|IV. ORGANIZATION OF THE SELF-STUDY COMMITTEE||VI. DOCUMENT INVENTORY|
V. MIDDLE STATES SELF-STUDY CHARGE QUESTIONS
Standard 1: Mission, Goals and Objectives
- Utilization of the Mission in planning for the future
- Currency of the Mission, review process
- The use of goals and objectives to inform planning and decision making
- How is the College Mission being used in planning for the future as well as measuring and determining if goals and objectives have been met?
- What mechanism exists to review and update the mission statement?
- How well is the Mission commonly understood and used by all constituencies?
Standard 2: Planning, Resource Allocation, and Institutional Renewal
- Strategic planning
- The role of faculty, students, advisory boards and administrators.
- The role of the CUNY Master Plan
- The structure of the planning process and review
- Resource allocation
- The role of CUNY (Master Plan, budget process, and performance assessment)
- The role of College Council and other stakeholders
- The grants process (grant seeking, management, and institutionalization)
- What part do the CUNY Master Plan and goals and targets play in planning and resource allocation at the College?
- How are self-studies or strategic plans used to project future needs/ budgets and review past accomplishments?
- What is the budget planning process?
- How appropriate is the division of resources allocated?
- What part do faculty governance groups play in planning, resource allocation, and institutional renewal?
- How has the College used grants and other funding to support its goals and to support students and faculty?
Standard 3: Institutional Resources
- College resources
- CUNY resource allocation and availability
- Major fund raising
- Are the resources—financial, human, physical, technological--available to the College adequate to implement the Mission?
- How are budget projections used to allow for long term planning by the College?
- What percentage of resources is fixed?
- How should the College determine the most realistic planning cycle?
- What major new funding sources would be useful to the College?
- Who identifies, develops and approves revenue-seeking endeavors?
Standard 4: Leadership and Governance
- The effectiveness of College Council in shaping policy and decision-making.
- The effectiveness of Student Government in representing the student body in institutional decision-making.
- How effective is College Council in fulfilling its responsibilities?
- How does College Council objectively assess its own effectiveness?
- How are its current processes useful in improving its effectiveness?
- How does College Council plan for its own future?
- What initiatives are being considered to redesign College Council and will the proposed changes improve the body?
- How are the faculty and staff encouraged, motivated, and engaged to participate in governance?
- How effective is the SGA (Student Government Assoc.) in fulfilling its responsibilities?
- How does Student Government objectively assess its own effectiveness?
- How can these assessments be used in improving its effectiveness?
- How effective is Student Government in generating student participation in Student Government and on college committees?
- How well does the college support, advise and guide the SGA.
- How effective is the SGA in sharing information with the college community?
- How effective is the College Council in sharing information with the college community?
Standard 5: Administration
- The effectiveness of the administration
- How have the administrative reorganizations of the last ten years affected the ability of the College to pursue its Mission?
- To what extent are the job responsibilities of all members of the administration clearly understood by those individuals and the institution as a whole?
- How is the Administration assessed?
- How useful are the current processes in improving administrative effectiveness?
- How effective is the existing process of coordination among senior administrators in making decisions that cross administrative boundaries of Vice Presidents, Deans, Chairs, and Directors?
- How effective is the current process of evaluating individual administrators?
- How do the administrative structures of the college facilitate student learning?
- How effective is the administration in sharing information with the college community?
Standard 6: Integrity
- Currency, accuracy, and availability of information.
- Ethics and the curriculum
- The College policy on academic integrity is clearly communicated and enforced at City Tech.
- Degree programs can be completed in a timely fashion and in a safe environment.
- How does the College ensure that all handbooks and documents, print and electronic, clearly and accurately communicate policies, rules and regulations to students, faculty, staff, and the community?
- How well does the College adhere to the published policies, rules and regulations?
- In what ways might the College assess the effectiveness of the existing academic integrity code and examine the barriers to enforcing this code?
- What policies govern research at the College? How are they communicated to faculty and staff? How are they enforced?
- How are ethics and integrity embedded into the curriculum and instructional practices?
- How effectively has the academic integrity code been updated, implemented, and communicated to students, staff and faculty?
- How safe and comfortable is the learning environment? To what extent does the College provide accurate data about campus crime rate and ongoing improvements to ensure the safety of the college community?
- How accurate, current and accessible is the College’s website?
- How ethically does the college fulfill its financial and contractual responsibilities?
Standard 7: Institutional Assessment
- Existence of continuous improvement process and use of data to inform decision-making and to allocate resources
- Incentives for departments/offices to make improvements
- How effective is the continuous improvement process at City Tech?
- How effectively do administrative and academic areas use data to inform decision-making?
- How transparent is the process to the college community?
- How effective is the college at ensuring that people review their day-to-day and long-term planning efforts in order to make improvements?
- Are processes reviewed systematically or only when there is an obvious problem?
- What incentives exist at the college for departments/offices to make improvements?
- In what ways, if any, are data used to allocate resources (personnel, money, equipment) throughout the college?
- How effective is the current process?
- In what ways has the use of assessment data improved the efficiency of the college at all levels?
Standard 8: Student Admissions
- Relationship of admissions policies and standards to student learning outcomes
- Match between the attributes of admitted students and the College’s mission and programs
- Use of assessment data in determining whether admissions and retention goals are being met
- What does data analysis reveal about trends in the College’s admissions policies and standards over the past 5 years?
- To what extent do the attributes of admitted students match the College’s mission and programs?
- How is the student profile incorporated in the generation of appropriate changes in policies, practices and support services? (e.g. admissions criteria, skills assessment, placement in programs, etc.)
- How effectively is assessment information used to determine if admissions and retention goals are being met?
Standard 9: Student Support Services
- Student support services are appropriate for the characteristics/needs of the student body
- College can demonstrate success in providing key programs and services:
- Academic Advisement
- Financial Aid
- Student Records
- Student Development (i.e., social, cultural and personal)
- College can demonstrate success in providing programs and services specifically designed to meet the needs of special populations:
- Disabled students
- Honors students
- SEEK (and other special program admissions) students
- There are continuous improvement processes in place for student support services
- To what extent is there a connection between the College’s mission, student learning expectations, and services delivered?
- What evidence exists that the programs/services offered are appropriate for the current student body and are supportive of desired student learning outcomes?
- How effective is the student advising process and how should it be improved?
- To what extent are student support services assessment results used in making program/service improvements?
- To what extent are student support services assessment results used in the College’s policy development, strategic planning, and budgeting processes?
Standard 10: Faculty
- The quality of teaching and instructional design
- The role of the faculty in curriculum development
- The level and support of faculty research/scholarship/creative work
- The availability and effectiveness of professional development for all facets of faculty work
- The integration and support of adjunct faculty
- Analysis of faculty satisfaction
- How effective is our faculty?
- How effective is advisement? Is there any advisement training available for faculty, and if so, how effective is it?
- How effective is teaching at the College? How are excellent instructional design and pedagogy valued, supported, achieved, and evaluated?
- How well do students interact with faculty? Does student/faculty interaction adequately support the mission of the college?
- How effectively is the set of administrative responsibilities assigned to the faculty performed?
- What quantitative methods are in place for assessment of faculty, and if so, how effective are they?
- What professional development activities and resources are available to the faculty? Do they effectively address all facets of faculty responsibility?
- How effective is the process of curriculum development?
- What are the processes of faculty curriculum development within departments? College-wide?
- What procedures are used to ensure that the curriculum remains current?
- How are career and general education goals integrated into the curriculum? (For example, the use of pre-requisites of English/Math to force taking Gen. Ed. courses earlier.)
- How are efforts in these areas assessed, and what has been found?
- How are these procedures used to modify and increase educational effectiveness?
- How is faculty research/scholarship/creative work supported?
- What is the proportion of faculty time used for research/scholarship/creative work, and how much output is expected?
- How are faculty research, scholarship, creative work, and other professional activities evaluated and used in the process of reappointment, tenuring, and promotion? How are comparable standards achieved across disciplines?
- How much support for research is available (release time? summer salary, etc.) to faculty, and how adequate is it in relation to the expectations for achievement?
- How sufficient are equipment, space and other resources for the professional development of faculty, and if insufficient, how do they need to be improved?
- How appropriate is the mechanism for evaluation of professional development as it relates to promotion and tenure between departments and disciplines?
- How effective is the hiring process for faculty?
- How well are hiring plans articulated?
- What provisions are made to ensure that the advertising and publicity reach the largest possible applicant pool?
- How are junior faculty oriented, mentored, and supported?
- How are adjuncts integrated into the academic departments and the college community?
- What procedures for selection, oversight and assessment exist, and how appropriate are they?
- What provisions are in place to ensure uniformity of curriculum across varied sections of the same course?
- How effective and appropriate is current adjunct deployment?
- What is the ratio between full time and adjunct faculty, and is it appropriate?
- How satisfied is the faculty, and what can be done to improve satisfaction?
Standard 11: Educational Offerings
- The College provides high quality and innovative educational offerings that reflect the mission of the college.
- Each professional, career and Liberal Arts & Sciences degree program provides students with a coherent plan that ensures a rich and well-rounded educational experience.
- Students in Developmental and/or ESL classes have reasonable expectations for successful progression in their degree programs.
- How effective are the academic programs and courses in achieving educational excellence and meeting the needs of the changing marketplace?
- To what degree are Developmental and /or ESL students prepared for credit-bearing work?
- In what ways do educational offerings stimulate intellectual curiosity, support career objectives, and provide a foundation for lifelong learning?
- How effectively does City Tech integrate its educational offerings, such as certificate, AAS and BS/BT degree programs, CUNY initiatives (WAC, Core Text, Honors program etc.), and grant- funded programs (Title V & ePortfolio etc.)?
- How does the College ensure that all course offerings (weekday, weekends, in-class or online) meet the highest educational standards?
- How effective is the College in implementing the latest technological tools to meet the needs of a diverse student body, and assessing student learning outcomes?
Standard 12: General Education
- General Education requirements ensure that, upon graduation, students are proficient in reading, speaking, writing and computation, and possess critical thinking/analytic skills.
- Students understand the purpose and relationship of General Education courses with their major course requirements.
- Information Literacy is enhanced in all educational offerings.
- How does the College assess the integration of General Education goals and objectives in all degree programs, and ensure that graduates are proficient in reading, writing, math, and critical thinking skills?
- How adequate are learning resources in improving student learning and promoting information literacy in General Education courses?
- How do departments and Schools make decisions about online course offerings and assess student discussion/participation and learning outcomes in on-line courses?
Standard 13: Related Educational Activities
- Academic support programs meet diverse students’ developmental needs.
- Experiential learning and internships are consistent with sound educational practice and institutional policies.
- Certificate and pre-college programs in the Division of Continuing Education meet students’ career advancement needs and improve the regional workforce.
- How effective are Academic Support staff and programs (tutoring, workshops and on-line resources) in collaborating with academic departments and ensuring student success?
- How consistent are the departments and Schools in evaluating student learning outcomes in internships, experiential and service learning programs?
- How does the College assess the effectiveness and quality of on-line and distance learning programs, and use these assessment outcomes in planning?
- How effective are high school/college “bridge” programs and preparatory programs, such as CLIP, in raising student retention and graduation rates? Are assessment tools and tracking systems in place?
- To what degree do Continuing Education certificate programs and business partnerships meet student, alumni, and community/employer needs?
Standard 14: Assessment of Student Learning
- Assessment of general education, ESL, and developmental courses/program
- Effectiveness of college in assessing student learning, using information to make improvements, and documenting the process
- What policies or incentives encourage or discourage this process
- How well is the college able to assess students’ general education competencies?
- Is the assessment systematic across the college?
- What tools are available to help faculty and staff assess general education?
- How effective is the assessment of student learning in the ESL and developmental series of courses?
- Have changes in the student population affected what is offered and when?
- What does existing data suggest the college should do?
- How effective is the college in assessing student learning?
- How effective is the college at providing incentives to encourage faculty and departments to initiate or improve assessment of student learning and to use the data to make decisions about curriculum change, pedagogy, course offerings, scheduling/MCF, etc?
- How is assessment of student learning, and subsequent changes to policy, curriculum, and programming, being documented?
- Is assessment of student learning built into the reward structure of departments and in what ways does that affect assessment efforts? What is the college doing to show coherence or integration of the three levels of assessment (course, program, institution)?
|IV. ORGANIZATION OF THE SELF-STUDY COMMITTEE||VI. DOCUMENT INVENTORY|