the Inquiry & Problem Solving competency.

Comp. Sci. to assign 3 credits to ECF 090 as a core course displacing Math 115.Progress



C1e.Target



Develop a FYS seminar targeted for Education students and offer a section of LIF for ESL

students.

Objective

# of students enrolled in SeminarsAssessment

Work with CTL in Fall 2016 to refine the FYS Seminars and identify students for these coursesActivity

We attempted to run a targetted section of LIF for ESL studnets unsuccessfully . The number of students who

both place into ESL and are Liberal Arts students in need of a FYS just didn 't add up to a full section of

students. Additionally, while we developed a FYS for Education majors, until Education becomes a

stand-along program, rather than a Liberal Arts option, we are unable to move the course through curriculum.

However, in 2016-2017 education faculty have taught 3 sections of LIF.

Progress



C1e.Target



Collaboratively work across the division and with Academic Affairs to establish a new student

onboarding experience – New Student Orientation to be delivered Fall 2016.

Objective

Assessment

My New Campus Activities: May – August 2016

· Welcome Webinars

· Check Point Sessions

· Student and Family Day

· Test Prep Workshops

My First Day – August 31 – September 1, 2016 (Two half day sessions per day.

· Series of half day celebratory programs designed to provide with an opportunity to

engage in the LaGuardia community just prior to the start of the semester.

My First Semester – September – November 2016

· A series of six co-curricular programs designed to be supplementary to the FYE. Each

event is designed to support students as they transition through their first semester of college

My Next Steps – December 2016 – May 2017

A series of events to address students’ transition from LaGuardia, either to a 4-year institution

or to the workforce.

Activity

Progress



C1e.Target



Collaboratively work across the division and with Academic Affairs to deepen connection in the

First Year

Objective

Assessment

Spring 2016 collect, analyze and interpret data from the 2015-2016 Co-curricular Workshop

OfferingsRefine workshops offering for a second iteration during AY 2016 – 2017 in the FYS.

Activity

Progress



C1e.Target


Business and TechnologyDepartment

Offer at least 25 sections of BTF101 in both Fall I, 2016 and Spring I, 2017.Offer at least 5 sections of BTF101 in Fall II, 2016 and at least 2 sections of BTF101 in Spring II, 2017.

Objective

On or before 5/1/16, schedule at least 25 sections of BTF 101 for the Fall I, 2016

semester.On or before 5/30/16, Professor Francis will select up to 3 additional faculty to teach BTF101.

AY 16-17 Up to 3 “new” Faculty selected to teach BTF101 will participate in CTL New to College Seminar.

On or before 12/30/16, schedule at least 25 sections of BTF 101 for the Spring I, 2017 semester and at least

2 sections of BTF 101 for the Spring II, 2017.

Assessment

On or before 5/1/16, schedule at least 25 sections of BTF 101 for the Fall I, 2016

semester.On or before 5/30/16, Professor Francis will select up to 3 additional faculty to teach BTF101.

AY 16-17 Up to 3 “new” Faculty selected to teach BTF101 will participate in CTL New to College Seminar.

On or before 12/30/16, schedule at least 25 sections of BTF 101 for the Spring I, 2017 semester and at least

2 sections of BTF 101 for the Spring II, 2017.

Activity

Twenty-eight sections of BTF101 ran in Fall I, 2016, three sections of BTF101 ran in Fall II, 2016, and

twenty-four sections of BTF101 ran in Spring I, 2017.

To date, three adjunct faculty have completed the New to College Seminar.

Progress



C1e.Target


Social ScienceDepartment

1) Strengthen Advisement, First Year Experience.

Objective

CTL will assess students in these classes on the degree to which the seminar achieved its goals . Measures

include collecting data to look at students who took the seminar to see if they stayed in college and to find out

to what degree and at what pace students accumulated credits towards achieving their degree.

Other questions include whether taking this course was a significant factor enabling students to

graduate in less time. More qualitative research may include reports from faculty, and

evidence from written work by students, including essays and other materials deposited in their

e-portfolios about whether the course helped them to clarify their educational and career

objectives and increase their desire and enthusiasm to graduate.

Brief surveys at the end of each event to assess whether the event was successful in strengthening students’

relationships with faculty in their major, and increasing students’ level of awareness and commitment towards

pursuing their educational and career goals.

Posting of faculty office hours. A record of students who come to see faculty for the purpose of

getting academic advisement.

Faculty supervisors reports on activities of peer advisors.

Soliciting evaluations from other faculty teaching in the program and students taking

courses in the program.

Ongoing communication with CTL about the goals of the peer advisement initiative and

their utilization of by faculty and students.

Assessment


1a. September-December

Offer 5 sections of LIF 101

Offer 12 sections of CJF 101

Offer 5 sections of SYF 101

1b. The History faculty will recruit more students for the History Option by participating in the

Liberal Arts Options Fair, the Liberal Arts Advisement Day and other college-wide advising

events, the Social Science Department’s Career Day, and by organizing events that highlight

Historical themes such as public lectures, films, conferences, and promote a History Club to

attract interested students.

1c. New Political Science Option will create an event to inform students about the option.

1d. Continue to organize annual events that offer students an understanding of their majors

and career paths. These include Social Science career day, two Social Science conferences,

and one annual Criminal Justice conference.

1e. Faculty advisement of students in their majors or students interested in the fields they

teach during office hours.

1f. Working with Peer advisors to support students who are majors in Psychology and Criminal Justice.

1g. Meetings with CTL by faculty member who is supervising peer advisors.

1h. Training of faculty and frontline staff about the resources available through the advisement portal .

1i. Work with Student Clubs to support advisement events.

Psychology, Criminal Justice, and Political Science student clubs assist in recruiting students

to advisement.

Activity


1a.

LIF 101 – 3 sections were offered (Sept-Dec.)

CJ101-11 sections were offered (Sept-Dec.)

SYF 101 – 7 section were offered (Sept–Dec.)

1b.

The Liberal Arts & Options Fair was held on Monday, Oct. 24th and was attended by Professors Shean,

Coogan and Salvatierra over the course of the time period. The history option was promoted.

History option promoted at the Social Science Career Day held on May 30, 2017

History coordinator attended Program Directors’ meeting in Fall I and developed three -year Pathway Plan

Two guest speakers from Columbia University's Middle East Institute (Andrew McLaren and Verena Meyer)

delivered talks to the Premodern Global History course about early Islam, its transmission and spread, and

women's rights.

Professor K. Scheid from the American University in Beirut gave a presentation to two history classes . About

35 students participated.

Human rights activist S. Villatoro gave a presentation on April 25, 2017. Approximately 30 people from all over

campus attended.

1c.

The Political Science Advising Event was held in co-ordination with Social Science Career Day. Dr. Shippen

spoke to students about the option in detail and provided handouts for course sequence under the Liberal Arts

Major. Appoximately 55 students were in attendance.

Progress


1d.

CJ Conference held May 2, 2017. About 300 in attendance.

Social Science Student and Faculty Conference held May 25, 2017. 350 attendees

Social Science Career Day held May 30, 2017. 55 attendees

1e.

Faculty in all disciplines advise during office hours

1f.Advisement Days for CJ & Psychology on 11/14 & 11/17 included professional academic advisors. Psych =

47 students; CJ = 166.

Three Year Path document developed for CJ, Psychology and History

John Jay College’s Office of Student Academic Success Presentation on 10/20/16 – over 100 students in

attendance

CJ Coordinator met with ASAP Advisors and the advising team to discuss changes and advisement strategies

Poli-sci Option tabled at the Liberal Arts Advising Team Option Fair in Fall I

John Jay Student Academic Success Program Workshop on the Justice Academy Program is scheduled for

Thursday March 30, 2017 with LAGCC CJ professional advisors

C. Etienne (Peer Advisor) connected with 100 students with GPA less than 2.00, visited CJF101 classes &

attended 2 prison based resource fairs & graduation at Rikers Island.

1g.Prof. Cory Feldman attended the Peer Advisor Academy’s Professional Development session on 9/09/16 to

discuss role and responsibilities of peer advisors.

1h.

Faculty have been trained in DegreeWorks

1i.

Criminal Justice Club hosts monthly presentations with professionals in criminal justice and law enforcement

and individuals with first-hand experience with CJ system (i.e. formerly incarcerated persons).

CJ Club provides students with opportunities to engage in special projects such as attending events at

prisoner reentry resource fairs at Queensborough and Edgecombe Correctional facilities

Club members assisted in the development of Voices Behind Bars: Prison Art as a Tool for Social Justice, an

interdisciplinary event co-sponsored by CJ and the Humanities Dept.




C1g.Target



Expand C2C initiative across all business and business-related disciplines.Objective

Students will complete pre and post surveys.Assessment

On or before 6/30/16, existing C2C steering committee will meet to discuss results of pilot assessment and

develop timeline for expansion of initiative.

On or before 9/30/16, faculty and students will be trained in use of C2C technology.

On or before 10/1/16, faculty will conduct “pre-survey.”

On or before 12/30/16, faculty will conduct “post-survey.”

Fall II, 2016, C2C steering committee will meet to discuss results of fall assessment and develop timeline for

spring semester.

On or before 3/30/17, faculty and students will be trained in use of C2C technology.

On or before 4/1/17, faculty will conduct “pre-survey.”

On or before 6/30/17, faculty will conduct “post-survey.”

Activity

Training and assessment have been completed for both fall semesters (Fall I, Fall II).

Training for Spring I, 2017 semester began on 3/6 and is ongoing.Progress



C1h.Target



Create a robust program of co-curricular activities for Education, Spanish-English Translation,

Deaf Studies and Modern Language students.

Objective

Survey of students post-events # of students attending.Assessment

Plan 2-3 co-curricular events over the 2016-2017 academic year for education and

Spanish-English translation students.

Activity

The Education program hosted a Fall event: “How do I become a Paraprofessional Event” on 12/7

attended by 24 students and held a Men in Education Panel on 3/29 attended by 17 students

sponsored by the NYC Men Teach program.

The Modern Language Program hosted The Language Career Fair, 10/18/16, The Modern

Language Fair 12/9/16, and International Mother Language Day 4/25/17

The Deaf Studies program hosted The Latinx Deaf Experience on 4/21/17.

Progress



C1h.Target



Offer paired reading courses with MAT09.Objective

# of students enrolled.Assessment

To meet the needs of students enrolled in MAT099 offer credit bearing reading courses that

pair with the MAT099.

Activity

We offered a pair with MAT099 in Fall 1 2016 and enrolled 22 students.Progress



C1h.Target



Develop strategic reporting systems for the strategic recruitment plan to increase data driven

decisions around recruitment.

Objective

July 2016 develop the recruitment plan rubric.Starting in the Fall 2016, meet with team monthly to update and fine tune for completion in October 1, 2016.

Assessment

Work with the Admissions Office to fine tune the next phase of recruitment plan. For each

section of the plan, there should be a written description of the success or needs

improvements of the plan. The plan and process need to be institutionalized for long term

success.

Activity

Progress



C1h.Target

Enrollment Management and Student DevelopmentDivision


Increase outside partnerships to develop sustainable enrollment targets and goals by 3%

Increase targeted outreach and tracking students who indicate foster care on application to

provide intervention through College Discovery.

Develop recruitment material from internal departments (Academic Chairs, Student

Financial Services, Admissions, and Testing) to support recruitment strategies with

external markets.

Objective

· Increase number of agencies students to 5 a year.Successful creation of a recruitment plan of agencies

Successful creation of LAGCC foster care road map of success to College Discovery.

Assessment

We currently have partnerships with Children’s Village, and am in talks with NYC Anti-Violence

Project, You Gotta Believe, and Big Brothers and Big Sisters.

Recruit doctoral intern to conduct outreach to social service agencies to finalize partnerships, and document

program.

Spring/Fall 2016 start. Outreach with Social Service Agency with a residence facility for potential students .

The Assistant Dean of Enrollment visits organization to discuss partnership in more detail and discuss

LAGCC.

After follow-up phone calls, the organization leadership is invited to campus to meet with Student Affairs

professionals (Admissions, Student Financial Services, Advising, ACE and Single Stop).

Admissions and Assistant Dean co-host information session at organization with staff and potential students .

The admissions and student financial services office works with students to complete their applications .

The recruitment team works to track students through the process.

Activity

Progress



C1h.Target



Develop a financial aid system to track the "financial burn" of students through Hobsons and the MY

LaGuardia. Objective

Successful completion of financial aid status bar in MY LaGuardia by January 2017.Assessment

Spring Session II Start:

Discuss the possibility of project with Loretta Capuano and Gail Baksh-Jarrett.

Student Financial Services request data from CUNY Central regarding data. March 2016

Gail Baksh-Jarrett confirms data can be produced to and provide percentage progress bar for

students. May 2016.

Work with Loretta Capuano to confirm the possibility of trancing and implementing in Hobsons.

September 2016.

Move to implementation September-November 2016

Activity

Progress



C1ITarget

Information TechnologyDivision

Information SystemsDepartment

• Enable student online participation in the process of engagement with advisors and faculty.• Provide an

online "success network" enabling advising team collaboration and direct communication with students.•

Provide intervention enabling and tracking mechanisms with online appointment scheduling by students.•

Include momentum indicator and explanation feature to student dashboard.

Objective

• Features implemented and rolled out to Business & Technology, Natural Sciences, and Health Sciences.•

Weekly review of project plan schedule to monitor progress .• Plan to rollout to remaining departmentsAssessment

Target Dates Milestones/Task

Software Enhancements• Sep 2017 - Appointment Scheduling Feature• Dec 2017 - Faculty/ Staff Quick View

Student DegreeWorks & ePortfolio• Feb 2018 - Redesign Early Alert• Jan 2018 - Migrate Web Attendance to

SharePoint/SQL• Feb 2018 - Transaction Tracking and Reporting• Mar 2018 - Mobile App with Push

Notifications

Go To Scale with C2C• Sep 2017 - Health Sciences & Natural Sciences Pilot• Feb 2018 - ASAP/CD Adoption

and Integration• June 2018 - Service Area Adoption (Fin.Svcs., Bursar, Health & Wellness, etc.)

Activity

All activities complete except:• Mobile App with Push Notifications - move to next year's objectives• Service

Area Adoption - driven by department initiative• Redesign Early Alert and Migrate Web Attendance to

Sharepoint - in progress, will complete next fiscal year

Progress



C1ITarget



Improve services in the Mathematics Tutoring CenterObjective

Keep detailed records of students’ attendance.

In collaboration with the Office of Institutional Research assess the impact of these tutoring services in

students performance.

Assessment

1.Continue to use SEMS for collecting data on student participation.

2. Offer dedicated hours for key Mathematics courses.

3. Collaborate with API for remedial courses.

Activity

SEMS continues to be used for data collection purposes, such as attendance and courses targeted.

A new tutoring model will be piloted in large scale during the spring 2017 semester. MB44 tutors will audit

specific hours of selected courses and collaborate with faculty to help students.

Particular attention will be given to our lower level classes with a plan to expand the service to as many

courses as possible.

Progress



C1JTarget



• Implement new Student Educational Planner (SEP) to enable validated course selection and sequencing

aligned with Academic Guided Paths for each major.• Develop real time interface from local systems (SEMS,

C2C, ePortfolio. etc.) to display student audits, and academic plans (SEP).• Provide on-track/ off-track flags

for students based on satisfying plans each semester.• Provide transactional and institutional reports to

support operational effectiveness, assess student outcomes, and support predictive interventions.

Objective

• DegreeWorks will be upgraded in a manner that becomes more useful to our advisers and students .

Timeline controlled by CUNY. Scope and contract estimate = 3 months. Migration activity estimate = 12-18

months.• FirstYearSeminar instructors and Advising Teams (SA &AA) staff will self-assess to verify increased

usefulness in advisement effectiveness.• Lag time between student registration and faculty grading data load

to DegreeWorks will be near real-time and reliable. Currently lag time is unpredictable ranging from 2 days to

2 weeks. IT will compare date/time of input of data such as grades or class registration into CUNYfirst, and

date/time it arrives in student record in DegreeWorks.• Data structures will be easily understandable and

accessible for local IR&A and operations management to aggregate and analyze as evidenced by specific

reports to be determined as part of the project.• Object modules such as degree progress and planner data

will be accessible via web services calls where local programs can embed data in local applications.

Assessment

Target Dates Milestones/Task• June 2017 - Develop & Test Integration (IT & CUNY-CIS)• July 2017 -

Campus Migration to 4.1.16 (CUNY-CIS & SA)• Sep 2017 - Roll-Out to Campus Students, Faculty, and

Advisers (AA& SA)• June 2018 - Implement Transfer Finder (CUNY-CIS & SA)

Activity


• CUNY's migration and launch of DegreeWorks (DGW) was delayed to late August 2017. Once launched the

software had many issues. Student Educational Planner (SEP), was not functional under late January 2018.

System still suffers from poor performance. Due to issues of migration many features expected to be

implemented have been delayed, such as dynamic refresh to update DGW from CUNYfirst in real-time, rather

than the 2-3 day current timeframe.• Process for populating Degree Maps into SEP for new students,

established in pilot for Business and Technology (BAT) Department. Process for First Year Seminar (FYS)

student edit of SEP, and instructor approving and activating the SEP being developed through redesign of

FYS for BAT pilot. DegreeAudit API (Application Program Interface), functional in TEST, soon to move to

PRODUCTION. Work with CIS on protocol for developing SEP API user display programs.

Progress



C2a.Target



A.-Support project-based development of new and revised hybrid/online courses

B.-Support development of coherent, multi-course program-based student ePortfolios.

C.-Support of faculty engagement with digital technologies and effective pedagogies

Objective

Spring 2017 course outcomes (completion and next-semester retention); faculty evaluation of

seminar

Completion of program-based ePortfolio assignment sequences; extent of assignment

implementation in courses.

Spring 2017 student outcomes (credits accumulated, average GPA, next-semester retention)

in FYS course; faculty evaluation of seminar

Assessment

CTL will work with faculty from across the Collegeto offer a year-long faculty development

seminar focused on hybrid instruction Program goals are to increase hybrid course sections

while strengthening hybrid/online pedagogy (Fall 2016-Spring 2017)

In connection with program-based Core Competency mini-seminars (see C3bbelow),

participating faculty in ePortfolio-supplemented mini-grant projects will build sequences of

ePortfolio-based assignments across their program curricula (Fall 2016-Spring 2017)

Offer two year-long technology-focused faculty development seminar (Fall 2016 –Spring 2017)

Activity

Progress



C2a.Target



Continue working towards raising academic quality of MEC hybrid course offerings .

Explore technologies that can create a structure for these courses.

Objective

1. Continue to update and distribute pre- and post-surveys to assess: a) number of students interested in

MEC hybrid learning, b) appropriate use of technology / e-learning tools used in hybrid, c) students attitudes

regarding hybrid learning/ teaching and technology use, etc.

2. Satisfaction surveys at the end of faculty workshops will be distributed to participants.

3. Assess selected student artifacts to see how new competencies/abilities are implemented/integrated in the

hybrid settings.

Assessment

1.Continue running professional development workshops for faculty teaching (or planning to teach) hybrid

courses. Emphasize integration of the new Core Competencies/ Abilities into hybrid courses.

2.Update hybrid versions of the syllabi for hybrid courses (Fall 2016)

3.Read some Core Competencies student artifacts from selected hybrid courses. (Fall 2016, Spring 2017)

Activity

Progress



C2a.Target



Assess the quality of hybrid courses and increase their number and variety.

Objective

Develop a rubric of best practices for hybrid courses based on ELA faculty work in

mini-seminar. Use this rubric to assess current and new hybrid proposals.

Assessment

Conduct an assessment of ELA hybrid courses in Fall 2016. Read proposals for new hybrid

courses. Develop best practices in ELA Hybrid courses for Spring 2017.

Activity


In the 2016-2017 year, ELA offered 34 Hybrid Courses:

ELL 101 (19)

ELN101 (8)

CSE 110 (3)

CSE 120 (2)

CSE 150 (2)

This is a 13% increase from the 2014-2015 Academic Year.

The ELA hybrid team has developed a number of best practices for hybrid teaching :

Adopting a flipped model of course design which has students learn about course content online at their own

pace, and then engage in interactive, practical applications of that content knowledge during face-to-face

meetings

· Creating an online presence for a course that engages and instructs students in

ways that would be difficult or impossible to do in a strictly face-to-face setting. In this way,

we encourage instructors to use whatever platform they choose (Blackboard, ePortfolio,

etc.) as more than simply a place to post the syllabus, readings, quizzes, etc.

· Organizing online components of a course in a way that is highly transparent and

predictable, and clearly distinguishes between what counts as “online” work that counts

towards attendance, and what counts as homework. The timing of online work and

homework must also be specified and as realistic as possible.

Maintaining a strong, predictable online instructor presence so as to motivate students

through feedback, comments and participation in online activities..

The team realizes that instructors are free to design courses as they see fit, but does

expect their course design and teaching practice to reflect these broad guidelines which

are based on best practices in hybrid and online course teaching.

Progress



C2a.Target


EnglishDepartment

Launch a training and certification program for full time and adjunct faculty to make them

eligible to teach hybrid English courses.This goal is based on the outcomes of the 2015-16 CTL Hybrid/online Mini Grant led by Drs. Bethany

Holmstrom and Leah Richards, which demonstrated the need for a department-specific program for teaching

writing in hybrid ENG 102 and ENG 103 classes.

Since many sections of ENG 102 are taught by adjuncts, one goal is to train and certify 3 adjunct faculty.

Objective

Examine pre- and post-class student surveys to measure students’ perceived digital literacy.

Conduct a post-teaching survey of the trained faculty.

Assessment

In Fall 2016, 2 full time and 3 adjunct faculty will be recruited. They will commit to teaching

a hybrid section of ENG 102 or ENG 103 in Spring 2017. The training program, led by Drs.

Holmstrom and Richards, will consist of:

August 2016: Overview of hybrid teaching methods.September-October 2016: Inter-visitations: faculty being trained will visit hybrid classes being taught by

experienced faculty, both virtually and in person.

November 2016: Inter-visitation Debriefing: faculty will discuss practices and strategies witnessed in the visits,

and they will consider how they might adopt strategies.

February 2016: all-day syllabus/assignment workshop.March 2016: Inter-visitations: faculty in training will visit each other’s classes and co-directors of training will

visit every faculty in training.

April 2016: Inter-visitations Debrief MeetingJune 2016: Repository Building & Final Showcase

Activity

Progress



C2a.Target


HumanitiesDepartment

To increase online course offerings in the Communication Studies, Philosophy and Music

Programs.

Objective

Amount of sections offered and filled.Assessment

The Humanities online committee will deliver a repot at the end of the spring 2016 semester

with recommendations and technology platform guidelines. Based on the report we will

increase our offerings in the stated programs and perhaps the art and theater programs.

The music program will research software, create a budget for computer, keyboard, and

software upgrades to the Piano/Theory Lab and is currently collaborating with Buildings for

a renovation and update to the Music Wing. With the new hardware and software in place,

2016-17 will focus on implementing the technology into our curriculum, increasing student

learning through technology. An increase in hybrid courses targeted for Fall 2017.

Activity


The Humanities Department has provided faculty traing on web platforms such as McGraw Hills "Connect"

and has steadily increased our online offerings. The department offered 41 sections of online of hybrid

online in the fall of 2016 and 44 sections for the fall of 2017. This is up from 30 sections in the fall of 2015

and 37 sections in the spring of 2016. In the fall of 2015 the music program began implementing a new

cloud based software entitled “Musition” into his curriculum for HUM 140 Music Theory I. The purpose of

integrating this software into the curriculum was to allow his students in both his hybrid and face-to-face

sections of the course to have additional opportunities for practice and engagement with the component

skills being taught in the course.

The Humanities Department feels that it has reached its goal of online and hybrid online course offerings.

While there may be an increase we feel that we are serving our students needs and have also conlcuded

that for the most part the online/hybrid model works best for our students.

The Humanities Department has essentially reached a point in which there most likely will

not be any new online or online hybrid courses added to our offerings , in significant

numbers. While there may be a slight addition or implementations of new technology or

platforms the department has resolved that for the most part hybrid online courses work

besrt for us with the exception of online offerinfgs in Communication Stiudies .

Progress



C2a.Target



The department will continue to use various online platforms to supplement its MAT courses .

ALEKS: MAT 96, 99, 117

EDUCOSOFT: MAT 095, MAT 115

MyStatLab: MAT 120

MyMathLab: MAT200

Pathways Carnegie: MAT 119

Objective

We will continue to monitor student and faculty satisfaction with the MyStatLab and MyMathLab online course

platforms (via surveys)

Faculty opinions and recommendations on how to improve their experience will be solicited and conveyed to

platform developers for follow up.

ALEKS students’ online course mastery, exam scores and online work patterns will be assessed and

compared to those from previous years.

Assessment

MyStatLab has been established as the mandatory online component of MAT120 course, fully integrated into

the course curriculum.

Joint hands-on platform workshops for MyStatLab and MyMatLab will be offered twice a semester to faculty

new to the course as well as experienced faculty interested in new and/or advanced features.

ALEKS training sessions will be offered in September 2016 and February 2017

Disseminate the updates on systematic use of MML in MAT200

Deepening technology use in STEM-gateway courses: Systematic use of MyMathLab online learning platform

(learning management system) in Pre-Calculus.

MyMathLab is a digital supplement to MAT200 textbook that is currently used in the department.

Activity

All listed platforms were used during the Fall 2016 semester. Progress



C2b.Target



Explore the use of ePortfolio in the ESL Program.Objective

Identify sections to use About Me, read and assess against college-wide or programmatic

rubrics.

Assessment

Renew the interest in using About Me as a baseline of student writing in the ePortfolio.Activity

ESL 098 students revised their About Me in existing ePortfolios.Progress



C2c.Target



To provide consistent levels of wireless connectivity throughout the campus for students , faculty, staff, and

visitors through:

• Increase coverage area through additional Wireless Access Points (WAPs).• Improved wireless device

connection speed.• More simultaneous users connected.• Multiple devices connections per user.• Improved

signal penetration through building structures.• Improved user experience with mobile devices on campus.

Objective

• Faculty, students, and staff will be able to have multiple devices connected to campus LAN and internet .•

Monitoring software will provide real-time status of WAPs and traffic through them demonstrating speed

improvements.

Assessment

Remaining Activities• Procure 183 "Aruba" wireless access points.• Replace 128 existing older technology

WAPs with new ones.• Run additional cabling and install 90 new locations for WAPs.• Evaluate new usage

patterns impact on architecture and configuration. Set new guidelines as appropriate.• Update user

documentation on web site and elsewhere for new WiFi procedures

Timeline6-12 months duration from point of equipment arrival

Activity

• Procured and installed 120 Aruba wireless access points.• Replaced 85 existing older access points with

new equipment.• Wired and installed 2 new access point locations.

Target will be absorbed as part of target next year to refresh all technology infrastructure

Progress



C2c.Target



A.2.1.a Increase 3-year graduation rate of first-time freshman completed at college of entry from 22% to

23%.

A.2.1.b Increase the 4-year graduation rate of first-time freshmen, completed at college of origin actual (from

24.2% to 25.0%) and maintain difference between the actual and predicted (1.2%).

A.2.1.c Increase our six‐year graduation rate of first‐time freshmen from 28.8% to 29.8%.

A.2.1.d Organize, document and scale up the reverse transfer pilot that began in Spring 2016 to allow 40

students to earn their Associate Degree via the reverse transfer process .

A.2.2 LaGuardia will ensure that students make timely progress toward degree completion

A.2.2.a Establish degree maps for all majors

A.2.2.b Percentage of students who earn 30 credits (equated credits) per year will be increased to at 21.0%.

A.2.2.c Average number of credits (equated credits) earned in one year will be increased to 23%

Objective

• DegreeWorks will be upgraded in a manner that becomes more useful to our advisers and

students.Timeline controlled by CUNY. Scope and contract estimate = 3 months. Migration activity estimate =

12 18months.• FirstYearSeminar instructors and Advising Teams (SA &AA) staff will self assess to verify

increasedusefulness in advisement effectiveness.• Lag time between student registration and faculty grading

data loadto DegreeWorks will be near real time and reliable . Currently lag time is unpredictable ranging from

2 days to2 weeks. IT will compare date/time of input of data such as grades or class registration into

CUNYfirst, anddate/time it arrives in student record in DegreeWorks.• Data structures will be easily

understandable andaccessible for local IR&A and operations management to aggregate and analyze as

evidenced by specificreports to be determined as part of the project.• Object modules such as degree

progress and planner datawill be accessible via web services calls where local programs can embed data in

local applications

Assessment


D.1.2 LaGuardia will maintain the total dollar amount of research grants (annual) at $742,178, a figure

significantly higher than the CUNY Community College average.

• DegreeWorks will be upgraded in a manner that becomes more useful to our advisers and

students.Timeline controlled by CUNY. Scope and contract estimate = 3 months. Migration activity estimate =

12 18months.• FirstYearSeminar instructors and Advising Teams (SA &AA) staff will self assess to verify

increasedusefulness in advisement effectiveness.• Lag time between student registration and faculty grading

data loadto DegreeWorks will be near real time and reliable . Currently lag time is unpredictable ranging from

2 days to2 weeks. IT will compare date/time of input of data such as grades or class registration into

CUNYfirst, anddate/time it arrives in student record in DegreeWorks.• Data structures will be easily

understandable andaccessible for local IR&A and operations management to aggregate and analyze as

evidenced by specificreports to be determined as part of the project.• Object modules such as degree

progress and planner datawill be accessible via web services calls where local programs can embed data in

local applications

Activity

Progress



C2d.Target


Business ServicesDepartment

Objective

· Data will be recorded on the following assessment measures: number of business clients

engaged digitally and percent of total businesses served, webinar attendance and digital

statistics such as Google Analytics.

Assessment

· Identify software platform for business client usage

· Conduct a series of monthly webinars across the different programs. Such webinars will

address and meet the critical needs of clients so they can grow their business and secure

contracts.

Activity

•Worked with ACE Communications Manager in Institutional Advancement and decided to create an outreach

campaign where the department would offer webinars through the digital platform of Go to Meeting as a way

to engage potential business clients and introduce them to ACE’s Business Services .

•271 (24.6%) of small businesses participated in 13 “Go to Meeting” webinars offered by ACE Business

Services. Topics ranged from training on government contracting to certifying as a Disadvantaged Business

Enterprise (DBE).

Progress



C3a.Target



A. Support and strengthen implementation and assessment of new Core Competencies and Communication

Abilities college-wide.

B. Support faculty engagement with new competencies and assessment processes in year-long seminars

Objective

Number of assessment deposits in the new Competencies by program curriculum map

beginning Spring 2016.

Fewer artifacts within deposits that are not designated as applicable to a given competency

(score of 88).

Feedback from faculty about better assignment alignment with competencies at the benchmark

readings

Spring 2017 student outcomes

Assessment

CTL will continue program-based, mini-grant funded seminars for faculty developing

comprehensive, programmatic approach to the Core Competencies/Abilities through

assignment development (Fall 2016-Fall 2017)

Assignment design workshops aimed at building stronger alignment between assignments and

their associated Core Competencies.

All CTL seminars will include a focus on the new competencies and effective assignment

design. Some seminars will focus on particular competencies; i.e., global learning in the

Global Learning seminar.

Activity

Progress



C3a.Target



Key courses for depositing student work have been identified in all MEC programs. Student artifacts for all

competencies and abilities will be deposited in each selected course.

Much of the activity will revolve around expansion to the development / assessment of Global Learning.

Objective

1. Variety of assignments used to assess I&PS will increase.

2. Repository will contain at least one assignment for each course assigned the GL competency .

3. The proportion of course sections administering the assignment will be over 75%. The average proportion

of students submitting to the ePortfolio will be over 50%.

Assessment

1. Additional written assignments for Inquiry and Problem Solving will be made publically available for use in

multiple courses during Fall ’16 and Spring ’17.

2. New activities / assignments covering Global Learning (GL) will be developed for courses in Statistics and

other “first math” courses, e.g., MAT 107 during Fall ’16. Students in these courses will deposit for the GL

competency using digital communication in Spring ‘17

3. New assignments will be created for Computer Science courses and existing assignments will be revised

based on student’s artifacts.

4. Charrettes will be conducted with MAT, MAC and MAE faculty to evaluate the new assignments.

5. Faculty teaching courses selected to deposit artifacts will participate in professional development seminars

organized by the department and CTL.

6. Assignments designed for six MAC courses will be deposited.

7. Feedback from artifact reading for the global learning target courses of MAE 106, MAE 217 and MAE 219

will be analyzed to assess the strength of assignments and projects

Activity

Progress



C3a.Target



Implement program-wide common assessments and train instructors on assignments for

ELL101.

Objective

Assessment will happen through college-wide process.Assessment

Linguistics program faculty will work to implement program-wide assessment for Gen Ed.

Conduct 1 training in Fall and 1 in Spring.

Activity

Training was conducted in Fall 1 2016 and Spring 1 2017.Progress



C3a.Target



Assessment of core competencies in Psychology. Objective

A team of faculty in Psychology will assess will develop norms for measuring whether

different parts of the assessment process are working well for faculty and students ,

An effort will be made to recruit part time faculty to attend the workshops.

Brief surveys will be given to faculty who attend workshops.

The efficacy of the assignments will be discussed with faculty in the workshops program.

Faculty will be asked to create benchmarks for evaluating the artifacts that have been

deposited by students and review whether the assignments are achieving the goal for each

competency.

Review of student ePortfolios to consider modifications of the Psychology Template .

Interview students on their experience of the assignments

Assessment


3a. The creation of assignments to be used in the assessment project involving as many

faculty as possible who teach in the program.

3b. Offering workshops for full and part time faculty to discuss the goals of assessing the

core competencies, how they relate to students intellectual development. The

competencies that will be assessed are inquiry and problem solving paired with the skill of

writing, Global learning paired with digital skills, and Integration paired with oral skills.

3c. Review of structure of assessment competencies in 3 core courses in the Psychology

program: First Year Seminar; Abnormal Psychology, and Social Psychology.

3d. Workshops on ePortfolio as tools for assessment after FYS.

Activity


3a.

A workshop was held for psychology faculty on February 6, 2017 as part of the Learning Matters grant to

discuss a library of assignments for the courses in which competencies are being assessed

3b.

The leadership team met twice and with representatives (Raj Bhika, Bret Eynon, Mercedes Del Rosario,

Clarence Chan, and Niesha Ziehmke) on 9/30/16, 12/09/16, and 2/01/17 to discuss Learning Matters II

mini-grant and working with faculty to develop/assess the competencies

A workshop was held for psychology faculty on February 6, 2017 as part of the Learning Matters grant to

discuss the core competencies and the goals for assessing them.

3c.

A workshop was held for psychology faculty on February 6, 2017 as part of the Learning Matters II grant

where these issues were addressed.

The leadership team met twice and with representatives (Raj Bhika, Bret Eynon, Mercedes Del Rosario,

Clarence Chan and Niesha Ziehmke) on 9/30/16, 12/09/16, and 2/01/17 to discuss Learning Matters II

mini-grant and working with faculty to develop/assess the competencies in the three designated courses.

3d.

This was incorporated into the Learning Matters II mini-grant meeting held on 2/06/17.

Progress



C3a.Target



Assessment of core competencies in Criminal JusticeObjective

A team of faculty in Criminal Justice A team of faculty in CJ will develop norms for

measuring whether different parts of the assessment process are working well for faculty

and students.Brief surveys will be given to faculty who attend workshops.

Faculty will be asked to share their experience of the assignments that were created last

year are working.

Students will be interviewed on their experience of the assignments.

Faculty will be asked to create benchmarks for evaluating the artifacts that have been

deposited by students and review whether the assignments are achieving the goal for each

competency.

Assessment


3e. Monitoring of deposits of artifacts by faculty teaching courses where deposits are

required to measure core competencies in the beginning, middle, and end of student’s

fulfillment of the requirements for graduation.

3f. An effort will be made to recruit part time faculty to attend the workshops.

3g. Workshops with full and part time faculty to assess how assignments that were created

in 2015 and the spring of 2016 worked in the classroom.

3h. Workshops with faculty to explain the purpose of the assignment with regard to

assessment of core competencies.

3i. Recruiting CJ faculty to continue to work on norming and collection of data

Activity


3e.

Artifacts were deposited in four of six CJ courses: CJF101 (414); SSJ 101 (68); SSJ 202 (134); SSN 204

(497)

Faculty made slight modifications to the assignments to best capture the competencies being measured

(based on piloting it the previous year)

3f.

No adjunct faculty attended workshops

3g.In June 2016, full time faculty were "debriefed" on their experience of implementing the assignments.

Strengths and weaknesses of all assignments were discussed and changes were made to improve the "fit" of

assignments. Part time faculty did not attend.

3h.

A workshop was held with full time faculty and 3 adjunct members in 2015. During

the workshop, faculty members went over the connection between the assignments, the course objectives,

and the core competencies.

3i.

All full time faculty were invited to participate in the Assessment Leadership Team 's norming sessions in June

2016 and January 2017. During these two sessions faculty members evaluated the college-wide oral ability

and in doing so, became familiarized with the norming process and gained a deeper understanding of the

goals of assessment. Faculty members were fully briefed on depositing and shown the coursemap for

assessment. Faculty were individually coached in the depositing process and "best practices," resulting

in a very high rate of depositing, totaling 1,113 artifacts for Fall 2016

Progress



C3d.Target



Implementation of recommendations from ESL PPR.

Objective

Accomplishment of identified targets.Assessment

In conjunction with Academic Affairs, ESL faculty will identify short-term targets to begin implementation.

Activity

ESL faculty:

Drafted a course proposal to accelerate ESL students through Compostion 1 (ESA101).

Drafted a new placement profile informed by data and voted to adopt this placement profile. After review by

CLIP this profile needs further revision to ensure that it 's meeting all student needs accurately.

Piloted new exit exam procedure.

Progress



C3d.Target



Implementation of recommendations from Spanish-English Translation PPRObjective

Accomplishment of identified targets.Assessment

In conjunction with Academic Affairs, Spanish-English Translation faculty will identify short-term

targets to begin implementation.

Activity

Progress



C3d.Target


EnglishDepartment

Implement year one of Writing (Composition) Program PPR recommendations with Closing the

Loop Mini Grant.

Objective

Assessment shall be conducted as articulated in application for the Closing the Loop Mini

Grant.

Assessment

Launch an ENG 101-ENG 102 task force to (1) guide the English Department toward

a consensus about what pedagogical or curricular changes should be implemented in

response to the data generated by the PPR; and (2) develop a shared vision for the

Writing Program.

Launch a Basic Writing task force to (1) determine whether the criteria for student

placement into ENA 101 should be changed; (2) examine the relationship between ENG

099 and ENA 101; and (3) follow-up as needed on the forthcoming report of the CUNY

Remediation Task Force.See the application for the Closing the Loop Mini Grant for additional activities and a detailed timeline.

Activity

Progress



C3d.Target


EnglishDepartment

Implement CTL Mini Grant for Sustaining Efforts for Connecting Core Competencies & Abilities

in order to:(1) Integrate the Inquiry and Problem Solving core competency into ENG 102, a crucial composition course

within the Required Core curriculum; (2) Strengthen connections with the adjunct English faculty, whose

impact on the college curriculum is especially pronounced for ENG 102. Each academic year, approximately

200 sections of ENG 102 are taught. Approximately 75% of these sections are taught by adjuncts.

Objective

Assessment shall be conducted as articulated in Mini Grant application.Assessment

Create three new roles in the English Department:(1) A full-time faculty member who would serve as the liaison to the English adjunct faculty;

(2) A full-time faculty member who would serve as the coordinator of a series of

assignment charrette workshops for English adjuncts to help them implement the Inquiry

and Problem Solving competency into ENG 102; (3) An adjunct faculty member who would

serve as the liaison to the English Department.See the Mini Grant application for additional activities and a detailed timeline.

Activity

Progress



C3d.Target



To implement the recommendations coming out of the PPR for MRT, Comm. Studies, Fine Arts

and NMT.

Objective

Technical upgrades for a designated art history room, primarily a higher resolution projector.

For the radio station Computers, web radio streaming programs, 2 adjunct CLT’s, college

assistants, release time for a faculty Program Director, licensing fees.

Assessment

In fall 2016 continue revising curriculum for MRT with the goal of creating an in house AAS

program for Music Recording Technology.

The Fine Arts program as part of their PPR recommendations would like to increase on line

course offerings especially HUA 101 Introduction to Art which serves the entire student body as

part of the Flexible Core. Also the art program is very much in need of a dedicated room or at

least a room while perhaps not solely utilized for our art history courses is equipped with higher

resolution projectors to better serve the needs of image projections for art history.Communication Studies based on their PPR recommendations will complete articulation agreements to 4 year

institutions including Baruch College, Lehman College CUNY and SUNY New Paltz. The program will also

revise the curriculum to implement the 1st year seminar embedded in HUC 101 and will revise as necessary

at the end of the 2016-2017 academic year.

The program will also begin to restructure the LaGuardia Web Radio Station and has submitted

recommendations to Academic Affairs including by laws, licensing requirements, and advisory

board recommendations and staffing and equipment needs. The program will also increase

their on line offerings.

NMT will strengthen their advising capabilities by offering advising events for the first time

working with a designated advisor to coordinate events and inform students of the multiple

tracks now available which came out of the PPR recommendations. NMT will also hire a new

faculty member in fall 2016 also based on the PPR recommendations.

Activity


The MRT Program has developed a curriculum for an in house music recording program

yet is dependent on a significant funding commitment from Academic Affairs . We are in the

process of renewing our articulation agreement with the Institute of Audio Research that

now provides multiple tracks such as music for gaming.The Fine Arts Program has offered 7 hybrid online sections of HUA 101 in the fall of 2016 and the spring of

2017and feels it is meeting the needs of our student body in this regard. The need for high quality projection

for art history still exist and we are trying to secure equipment and an appropriate room to house the

equipment. The move out of the B bldg. may put things on hold but we are hoping the move to the C bldg. can

provide an opportunity to build out a appropriate classroom.

Communication Studies has secured articulation agreements with SUNY New Paltz.

Lehman College has sent preliminary documents to begin the process. The

Communication Studies Program has agreements with Baruch, Brooklyn College, St.

Joseph’s and Hofstra University.

The department has prepared a detailed document to relaunch the college web radio

station. The document includes funding and equipment needs, licensing requirements,

organizational structure and an advisory board. Academic Affairs has committed funding

for new equipment and Student Affairs has also committed to the station. The department

is meeting with the principals from Student Affairs to finalize the space and staff needs and

should launch the station by fall 2017.

NMT has hired a new full time faculty member as of spring 2017 and has increased their

advising events and appointed a new Program Director.

MRT has developed primarily through curriculum revisions an in house MRT program . Our partnership with

the Institute of Audo Recording has been severed due to the fact the IAR has closed . All HUX courses habe

been revised and through student advisement we are serving all present students who could not get into IAR.

Regarding Fine Arts our online offerings have remained steady . There is still a dire need to create a dedicated

room for our art history offerings. We are in need of projectors that offer higher resolution for the accurate

projection of images that are the essential part of the course. Though this room could be used for other

diciplines we are running numerous sections of Art History , Design History and INtroduction to Art.

Communication Studies has maintained all articulation agreements and has reached outside of

CUNY. Communication Studies is also the leader in our department fro online course offerings .

The Humanities Department in partnership with Student Affairs and support from Academic Affairs has

Progress


launched the new web radio station WLGR. We have hired an adjunct CLT and Professor Jaime Rico is the

Director of the station. The radio station is also supported by the Student Radio Club in which Professor

Riccio is the faculty mentor. The readio station serves our broadcasting students and Profesor Riccio is also

teaching our Intro to Broadcasting course. We are also collaborating with the English Depatment and their

journalism students.



C4a.Target



Math is everywhere Project. Provide Math Co-Curricular learning opportunities for students.Objective

Project Rubric designed in the spring of 2016 will be revised according to the judge’s feedback. It will be used

to rate the quality of projects so that the winners will be determined accordingly.

Surveys will also be distributed to participants as well as faculty mentors.

Assessment

Call for proposal will be sent out in the fall of 2016 to recruit faculty and students teams to demonstrate math

found in their field.

In the spring semester of 2017, teams will present their project to the selection committee. The winners will

be announced in the week after during the college wide ceremony.

With MAA Tensor women grant, we will extend the math is everywhere project to include high school students

teams. It will include some activities that specially designed for women.

WEEKLY: Throughout the academic year 2016-17: Faculty mentoring of individual students involved in

research projects (about 2-3 hours a week meeting with students).

EACH SEMESTER: A professional female mathematician or alumnus will be invited to highlight mathematical

study and career opportunities.

EACH SEMESTER: Two community co-curricular activities, such as an origami workshop or movie screening,

will be organized and advertised to all LaGuardia students

ANNUAL Math is Everywhere ceremony

Activity

In the fall, we had the planning meetings. The launch of the math is everywhere project will take place during

the Pi day on March 15, 2017, proposals will be due on March 31st. The college wide celebration will take

place on May 25th, 2017.

Progress



C4a.Target



Strengthen the Engineering and Computer Science Student club. Use extra-curricular activities to encourage

students and motivate them to perform undergraduate research. Objective

Keep detailed student participation records,

Conduct student surveys.

Assessment

We will invite distinguished speakers with support of ACM to give talks , which will help our students.

We will take students for industry visits.

We will have programming competitions and other extra-curricular activities to strengthen student’s technical

and soft skills.

We will also have faculty giving presentations during the Computer Science club hours , talking about

importance of research, mobile app development and many other topics.

Activity

ACM has successfully renewed our student chapter.

During the Fall 2016 semester, the club took part in the college club fair to encourage all the students to take

active part in the club meetings and activities. The club has actively supported the Diversity and Women in

Tech – LaGuardia Meetup event. Students across STEM majors met with all the CS mentors and members of

Club/ACM Chapter.

Our club/chapter has organized two main events where we invited speakers from industry.

Thomas Michael, CEO, Michael Management Corporation

Howard N. Blitman, Owner and President, Blitman Building Corporation.

Progress



C4a.Target



Improve student financial literacy via workshopsObjective

Track usage of web guides

Develop students survey for workshopsAssessment

In Fall 2016, collaborate with Business and Technology Department and Financial Aid Office to create content

for financial literacy workshops.

In Fall 2016, collaborate with Business and Technology Department and Financial Aid Office to create

assessment instrument for financial literacy workshops.

In Fall 2016, schedule and market financial literacy workshops to students.

In Fall 2016, identify financial literacy monographs for the Library collection.

In Fall 2016, create web-based guides spotlighting general financial literacy resources, as well as Library

subscription tools, to be used in-tandem with the workshops.

In Spring 2017, offer Financial Literacy workshops.

In Spring II 2017, assess workshops based on student surveys.

Activity

Grant won.

Team scheduled workshops and is working with Santander on their role in the workshops .Progress



C4a.Target



Implement the NYC Men Teach Initiative.Objective

# enrolled and # advised.Assessment

At the behest of CUNY Central, implement the Mayor’s Initiative for NYC Men Teach accepting

an initial cohort for Fall 2016.

Activity

Through the first rounds of recruitment deadlines (9/15/16, 12/1/16, 2/17/17) we recruited 22

program students. We had no pipeline students. Several were offered pipeline status and never

turned in their acceptance form/letters. Our latest deadline was 6/2/17 and we offered 12 students

program status and one pipeline. We now have recruited 34 students.

Of our 9/15/16 cohort, 2 have transferred to CUNY campuses. One will be transferring to John

Jay this fall.

Of our 12/1/16 cohort, 4 transferred to CUNY campuses, 1 moved to Texas.

Progress



C4a.Target



In conjunction with the Library, present a series of financial literacy workshops for

students.

Objective

At the conclusion of each workshop, have students complete detailed survey.

Assessment

On or before 6/30/16, Professors Napolitano and Ovadia will form steering committee.Fall I, 2016, the committee will create content for financial literacy workshops. During this period, the

committee will also schedule and market such workshops.

Fall II, 2016, the committee will develop an assessment instrument.

On or before 3/1/17, committee will meet to review fall student surveys and revise workshop as necessary.

Activity

Committee formed and workshops scheduled.Progress



C4a.Target



Development of social science research skillsStudents will learn how quantitative and qualitative research skills are important tools for accessing certain

kinds of jobs.

Objective

5 faculty will carefully supervise students and evaluate them throughout assessment of the

course. They will receive a final grade to evaluate on their learning of these research skills.

Faculty will provide intellectual and social support for students to encourage them to present

and provide feedback on their research. Faculty will evaluate the quality of the research.

Brief questionnaires given to students attending events

Assessment

4a.5 faculty in Psychology and History mentor students who have shown an interest in gaining

experience doing research.

4b. Students in Social Science Courses will gain experience presenting their research to larger groups of

students and faculty at Social Science Conferences that are held in spring and fall. These include three

conferences a year organized by social science faculty in the Department, Criminal Justice, and Urban

Studies.

4c. Careers in Social Science- Faculty From each discipline in the Department speak about their own career

path including careers spent outside of academia

4d. Faculty who teach FYS time in liberal arts Psychology and Criminal Justice will spend time asking

students to reflect on careers. They will assess their knowledge of possible careers for majors in these

areas. They will also discuss the educational credentials required to enter into certain fields. Faculty will work

with students to create graduation plans.

4e.Clubs connected to disciplines will invite speakers to discuss links between education and

careers once a semester. Evaluations forms of events will be collected.

Activity



4a.

Prof. Lara Beaty worked with 12 students on a classroom context study that was presented at the Psychology

Faculty & Student Conference on November 21 & 22, 2016.

Prof. Beaty supervised the independent study of a student in SSY 203Experiential Learning

The Students Experience Research Group (SERG) met weekly

Five History faculty taught Writing Intensive classes this past Fall which require students to produce a

research paper done under the guidance of the faculty member. A similar number of faculty have taught such

classes over the course of the Fall II and current Spring I semesters.

4b.

In the CJ Program, students paid through Federal Work-Study (FWS) have been engaged in research

through programs such as PROP (Police Reform Organizing Project) that provided them with experience

doing field research, interviewing and data collection.

Students presented research at the annual Psychology Faculty and Student Conference on 11/21 and 11/22.

A team of Economics students participated in the Fed Challenge in Fall 2016, a nation-wide competition when

they analyzed data and a case study before they made a recommendation in front of a panel of judges.

4c.

The Social Science Career Day took place on May 30,2017.

4d.

Career options in the discipline are highly emphasized by all instructors who teach the course. Students hear

from guest speakers including a criminalist, fraud investigator, state trooper, customs and border

protection agents. Using eportfolio throughout CJF, students are required to reflect upon their personal and

professional goals, and how to strategically meet those goals.

CJ students create reflection journals on eportfolio after each career speaker, and are required to summarize

the main points and write out any thoughts they might have about the career.

Students are required to research a career in CJ, and present a Power Point presentation to the class

outlining the requirements, the challenges and ethical issues involved. These presentations are videotaped by

an STM and deposited to the student’s eportfolio.

The National Association of Blacks in Criminal Justice holds their monthly meetings at the college . They

represent a wide variety of career paths. Students in CJ are invited to attend these meetings.

The Economics Club had at least one meeting in Fall 2016 when students discussed what they can do with an

Economics major and what skills and knowledge are expected of economics majors by potential recruiters.

Reflecting about careers is built into the ePortfolio, and all instructors discuss careers in Psychology

4e.

Progress


Economics Club discussed career possibilities

Criminal Justice courses included guest speakers addressing careers

Monthly presentations from professionals in criminal justice (counselors, therapists), law enforcement (police),

as well as individuals with first-hand experience with the CJ system, including incarceration, are given.

Students are involved in special projects, including engagement with corrections staff and prisoners at

prisoner reentry resource events at Queensborough and Edgecombe Correctional facilities in Queens and

Manhattan.

Several CJ club members provided key assistance in preparing event space, artwork placards and easels,

and promotion of Voices Behind Bars, an interdisciplinary successful event facilitated in collaboration with the

Humanities department.

There are monthly screenings of recent videos and documentaries (including “13th ” and “A Hard Straight”)

involving timely and relevant criminal justice issues, including high profile criminal justice events and mass

incarceration.

At the 6th Annual Psychology Student and Faculty Conference, Ana Ramos-Zayas, Ph.D., a Professor of

Black and Latino Studies at Baruch College and Psychology at CUNY Graduate Center , was a keynote

speaker. She spoke about her research and book -- Street Therapists: Race, Affect, and Neoliberal

Personhood.



C4a.Target



Complete development of option in Economics.Objective

Student survey or assignment.Assessment

4f. One conference or event will highlight career possibilities in the labor market based on

the knowledge and skills gained by studying Economics.

Activity

4f.

The Economics Club had at least one meeting in Fall 2016 when students discussed what they can do with an

Economics major and what skills and knowledge are expected of economics majors by potential recruiters.

The Economics club joined with the Chinese Club to organize talks on essential skills for some business jobs

such as how to use Quickbooks.

Progress



C4a.Target



To increase internship and employment opportunities in the Industrial Design Program in

collaboration with ACE and NY Designs.

Objective

Industrial Design faculty hired.

Experiential Learning course created.

New advisory board members chosen.

Assessment

The Industrial Design Program will hire a full time Assistant Professor with industry experience

and connections to strengthen our external internship and job opportunities working along with

the Experiential Learning Manager.

The program will also revise their curriculum to include a credit bearing Experiential Learning

course. The program will also strengthen their advisory board with outside experts in the

industry as well as the small business client base at NY Designs.

Industrial Design will also partner with NY Designs to make internship and experiential learning

opportunities through increased partnership with NY Designs and their small business client

base.

Activity


The Industrial Design Program has hired a full time faculty member who has also been

appointed Program Director. The program has also hired 1 new adjunct technician and an

adjunct faculty member. The Industrial Design Program has strengthened its relationship

with NY Designs and their new Program Director. We now house our technician in the NY

Designs Fab Lab and working along with David Meyers we have reconstituted our Advisory

Board. The curriculum revision is underway and a new Experiential Learning course is

going through college governance. The program has experienced significant growth and

now has 61 students in the major.

As of Fall 2018 the aindustrial Design Program will have hired a full time Certified

Laboratory Technician. The techniciam will work in the 9th floor C bldg. Fabrication Lab

and will be the liaison between us in Humanities and the tech staff on ACE and NY

Designs.

The program has established an advisory board with industry partners and continues to

collaborate with NY Designs with regards to internship opportunities. The program is

currently undergoing curriculum revisions that reflect the goals of experiential learning.

There are presently 65 students enrolled in the major and takiing courses as of spring

2018.

Progress



C4a.Target



Create 3 subcommittees (AA, SA, & ACE) that will determine how to assess the various student ELO’s for

their division.

Use technology to streamline communication of ELO’s. Develop robust list of ELOs & student interested in

ELOs

Objective

Essential Measurable ELO Outcomes:

· # of opportunities

· quality of student placement through survey and evaluation

· # of majors served

· # of students served

Assessment

Monthly ELO committee & subcommittees meetings

Work with academic dept. chairs & key institution staff to complete CUNY ELO survey by Nov.

Present ELO definition, vision, & mission to Senate by Feb. 2016

Work more closely with IA & funders to give at least one talk to students in the spring.

Work with dept. chairs to consider developing an ELO subcommittee composed of a faculty

member from all nine dept.’s charged with gathering info on all ELO activities related to the

classroom & research with faculty members.

Activity

Progress



C4a.Target



Review documentation from every AAS program to ensure compliance.

Link advisory board membership w/ support from IA & ACE

ELM will lead committee to enhance opportunities for students

Objective

Essential Measurable ELO Outcomes:

· # of opportunities

· quality of student placement through survey and evaluation

· # of majors served

· # of students served

Assessment

Create database of student ELO interest

Meet with AAS program directors in the fall & spring semesters to ensure a robust advisory committee

Develop calendar of Advisory board meetings & timeline of submission timeline.

Job Linkage Report will be sent to CUNY by Oct. in consult with program directors and academic dept. chairs.

Activity

Progress



C4a.Target



Continue the Maximizing Mathematics Achievement (MaxiMA) project, provided the institution matches funds

as required by the funding agency.Objective

Turnout at these events will be recorded, and surveys will be conducted and analyzed.Assessment

Drs. Jaafar and Yuan have been supervising undergraduate students research during the academic years

2013-2016 with the support from an MAA Tensor SUMMA grant. The grant will end in June 2016.

If provided the resources, they wish to continue to mentor research students.

Provide opportunities for students to network among themselves and interact with faculty through events such

as the Annual Pi Day Celebration, Math Society talks, conferences, and other formal and informal activities.

We will continue to hold those talks throughout the academic year .

Activity

Progress



C4b.Target



Develop a Physical Sciences major that will articulate to York College.Objective

Letter of Intent

Program proposal

Senate approval

Chancellor’s report and BOT approval.

Web description of new major and related articulation with York listed in all relevant areas of

website and print description of new program available by Spring 2016 for recruitment

purposes.

Assessment

Letter of Intent (Fall 2016)

Program proposal (Fall 2016)

LaGuardia and York College governance approval of program (Spring 2017)

CUNY approval of major (Fall 2017)

Develop outreach plan and materials – web/print.

Activity

Program proposal and articualation agreements have been prepared and submitted to Associate Provost &

Dean for Academic Affairs Dr. Ann Feibel. The proposal has been held up pending clarification of

mathematics prerequisites from CUNY Central.

Progress



C4b.Target



Develop an Environmental Health Science track in the existing Environmental Science major

that articulates with York College.

Objective

Articulation agreement

Web description of new major and related articulation with York listed in all relevant areas of

website and print description of new program available by Spring 2016 for recruitment

purposes.

Assessment

Articulation agreement with York College for EHS track.

Develop outreach plan and materials – web/print.

Activity

Articulation agreement being developed.Progress



C4b.Target



Develop New Majors: Therapeutic Recreation A.S. Degree, Public Health A.S Degree, and Health Navigation

option under human services

Rationale: The health care job market is expanding including areas of Public Health, Therapeutic Recreation

and navigating the health care system

-Additionally, approximately 2000 students select a health science major each year, while the

existing number of seats in clinical based programs is limited. This new major creates additional

opportunities for students

Objective

1. Chancellors Report will reflect new programs by the Spring of 2017

2. Program websites will be posted, Program directors will present the new programs to

student affairs in Spring 2017 in prep for New Student Registration over the summer

3. 15 students will enroll in the degrees by Fall 2017

New Student Reg and the Freshman seminar will be updated to include new majors

Assessment

1. Finalize program proposals and articulation agreements

2. New Program information will be disseminated to admissions, advisors, first year seminar

and registrar during Spring I 2017

3. Students will be able to start the majors in the Fall of 2017

4. New and current students will be notified of the new majors

Activity


2/6/17 - THe chancellors report now includes both the Therapeutic Recreation A.S. Degree, and Health

Navigation option under human services

The proposed Public Health degree is still under review. An articulation agreement of the proposed course

sequence has been made with York

Progress



C4b.Target



Create a new AAS program in Cybersecurity.Objective

CS faculty review and approval

College governance approval

Number of letters of support.

Assessment

1.Design curriculum framework (Fall 2016)

2.Develop new courses/revise existing courses (Fall 2016)

3.Prepare a Program Proposal (Fall 2016)

4.Seek approval by MEC Curriculum Committee, College-wide Curriculum Committee, and College Senate

(Fall 2016)

5.Letters of support from the industry (Fall 2016)

Activity

The following course proposals have been created: data communications & networking, cloud computing &

security, Introduction to python, cryptography, web applications & security, computer forensics, fundamentals

of cyber security, information security and MAC 245 have been revised.

Meeting with Dean Feibel and industry representatives have been held to discuss the curriculum and other

issues related to the program, course contents and skills students need to acquire.

The curriculum is finalized and shared with other CS faculty members. The curriculum framework and the

program proposal have been designed and submitted to the department for approval.

Approvals from the college wide curriculum committee and the college senate have been postponed for the

spring of 2017 semester.

Letters of support have been collected from a number of industry partners.

Progress



C4b.Target



Two certificates programs in Computer Aided Drafting and Electrical Troubleshooting will be createdObjective

Assessment

1.Courses in the certificate programs will be identified (Fall 2016)

2. Certificate programs will go through governance: MEC curriculum committee and College curriculum

committee (Spring 2017)

Activity

Faculty met on several occasions to discuss the certificate programs for engineering. They revised the

curricula for the certificate programs that will be under the umbrella of the Energy Tech program . The curricula

will be presented to the departmental curriculum committee in Early February for approval (also a letter of

intent if required). If approved, the curricula will be submitted for College wide approval at both CWCC and

Senate.

Progress



C4b.Target



Increase paraprofessional degree-seeking population.Objective

# enrolled and # with level movement.Assessment

Survey students about interest in paraprofessional careers. Develop a sequence of

courses/program that prepares students to become paraprofessionals or advance in that title

Activity


The Education program held a paraprofessional event in the Fall that was open to all majors. At

the event, a panel of 6 paraprofessionals discussed their experiences as paraprofessionals, the

process of becoming a paraprofessional, and their experiences of having a full-time job and being

a student at LaGCC. At the event, a representative from the DOE discussed the process of

becoming a paraprofessional, and an elementary school principal discussed what Principals are

looking for in individuals they would like to nominate to become paraprofessionals. There were 24

students in attendance, 6 paraprofessionals on the panel, and as mentioned a representative from

the NYCDOE and an Elementary School Principal. Date of Event: 12/07.

This event also allowed us to ask the current paraprofessionals about the hurdles they

encountered at LaGuardia. The paraprofessionals consistently referred to having to take other

non-related courses because of the times that courses in their degrees are offered =often class

with their work schedule. Because this event occurred after the Spring schedules were set, we

could not make any changes for the Spring, but have taken this into consideration as we plan our

Fall 2017 course schedules, especially for courses that only offer one section. For example, we will

offer ELE204 Language and Literacy in Secondary Education at 3:25PM rather than 2:15PM, as

well as ELE205 Language and Literacy in Early Childhood Education, which is currently offered in

the morning. Additionally, the Education Program Director has shifted some office hours so that

she is accessible in the evenings when most paras take courses.

We are currently attempting to get a list of paraprofessional students through the Bursar 's office to

futher enhance our efforts.

Progress



C4c.Target



Raise visibility of Women in STEM fields, especially in TECH sector, and strengthen Advisement regarding

Tech-related majors.

Objective

Attendance data, photo evidence, satisfaction surveys.

Number of talks and presentations.

Number of panelists

Assessment

Conduct talks by (or about) Women in Technology/Entrepreneurship and/or gender-diverse Panel

Discussion(s) with panelists sharing their experiences, difficulties, and successes throughout their STEM

career, providing guidance and serving as an inspiration for LaGuardia female and other diverse

underrepresented students in STEM.

Incorporate Advisement Component in collaboration with SAS.

Organize meetings/discussions for diverse teams of students sharing their undergraduate learning and/or

research experiences.

Activity

9/28/16 “Diversity and Women in Tech – LaGuardia MeetUp” was held. During this event, we were profiling 3

amazing women and 2 men who work at LaGuardia.

The panelists shared their stories from different fields in connection with technology and provide specific

examples of what technology helped them to achieve, advising our students on career choices.

11/30/16 Another “Diversity and Women in Tech – LaGuardia MeetUp” was held . During this event, we were

profiling tech professionals together with recent LaGuardia Computer Science graduates and current

Computer Science and Engineering students.

Number of presentations during two big events is 7

Number of panelists: 5 panelists on 9/28/16; 4 panelists and 2 outside guests on 11/30/17

Attendance was taken. Pictures of 9/28/16 are available at

https://www.flickr.com/photos/laguardiaccollege/sets/72157671340899743

Pictures of 11/30/16 are available at

https://www.flickr.com/photos/laguardiaccollege/sets/72157676647814310

Surveys were conducted.

Progress




C4d.Target


Human ResourcesDepartment

Select and maintain a pool of students to fill part-time positions on campus. Provide customer

service and frontline training to this group.

Continue annual, 7-session middle management trainings with second cohort in 2016-17;

develop support system/resources for trainees upon completion. Offer trainings in Six Sigma

program for all managers and supervisors in 2016-17; provide Business Writing Basics for

Professionals as a pilot training in June 2016.

Financial literacy and planning workshops for all staff. Expose staff to providers and product

offerings through periodic info sessions and a benefits fair in Fall 2016.

Objective

Completed trainings and increased number of student employees during the fiscal year.

User feedback surveys and questionnaires upon completion and 6 mos. out, supervisor and

subordinates survey.

User surveys.

Assessment


Working with Student Affairs.

2nd cohort in March, on track

6 sigma in May and June

Writing in June

Benefits Fair, 4 info sessions for financial wellness, 6 more in Feb-May

Activity

In progress

In progress

In progress

Progress



C5a.Target


The English Language Center(TELC)Department

Objective

· Student assessment instruments applied before and after class attendance to ascertain where

students fall on the Global Learning Rubric in the three areas of :

o Understanding Global Issues and Events

o Communicating Knowledge in Global Contexts

o Ethical Engagement and Global Self-Awareness

Assessment

Offer a summer seminar to four instructors to develop strategies for assessing global learning .

Incorporate LaGuardia’s Global Learning Rubric into 4-8 classes

Facilitate a TELC/CLIP Professional Development Day to introduce rubric to instructors

Activity

•TELC’s Associate Director joined the Global Learning Seminar offered by the Center for Teaching and

Learning. Through her involvement, TELC determined that although the Global Learning rubric was not

designed for Continuing Education, it should be a pretty natural fit for their day intensive classes. The

Associate Director wanted to learn and understand the rubric well before disseminating the information to

staff. As a result, they will implement the activities for this goal during the Spring semester.

•The Associate Director is going to set up a small group of instructors to workshop the rubric in the same way

it is being workshopped in the seminar for the college. Because TELC was awaiting the completion and

approval of the rubric, they held off on the seminar last summer. This will serve as the seminar.

Progress



C5a.Target



Build comprehensive academic global learning assignments college-wide and assess them

utilizing the Global Learning rubric

Objective

Number of Global Learning assessment deposits by program curriculum map beginning Fall

2016; Feedback from faculty about better assignment alignment with competencies at the

benchmark readings; Spring 2017 student outcomes; norming and scoring of assignments

Assessment

CTL Global Learning seminar; assignment design charrettes in selected programs (Fall

2016-Spring 2017); norming and scoring of global learning assignments (link to assessment

calendar?)

Activity

Progress



C5a.Target



Supplement classroom-based Global Learning with faculty-sponsored external

speakers/presentations on key global learning themes

Objective

Attendance at faculty-sponsored events; explicit linkage between events and Global Learning

rubric dimensions

Assessment

Sponsor monthly faculty-sponsored events (speakers/presentations) linked to rubric-based

Global Learning goals

Activity

Progress



C5a.Target



Develop a LaGuardia co-curricular Global Learning model through experiential learning and

Student Life activities

Objective

Feedback from students, faculty and staff on efficacy of co-curricular activities and incentives;

evaluation of activities against Global Learning rubric dimensions

Assessment

Form cross-divisional working group composed of faculty and Student Affairs staff, and

students; design scalable activities that bridge courses and Student Life; create

incentives/credentials to encourage participation; explore digital badging possibilities

Activity

Working group formed and meeting monthly. Plan devised for organizing and publicizing co-curricular global

learning events through active collaboration between faculty and Student Affairs . Six Global Learning

mini-grants awarded to support collaborative projects co-designed and led by faculty- Student Affairs teams.

Projects to be planned Spring 17 and implemented Fall 17. All projects will result in rubric-based Global

Learning outcomes assessment.

Progress



C5a.Target



Develop an institutional strategy for international engagement for faculty, students, and staff. Objective

Establishment of partnership agreements and institutional memberships; development of

cost-effective study abroad and exchange programs

Assessment

Form faculty/staff working group to develop plans for replicable annual programs of

international engagement, including faculty-led study abroad, faculty exchange, international

student recruitment, course-based international learning partnerships, and institutional

partnerships (e.g., Fulbright and other international learning organizations).

Activity

Progress



C5a.Target



Complete American Council of Education Internationalization Laboratory reportObjective

Feedback from College personnel about review and recommendationsAssessment

Complete and disseminate review; develop strategic recommendations for Provost; conclude

Lab activities by Spring 2017

Activity

Progress



C5a.Target



Co-Curricular activities about Global Learning (GL)Objective

1. The activities will be well publicized.

2. The student activities will be reflected in improved quality of the GL-based artifacts.Assessment

1. Student organizations advised by the department will support at least one activity related to the GL

competency during the 2016-17 year.

2. First-year seminars taught in the department will encourage students to take advantage of GL related

activities on campus.

Activity

Progress



C5b.Target



Redevelop International Studies Option with clear connection to the Global Learning

Competency.

Objective

# of new students enrolled and # of continuing students enrolled.Assessment

Hire new faculty member for International Studies option.

Develop 1-2 new courses for the International Studies option.Create an articulation agreement with CUNY Senior College.

Activity

Hired Dr. Maria Savva for International Studies.

Developed a LIB 200 with a focus on International Studies.

Pursuing an articulation agreement with Queens College. Had meeting under the guidance of Dr. Howard

Wach on 3/1/17.l

Progress



C5b.Target



Develop a departmental-wide linguistics assignment to be used in for the Global Learning

competency.

Objective

Assess against global learning competency.Assessment

Mini-grant use to develop assignment and support development of faculty.Activity

Drs. Garrison-Fletcher and McCormack:

gave the assignment to 4 sections of ELL101

presented at the Assignment Workshop

had a PD meeting for ELL101 instructors to discuss the assignment

attended all the mini-grant seminars and are applying for another follow up grant

Additionally, all assignments now show closer alignment to the Global Learning competency.

Progress



C5b.Target



Host a Language Symposium to demonstrate the importance of academic literacy in a first

language and in English.

Objective

# of attendees and survey post-event.Assessment

In Fall host an event to introduce faculty and staff to the idea of Balanced Bilingualism and its

importance for student success.

Activity

Dr. Habiba Boumlik convened a group of faculty with representation from Spanish- English Translation,

Modern Languages, English to host an all day symposium on May 12th, 2017: Langauges Across the

Curriculum. This event had over 50 students, faculty and staff in attendance and ran from 9am-5pm with

multiple panels and a keynote presentation by Professor Susan Dicker of Hostos Community College

on "Language as a Human Right."

Progress



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Strategic Plan 2016-2017 LaGuardia Community College · 2018-07-26 · Strategic Plan 2016-2017...

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