Greatra Mayana

Career & Employment Opportunities

Convocation of the College


– Good morning, and welcome to the 2010 convocation of the college. What have we learned
about student learning? The title of this year’s
convocation reflects the college’s renewed
emphasis on student learning within the context of the
new Freshman Academies and heightened concerns here
and across higher education on the assessment of student learning. It is particularly gratifying
that in today’s agenda a strong sense of collaboration
informs every line. Back on October 20 when
I presented in this room on the direction the institution
would take on assessment, the underlying principle I suggested as essential was a
culture of collaboration. The Freshman Academies bring this emerging culture into focus. Today’s convocation celebrates
this emerging culture, a collaboration among faculty
and across disciplines between academic affairs
and student affairs between faculty and freshman coordinators, and between everyone and students, of course, the most important
collaboration of all. Today, we have an opportunity
to take a first look at these collaborations
and at the carefully considered assessment
measures that faculty and the institution have begun to make, all congruent with, and in the spirit of the General Education objectives that inform all curricular on campus, and for whose fulfillment
our students strive. We also take a first look at the academy assessment protocol, a concerted effort to
examine the academies purposefully and comprehensively, and in the context of evaluation, discussion and deliberative change. In the Spring semester, my office will meet
with the faculty cohorts in each academy to discuss the results of the rubrics used in the Fall in conjunction with the
other results from surveys and administrative data. We look forward to conversations
about student learning, informed by these results and data. More will come as the semesters unfold. This is a work in progress, one that promises to be both
informative and energizing. In some ways, the work
has only just begun. In other ways, substantive
progress has already been made. A new culture of
collaboration is emerging, dynamic, inter-disciplinary,
and clearly cognizant that the discussion about the assessment of student learning is not
extraneous to the classroom but directly relevant
and meaningful to it. And now I’d like to introduce the President of Queensborough
Community College, Dr. Eduardo J. Marti. (audience applauding) – I thank you, and welcome everyone. Can you hear me with this? I wanna congratulate all of you because truly I believe that this college is at a crossroads. I believe that the job of the faculty and the job of the administrators, maybe a more elegant way of saying it is that the scope of work, if you will, of the administration, and the scope of work of
the faculty is developing, and is more clearly defined than I have ever seen
in my long experience with community colleges. And then we just talked
a little bit about that because I believe that as I said, we are at a very important point in the history of our college. I believe very strongly that the job of any administration,
whether it’d be finances, whether it’d be development, whether it’d be student affairs, whether it’d be academic administration. The scope of work of an administration is to provide a stable environment for the faculty and for the college to be able to be creative. I think that in many
colleges across this land, there’s a pull and tug as
to who has more control, who has more power, who has more say in where the college is going. And what I think most
colleges lose perspective of is that the power really
doesn’t lie in one or another but the power really lies in the collaboration of everyone. And that’s very easy to say, and it is very altruistic. We all have to work together. We all have to collaborate
with one another. We have to ensure that
we support one another. But the fact of the
matter is that in reality, that is a very, very difficult task. So what I would like today in the very short period of
time that I have with you is to first of all congratulate everyone at this institution. I think that we have achieved
a point at our college, where there is a stability, where there is the ability to be creative. And I think we have transcended that. I think that today what we’re seeing is that that ability to work together has gone to the next level, and that is the ability for us to engage in self-examination in understanding how we assess ourselves, and how we assess student learning at this institution. So I believe to my core that what we are doing here
is extremely important. I think that we can demonstrate
to many other institutions how it can be done. How we can break those barriers that have existed for so many years between departments, academic departments, and between academic departments,
academic administration, and the rest of the
administration of the college. So I don’t want to
appear as if we’re being self-serving in my remarks. But I do want to congratulate all of us because I think that without
the goodwill of the faculty, without your understanding
of the importance of the projects that you have engaged in, nothing could have been done. But I also believe that
without a stable environment, nothing could have been done. So what is really, really important here is what is happening in
this room, at this time. We have goodwill. We have a clear understanding of where we’re going. And once you do that,
the brilliance of all of the individuals of
this college is multiplied by the synergy of
everyone working together. This is a very, very special institution. And as I said at the very
beginning of my remarks, we are at a crossroads. We are at the point that we
need to just simply take off. So congratulations. (audience applauding) – And now, Dr. Diane Call, Provost and Senior Vice President. (audience applauding) – Good morning. I would say welcome back but for many of us, it’s
welcome to the new semester. And I wanna thank all of you who’ve really contributed
to making this launch of Spring 2010 as successful
as it appears to be at this point. I guess we’ll all know by Thursday. But I do thank you. Recently, I was at a conference, a Middle States conference, and a college president called for higher education institutions to educate students for
ambiguity and uncertainty. There is general agreement among us that education must
provide students the skills to cope with both. And we develop our General
Education objectives to define the competencies students must demonstrate to meet them. So today’s conversation centers on how do we know if we’re succeeding? To that end, a growing number of faculty and instructional, and
student support staff are engaged in ongoing
interdisciplinary discussions to develop rubrics. By the way, I have a definition of rubric, which makes sense to me. It’s called statements
of expected learning. It’s much easier when you
define it that way, I think. And we’re going to try to incorporate them in individual courses, and in High Impact activities, and most of all, we’re going to evaluate specific learning objectives, as well as the effectiveness
of the structures we’ve developed for
student learning outcomes inside and outside the classroom. The Freshman Academies offer a framework for student development. Our curricular and the courses within them focus on theory and application, represented through learning objectives, and often enriched through
co-curricular activities. The assessment process
at the course level, the program level, the institutional level will inform change to
increase student retention, performance and graduation. So today we examine what
we’ve learned so far about student learning. The faculty and staff
on the panels will share their experiences with the
General Education objectives with the Freshman Academy structure, High Impact activities,
and the assessment process. Learning about what’s
been less than successful is also extremely important as it will lead to the refinement or even redirection of our resources and our interventions. Over the last six months, faculty from every academic department, every academic department
have participated in these activities and processes along with representatives from student and instructional support service offices. Their continuing discussion
and collaborative work advance the continuous improvement effort. Your program lists the
participants in the projects discussed this morning, and I really have to thank all of you because it’s been so
incredibly energizing. Our engagement in
collaboration across divisions, crosses divisions and departments. Student Affairs led by Vice
President Ellen Hartigan, with Susan Curtis, joined
with Academic Affairs led by Michelle Cuomo and Susan Madera to implement the Freshman Academies. And with over 140 faculty and heroes, High Impact activities and rubrics for learning
outcomes were developed. Our faculty facilitators and liaisons have supported scores of faculty engaged in exploration of pedagogy, instructional technology and assessment. And Vice President Rosemary
Zins with Chris Johnson have identified funding sources for many of the ideas and discoveries derived from this work. Dr. Victor Fichera has begun his analysis of data from the academies
assessment protocol. And although the results are preliminary, what we do know is that our conversations have been interesting and productive. If only to debate the
issues, and strategies, and tools to address them. Our initiatives, in the
context of national trends, will be discussed by Dr. Derek Price and Dr. Michelle Kalina. Beyond today, we will
continue these discussions in many venues. Among them, a series of
informal campus conversations, an exchange of idea about
teaching and learning, and professional advancement, hosted by Office of Academic Affairs this coming Spring term. To all of you on the panels, and the program, and the audience, your willingness to invest in our students and in your own professional development, and that of your colleagues is valued, and an important service to Queensborough and the academy. As provost, I encourage your
curiosity and participation. I will ensure you have
access to opportunities and the support to engage in them. And I will also hope to support the acknowledgement of your work as you go forward in your careers here. Before we begin the panel presentations, we have an announcement. Queensborough also celebrates
scholarship of our faculty through faculty excellence awards. This is not a yearly occurrence. We in fact, only do
this, every other year. However, we have this year through a panel of chair-people, nominated by their own
chair-people meetings. They have considered a variety
of nominees if you will, and forwarded them to the president, who has named the following faculty as Faculty Excellence Award recipients. Dr. Tak Cheung from Physics. Dr. Koftello from Social Sciences, specifically Economics. And Dr. James Valentino
from Mechanical Engineering, Technology and Design Drafting. And these distinguished colleagues will be honored at a reception
in April of this year. (audience applauding) And now to the panelists, from their presentations and discussions, we’re going to learn more
about student learning and ourselves. As a community, we own this process. And all of you will help to lead it. I hope you’ll enjoy the
rest of the morning. I’m interested to hear
more about the outcomes and your comments and insights into your experiences as faculty and staff at Queensborough. Thank you. (audience applauding) – Today’s program includes three panels. The first section has to
do with Gen Ed Rubrics and student learning outcomes. Just this past Fall for 2009, 75 faculty members participated in nine faculty cohort groups that implemented three
cross-cutting rubrics for student learning outcomes based on the Gen Ed
objectives one to three, developed by the faculty
under the facilitation of DVP-PRAXIS. And so the first panel today is basics skills across the academies, and I’d to ask the
faculty to come forward. Professor David Rothman and Doctors Rancha Porachero, Julia
Carroll, Beth Counihan, Jilani Warsi and Lana Zinger. (woman speaking faintly amidst echo) (audience laughing) – Well, there’s quite a few of us. So I think we’re gonna skip the mic, and just speak loudly. We are the, what are we? The basics skills kind of High Impact across the academies cohort. – Yeah, another day, another meeting. I don’t even know why
I’m on this committee because David doesn’t even
like (speaking faintly). – Yeah, and you know. (audience laughing) I’m actually skeptical. I’ve heard Lana moaned and complained, and she’s so skeptical about the rubrics. (audience laughing) – Well, it may not seem so but our cohort did actually
get out to a good start. – Okay, first meeting. So what kind of experience do we all have working with High Impact strategies? – Oh, I’ve done some work in communities. I’ve done sociology. I’ve done biology. All hosts that are part
of the communities. – I have them start their selection in one of my classes. – We’ve started this one
learning communities, I think portfolio. – I did learning communities
with basic skills, surface learning with
college when I was a student, and served as (speaking faintly). – The reason we did a surface learning with the organization
on campus project price, with some high school students, I’ve also worked with learning communities which has been a part. It was great. Now, let’s talk about how
central are the components for the High Impact strategies
in your course description? – I would say probably in a general way, I included them. They did reading, they did writing but it wasn’t the central main focus. Very, and more in of an informal way. – Mine have actually been informal. I included them in the syllabus. And from day one, we
started to review them. So by the time the
assignment rolled around, they were so confused. That’s my syllabus. And it’s right in there, right in there. So they know what to expect from day one. – Okay, so what we did
in our first meeting. We’ve been talking about how we could, we focused on particular High
Impact course assignments and considered where the
goals of these assignments intersected with the Gen Ed objectives. – Okay, so David put us
together in little groups. And Rancha and I worked together. And we took, we made this little grid and some of my students are doing an oral history project
with CLIP students. And so then we matched it up, okay, the skill with the Gen Ed objective, and then in extension, that okay, we’ll include this steep rubric to assess that skill from
those oral history projects. (audience giggling) – Okay, esteemed comrades. We keep talking about rubrics. How much experience do
we have using rubrics at our courses? – I’ve got some experience using rubrics with writing portfolios, and more about holistic type of style to judge a portfolio over in the interim and the final, and so forth. – I’ve used them with writing
and reading assignments, with all the presentations and in Spanish. (speaking faintly) – When I use rubrics, it
take my Gen Ed objectives and then I make rubrics, on them. And again, I put them in the syllabus, right behind the assignment. So also from day one, we
go through the assignment, and we go through these. And so they’re kind of
don’t have that anxiety in the middle of the semester. What am I supposed to do? What’s the assignment? How do I get graded? Well, it’s in there. We’ll talk about it. – Can I ask you something about that? Actually, one thing that I find that works is you need to train the
students with the rubrics before you actually
grade their assignments with the rubrics. – What about outside
rubrics (speaking faintly)? I know Jilani Warsi
couldn’t be here today. He worked with Massachusetts
State Rubric at Harvard. And he swears by it. It’s kinda something he’s been
working with for a long time. – Well, I think I got
mine from different sites that go in increment. And I come up with my own. – I think we have one coming up, yeah. – Is this it? – A little bit further (speaking faintly). (woman speaking faintly) – [David] Where did you
take it from, I’m sorry? – [Rancha] From different
sites that come in English, and then I translated it
and (speaking faintly). And I think (speaking faintly) because when your students used them, they told me what they don’t understand, and what does work, so. – I know there are some concerns about conforming to approve that rubrics. – Yeah, I mean, and
anyway, didn’t the students get rubrics at high school normally? Don’t they know from
rubrics anyway and why? (audience laughing) After we create these rubrics. And then of course, we’re worried about assessment being like but then they’re writing to the rubric. Does that really show they’re learning? What about authentic learning? How can you really know over time? What’s really been retained, and what they’ve really
learned, and understood, and gotten out of it? – That is a concern that we
hear from a lot of faculty. – Yeah I know, I agree with that. That is a concern. I have another concern. I’ve prompted numerous faculty, and then, they’re very anxious. They’re nervous, they wanna know do they have to use the entire rubric? Can they use a part of it? It seems so overwhelming. Is it possible to use just
a portion of the rubric? Or do you have to use the whole rubric? – Let’s talk about that because it’s getting
late in the term already. It’s almost mid-term content. We have the goal of do
the assessment of doing, do assessments of a
particular Gen Ed objective. We’re working with protesting
the objectives one to three. But we can work with the
subset of one objective as it fits a particular assignment. If we scroll down, we can
see, here’s an example. I actually fill, yes, okay. I had a student. They were asked to find the editorial. Scroll back down, just a bit, right there. On one of our class, the vague topics, using LexisNexis. And the assignment was
to analyze in writing the editorial on the
issue of gay marriage, we’re having a project,
debate project there. And we just looked at
the subset of Task 1B from the CPE Rubric. And you can see that at the bottom that Task B of the CPE Rubric demonstrates understanding of the reading through summary and explanation
of relevant materials. So we just looked at the subset of the first Gen Ed objective. And so that sort of
answered your question. – Okay, thank you. – You don’t have it right? – Okay, so I have to
play rubric police now. Have you all got your first assessments? How is it going? – Yeah, I did mine, I did mine. It went well. You know I’ve got this one set. Better than the first one, it went well. – Any concerns or? – Well, I have one concern. Do not know the students in my discipline, they had High Impact activity. But as I was saying to everyone– – Oh, did you have a surface learning? – I still do, yeah. So do I have to make it into subgroups or the same assessment, or what should I do with this? – That’s a real concern,
let’s think about that. – You don’t know? (audience laughing) – I don’t know. Do you know? (David speaking faintly) – Yeah, I have another question. Do we have to use the
General Education Rubrics? Or can we use our own? Or what are you doing in the meantime? – I sort of block out that. And I think we don’t
have to be that normal. I think you can adapt. You work with rubric,
to the Gen Ed Rubric. I think that’s pretty decent, or what do you guys think? (speaking faintly) – As long as it’s in parallel
with the objective, I think. – Yeah, the same
objectives, the same goals that you’re trying to
achieve with the students. – Okay. – One thing that interestingly, I did my first assessment, and it’s the assignment that I showed. And I have to say, this is, this working with LexisNexis and having students analyze a tutorial or summarize in a tutorial, I’ve noticed for a number of semesters, and I have to say that
after giving up the rubric, going through the rubric, having them, to understand them, that we’re using the rubric
to assess the activity. They took it very seriously. It might be a sign that more seriously, and I have to be honest, I saw a bunch of better
summaries, that I think. That’s another something positive. – That’s great. – It came out of that. Okay, so we’re almost done. Have to get our second assessments in. I’ve got another meeting. I promise to bring some delicious to make some real tea. – Oh, we’ll definitely be there then. Food, we’re there. – Well, then I guess I’ll press forward. As a cohort, crossing new
into this very frontiers, testing the waters of
other freshly written Gen Ed Rubrics, right. But I think we should maybe, finish with some recommendations we’ve selected on the semester meeting. – Okay, my reflection
about our meetings is that good outcome is how we’ve been able to talk about how to adjust this from different disciplines for the assignment we used. Whether our expectations
are similar or not. And basically comparing notes. We don’t find that we have
many chances to do this, our programs. – Yeah, we’re nascent skill. We’re downstairs from
the English department, and often the, we sort of have no idea what happens towards things. They go from our classes
writing for a blog, and they wanted to pass the test. And I thought that we
better have our students analyzing or reviewing New Yorker reviews. It kind of scares me, actually. (audience laughing) But it was good to know. – But you know, overall,
I’m just questioning that we all spend so much
energy on rubric assignment as opposed working to build
a collaborative culture so that all of our students, the study skills,
everyone’s on the same page. And what about eliminating
texting from the college grounds? And in all meetings! – [Member Of Audience] Yeah, man. – It’s an important issue. (audience chattering faintly) – So negative. They’re always complaining,
don’t you think? This has been such a positive experience. I really have learned, and I think we’ve all learned that we think of our
assignments differently, we plan differently. Wow, next semester, it’s
just gonna be so wonderful. I can’t wait for next semester. (audience laughing and applauding) – So another reflection that we had is that all of our students
are familiar with rubrics. They have them in high school. Now, they’re starting
rubrics in elementary school. The problem is they don’t
understand the language written in rubrics. So you give them this rubric, okay, fine. But what we’ve learned is we have to devote a lot of time to actually going through the language. What does this mean? So we found that to be really helpful. – That’s it, any questions? Okay. (audience applauding) – [Member Of Audience] Right here. (member of audience speaking faintly) (audience chattering faintly) – Thank you for a very lively
presentation, certainly. We now move on to panel two, which is a report from additional cohorts. And I’d like to invite to the front a Doctors Megan Elias, Margo Edlin, Sylvia Svitak, and Professor
Cooper, Robert Cooper. Please come to the front. (audience applauding) – Hi. Of course, we have to follow
the chronic overachiever. They were an overachieving cohort when I worked with them. (audience laughing) And I have been elected just now to introduce our group. I’ve been working with cohorts. I didn’t get to work with all of them. Over the summer, it has been
a good experience for me working with faculty that you know, I see, I say
hi, how you’re doing? I see them get coffee outside, and that’s about it. So the semester I got to work. Much of what they said I found in a lot of cohorts. They have to provide why we use rubrics. Is this thing kind of a waiver thing? What it is about? I don’t understand rubrics. Aren’t rubrics for high school? And there’s been a lot
of struggle with that. Makes you feel any better. When I was working still in
the public school system, and they went over to
a region’s exam system that require all students to take regions, and we evaluated using rubrics instead of the old multiple choice English language or it’s
rubric with an essay, it was the same conversation. I think that those growing pains happen whenever you’re trying to do
something new or different. And it’s not anything
that I haven’t experienced before working with people. I’ve said it myself, working with it. But I’ve been impressed
with the dedication of the people that have
shown and working for that they’ve been trying
something different. And putting themselves out there. ‘Cause I think sometimes people think that rubrics are an evaluation view in what you do in the classroom rather than sort of a measure of where students are across the
spectrum of their learning, and where they are when they come in. So and that’s not what
it’s supposed to be about. So I hope that I get to
work with more of you. Some new people that
I haven’t seen before. And don’t worry, David, I’ll keep reading all your stuff before you (chuckling), give it to you. To your group. But it’s been a very good experience. Lana, you’ve inspired me
to add some things to mine. She’s like why me? Why me, why me go first, so? (speaking faintly) I’ve been inspired to put some things on my older setup that I might not have thought through before. Good, that’s it. I cannot, yes I can’t (speaking faintly). Fight it out. (chattering faintly) – Good morning everyone. My name is Professor Robert Cooper. I’m with the STEM Academy. Dr. Chaukin, Scott Beltzer, myself have implemented the STEM
Academy this semester. What we did in the STEM Academy is the first thing that we want to do was to see in the STEM Academy, it’s a math intensive environment. So the students will come into us with a Math 5 environment. We wanted to make sure that each students knew that they had a very
long road ahead of them. And we wanted them to make sure that they needed to put emphasis on their math background. Otherwise, they would not
make it in the STEM Academy. And I think that was very good because it gave the
students an eye-opening understanding that they
need to step it up, and they need to get their
math skills up to speed in order for them to graduate
with an associate degree within the STEM Academy. And if they did not, we then, Mr. Beltzer, he’d handled the problem, and helped the student
declare another major. Well, that student was referred to myself, with Dr. Chaukin. And if we couldn’t do it, we would then refer that student to the chair of the department. Our main goal is to get the
student into the program that they were going to succeed in. Also, we implemented our cohorts. We had five cohorts that we have in three from Technology, we had one from Chemistry, we had one from the English department. We had them implement their rubrics, which they started to
implement this semester. We also came out with
Dr. Corradetti’s matrix that we’re implementing as we speak. And again, anybody who asked me anything about the STEM Academy, it is a work in progress. We are starting to feel what we need to do to nurture these students within the first 30 credits. Early warning, which is
a five-week early warning is too late. We’re reach out by week two. Getting all the freshmen
entry-level instructors to give myself or Mr. Beltzer, give back for the students to
try to correct these students as early as in the second week. We’re also just basically reaching out. This, we didn’t have a
budget the last semester ’cause it was the first semester. We now have a budget. We have three activities planned. For this semester, we plan on having a social meet and greet. We also have a club’s day, which is sponsored by the overall college. And at the end of the semester, we wanna have a barbecue to where we’re not saying goodbye to these students at the end of the Spring semester. But we’re trying to say hey, you had a great time today. We’ll see you in the Fall. So what we’re trying to do is to nurture these students in a positive environment, where we’re, our main goal right now is retention. If we retain them, and we keep them within the
program here at the school, then naturally, the graduation
rates will increase. So again, it’s a work in progress. We’re implementing at any things, each day, each semester. But our main goal is
to increase retention, having evolving positive
aspect of the students. Telling them what they’re doing wrong. Kind of tough luck type of thing, and what they need to do to
get them back on track, okay. Okay, that is what we are
doing in the STEM Academy. – So I just wanted to talk
at a very micro level, what happened when I gave
rubrics to my students. I used the CPE Rubric
because I had used it before. I was part of the auditing
process for the CPE. So I was very comfortable with it. (speaking faintly) And I (throat clearing), excuse me, I had an assignment that
I’ve done in years before that had a compare and contrast, I love compare and contrast. So CPE Rubric works well for that. And in the past, I had told students how I was going to evaluate their essays on their mid-term, ’cause
it was used on the mid-term. And I told them that, and I had gone over it on the board, and I talked and I prodded, make it really clear. But when I gave them this rubric, this piece of paper that came from the City University of New York, and was part of a larger experience, their experience as students
within this big system, not just my classroom at Queensborough, they sat up, and they became very serious, and very, very concerned. So we talked about it, and it really maybe have
to have a conversation that I hadn’t prepared for. I will be honest. And I didn’t have perfect
answers ready for it. We had to talk about
what was the likelihood if I’m getting a six on every category? Could they do that? And I said, of course you could do that. But this is a test, this is a rubric that’s designed for use
later in your career. So in fact, what we’re gonna see is where are you now? And for some people, I was
able to say afterwards, hey look, if you took the CPE tomorrow, you will do wonderfully. For other people, I had to say, getting ready into moving
forward in your career at CUNY, you’re gonna
have to work on this, work on this, work on this. And if (speaking amidst
coughing noise) to do it again, and that is open. So you could, you could repeat the essay in exactly the same circumstances, with the same rubric, or if you’re happy with
your original grade, you could just stay home. Only one person stayed home. So everybody wanted to try to improve. Everybody, well not everybody, okay, almost everybody did improve. And they really, the fear, I mean I don’t love to inspire fear but the fear that I saw in their eyes I thought was actually
pretty constructive, right. (audience laughing) Yeah, it was great but yeah. So it helps a lot, right exactly. That you’re not, this is not just this class is not an isolated incident. This is part of your bigger career as a student in the world. So that’s what I learned last semester, was the talking, the giving out of rubric creates a different
environment for the students, and one that I like. I don’t, I think it would be different if it was a rubric I had invented myself. I think the fact that it came from CUNY gave it a lot more, it
was more fearful, right. – Fear or the thought. – Yeah (laughing). So I, you know, that’s
just what happened to me. And I encourage other people to try it but with as Robert says, this is always there’s a work in progress, hopefully for everybody. – I guess it’s my turn now. I don’t know where to begin ’cause other than to maybe start with the fact that this Fall, I got involved with the Freshman Academy. And it fits in with a report that we’re doing in the Math department. Two new things happened
in that department. One was part of the work we’re doing in the Freshman Academy
was to form a cohort. And our responsibility was to look at the General Ed objective. And ours in particular was
Gen Ed Objective Three. And that’s where students will be able to reason quantitatively
and mathematically in their fields of interest
and in everyday life. So I was really delighted that
eight members of department showed up with this committee. And we’re part of a larger
group in our department in doing assessment. The job, I’ll mention in a few minutes. But with respect to the
cohort, we got together, and it really, it’s an opportunity for us to get to talk about the issue. We based in our classrooms
with our students. I’m not too far in your disclaimer card because our discussions bring up issues like students learning
habits, study habits. Their dedication in coming to class. And I found that when
you do think in terms of assessment and rubrics, that you can use assessment and rubrics as a learning strategy. I have been working myself personally, and a few faculty members
have also tried out an approach to teaching math that– (speaking faintly) And when I first started
to use this approach, I found that the students
weren’t really sure of what they were doing, and what it was all about, other than that we gave them
the mathematics in context. So I stopped getting the questions about what it is good for. So I said okay, then maybe
this is a good approach. Then I learned over
the beginning semesters that I had to help the students learn. Not I, it wasn’t just about the content, and that we would go over it, and that they’ve seen a lot of it before but if there was a new
approach to learning the content because they
didn’t pass the placement test, they’re not ready for the STEM Academy or any other discipline here, then I had to do something
about it in the classroom. So I spent a lot of time in the beginning of a Math 10 or Math 5 class helping them to learn, and what they needed to do. So once we, as I say, buy into it, they can succeed. The ones who don’t because
they don’t come into class or they don’t study
when they’re supposed to or do their homework, that’s where this approach
brings up these issues. And so we do have to address those two with all, everything else. But I think that sharing
rubrics with students can be a very good
learning strategy for them. So what we did is we’ve looked at the rubric that was developed this past semester for the Gen Ed Three. And what we decided to do was to focus on the outcome of how they can reason, how students can reason quantitatively and mathematically in
their fields of interest. And so each one of us chose
a topic in our course. ‘Cause everybody in the cohorts teaching either a Math 10 or five or both. And what we did is we
did an add-value project. So each person develops their own project within their own classrooms, where they provided a, like a diagnostic of a particular concept or skill in that that they would need to apply
in their field of study. One simple example would be if where students would have to translate verbal descriptions of a relationship between two variables
into a algebraic statement and equation, and then solve
the equation for an unknown. So that was some of us did. And others chose different topics that was related to
this particular rubric. And so after the first assessment of where the students stood, then each one of us did
an intervention strategy. And they could be more practice, maybe using a computer algebra program that would help them to
practice their skills and to understand the concepts, and some writing can be involved, group learning, different
kinds of strategies. And then the second, and
then they were assessed a second time on the same topic. Oh, and most of that we’re, second time around was in December, so we’re now at the process of
putting our results together, to get our first reading. We will discuss the results, and see what it means
to us in our classroom. And then of course, the big theme here that I’m hearing and that we saw was the collaboration theme. And so that we can then reach out to the other cohorts and the other, the a-cad, various academies, and see how we can coordinate that. So that’s where we stand right now. One other thing, I just want to mention that in our department this year under the chairmanship of Dr. Fabricant, we have a new Assessment Committee that is over, is one of like
four groups that we have. We have a group that’s working
on Math 5 as a project, and you’ll hear more
about it as it develops. Then there is a group that
we have departmental exams for that format. Maybe a Math 5, Math 10, 13 and Math 120, and actually, and 120, which is a credit course. But it’s still a basic skills course. And we have a department committee that prepares the departmental final exam. And now, the Assessment Committee will be taking charge of doing the assessment, analyzing the assessment, and giving the certificates if you’re doing after the finals. Some of the results have
been tabulated already. That would be the four groups that I was thinking of, kind of keeping it straight in my head. And actually, there are
about 25 members, 25 people. 25 in total over these four committees. However, there’s about 14 in common, where people are on
two or more committees. And what it led to in the mid-term was a collaborative weekend, where we all got together. And so that we now have, we’re now branching out
in our own department in discussing all of
these assessment issues. And that’s a pretty
exciting kind of thing, and I’d like to thank Nam Jong Moh, who set up the collaboration, and a one full sitting at
a Korean restaurant up on– (audience laughing) – I think food, food has to
be involved in all of this. David said the more we have
to have food in everything. – Oh that’s right, so the cake
comes up every time, right. Okay so, and he was responsible for setting up this collaboration. So I think that’s the big thing here. And I’m really excited about that part. So I guess. – Yeah, does anybody have question? (audience applauding) – Our next topic is student experiences. This year faculty and
freshman coordinators partnered in creating student experiences that supported academy student identity, and in creating the students’
fields of major interests. I’d like to invite for the session called Faculty Freshman Coordinators, Professors Shele Bannon, and Kelly Ford, Alexander Tarasco and also
the freshman coordinators, Ms. Kim Brookes, Mr. Andre
Lee, and Ms. Gale Patterson. (audience applauding) – Good morning, hi everyone. I’m just going to introduce our panel a little bit more in-depth. (member of audience speaking faintly) – [Member of Audience] The mic, the mic. – [Member of Audience] Mic. – Oh, I’m sorry, okay good. Hello, just to introduce our panel a little bit more in-depth. So what we hope to discuss today student experiences aligned
with General Education and disciplinary objectives. Gives an awareness and ways in what student experience
objectives can be met. So in particular, we will discuss how to utilize our pre-existing resources, look to our own students’ needs too, and maximize our own commitment
to student experiences. All of them have to enhance levels of participation and engagement within student experiences. So I know that’s a lot of use of the word student experience but our part is really, has been mentioned before collaboration to achieve the grades. So our first speaker is
gonna be Mr. Andre Lee from the Education
Academy, Freshman Academy. (Andre speaking faintly) – Good morning. Hello again, can everyone hear me? Can everyone? (audience chattering faintly) – [Member of Audience] Take it down a bit. – Good morning. I’ll just start off. Most of the events for
the Education Academy started with Ms. Ride,
who’s the academic advisor for the education students. She’s been here for
years before I have, so. She’s the main person that’s
been organizing events for the Education Academy. And I’ve been lucky to just come in and just help her out with recruiting students by word of mouth and by email. I’ll try to, I’ll try to, okay. – [Panelist] Hold it closer. – I’m holding pretty close, all right. We’ve had a few events over
the course of the semester. We’re a pretty small academy. So I think that’s helped to foster a sense of community,
and a sense of solidarity amongst education students. One of the events that we’ve done is the Education Academy luncheon, which we do twice a semester. It’s a good event for building community because the students just get to mingle and talk amongst each other. This past December, we actually brought in two alumni to Education Academy, Maha Hussein and Alithea Hample, who were both at NYU on
full scholarships right now after graduating from the
education program here. And they just talked
about their experiences and fielded questions from
students (speaking faintly). Also the Future Teacher Society, which is a club for people
who wanna be teachers in the future. That was also an important day
for them to recruit members and just to talk about
their activities as well. Another event that we did
was the scholarship workshop, and the students always have concerns about funding their education right now, and also in the future. So with help of some others, Ms. Ride, published a scholarship booklet, and we just discussed
different scholarships and the application process, and the materials that
they needed to do that. I think this is a type of event that could be opened up in the future to other academies and to
continuous students as well. Another event that we did was the New York Times
readership workshop. And we’re lucky to have Professor Bateman come in and administer it. She put an emphasis on
close reading skills and critical thinking skills, which are important for people who want to be educators in the future. Another aspect that we want to encourage with the activities is to get our students to get real-world experience. They’re already getting
some sort of experience in their ED110 classes, where they’re required to
do a classroom internship with 20 observation hours. So this gives them a good idea of what they’re now doing
to pursue it in the future. Also upcoming for this Spring, we’re trying to set up a job fair specific to education students, so. We just sent out invitations to organizations like
YMCAs, and summer camps, and after-school programs. Last year, we’ve had a
great faculty support for these programs. Professor Fadanzi, Spratley and Daly have been great in
showing up to our events, and supporting them in getting
the word out to the students. – Now, Professor Cory, one of the faculty coordinators
for the Business Academy, is going to start. – I’m honored to talk to you today about student activities, specifically to the Business Academy. The goal of the Freshman Academy is this, to assist students during
their first year of college. All of the many new challenges that they’ll face that come along with being a student in a new environment. So basically, the academy access a bridge between high school and
the college experience. And the goal is to make
sure that the students are fully aware of all
of the opportunities and services available to them and to make that transition as smooth and seamless as possible. So the Business department
has various student activities that allows students
to, provides them a way to connect to the college. We have Professor Vicki Kasomenakis has the Business Society that meets on a monthly
basis during club hours. And there are speakers who attend various topics have included
tips on resume-writing and interviewing, creating advice on creating stock portfolios, investment portfolios, identity thefts. At the same time, there’s
also a social aspect. So there are refreshments
served and lunch. And the students are able
to build relationships while at the same time
receive valuable information in different business areas. Then Professor Angela Poulakidas started the International Business Club, which provides all of
those same opportunities as the Business Society and has speakers there on International Business. We also have Ted Rosen,
Professor Ted Rosen, who started the Mock Trial Team. This is a regional competition, and there, each college conducts a trial. The students are able to
participate as witnesses, attorneys for both sides
as well as witnesses, and they present opening
and closing statements, as well as cross-examinations. Queensborough has been
for the past two years the only community college
at these competitions. The Business department
is very proud in 2008. They won the Spirit Award in 2009. A Queensborough student won
the Regional Witness Award. On a personal note, last year, one of the students in one of my classes was also a member of the Mock Trial Team, and I went to see him present. He did an excellent job
and enjoyed it very much. In fact, he went on to Queens College and came back the following semester to help out and finish up
with the Mock Trial Team in the following semester. So you can see there really
is a connection there. The students enjoy it, and they do come back to the college. And we have the Fed Challenge. And this is a national competition. The objective of this competition is for the students to
have an understanding of our Federal Reserve System. But again, at the same time, the students work together as a team. They support each other, that they enjoy it, and they
find that connection as well. Very proud of them also. The past years, they’ve
won various awards in 2009. They came in first place
in the New York tournament. Third place in the national tournament. But so we have all of these activities that really students do find
the connection to the college, and the hope is that that
does build the foundation that leads to success, and ultimately, a greater
retention as well. And I would be remiss not to note that a major contribution to the success of all of these activities
is from the support and leadership provided by
the college’s administration, and particularly to Dr. Jonas Falik, who’s the chair of the
Business department. (audience applauding) – So good morning again. As a representative from
one of the pilot academies along with Andre’s Education Academy, the Visual and Performing Arts Academy, I’m the freshman coordinator or VAPA, as we kind of call it, I have been very fortunate
to see the positive impact of student experiences for
the past three semesters. In addition, I’ve had
the privilege of working with a group of self-motivated students and highly supportive faculty. I know that that’s been kind
of the sentiment around here that we really have had
some supportive faculty. Art Academy has had a powerful beginning, inherent within the VAPA student identity is the desire to create, to perform, to display, and to appreciate. Our students experiences have reflected this particular need. So for example, our events
have included attending art exhibits at the Oakland Gallery, holding receptions after
student productions, and taking part in the college’s 50th anniversary celebration by showcasing the talents of our music, theater, art, and dance students. So that’s just a general overview of some of the events
that we’ve taken part in. But what I’d like to note more importantly is that although the freshman,
while the Freshman Academy has been a wonderful vehicle
to promote student engagement, these events have only been possible because of a pre-existing
sense of camaraderie within the QCC arts community. So more significantly, it has been that culture
of faculty commitment to student experiences
that we’ve really been able to succeed and really exceed all of our expectations for the academy. So the faculty members
have done a wonderful job of delivering students the opportunity to take part, to participate in events and produce their own works, and really engage their peers, engage members of the
college community at large. That being said, the Visual
and Performing Arts Academy has many plans for the future. Moving forward, we hope
to also incorporate a workshop model, where visual
and performing arts students take part in events geared towards their artistic development, and field of major interests. So for example, we hope
to deliver workshops on topics such as building a portfolio or curriculum vitae, career
exploration within the arts, and the importance of networking as a tool for the artist or performer. So just to end that, I would like to again,
stress how important it’s been to have such a
great collaborative effort amongst the faculty, the
student support staff with myself and my colleagues. And most importantly, the students, because obviously, without them, this would all be moot. So moving on. I think Professor Bannon. She’s another Business
faculty coordinator. – As a Business Academy
faculty coordinator, it has been our pleasure to
work with Student Affairs, Susan Curtis and our freshman coordinators in planning Business Academy activities that integrate with the
general curriculum in business. After holding several of
these different activities, I’m going to present to you, hopefully, I’ve learned a lot. And so, I’m going to present to you my top 10 things to remember when planning freshman activities. The first is number 10, appreciate the drive and enthusiasm of your freshman coordinators. Our first activity was the last Fall, when we did the freshman
first orientation. We had several faculty from
the Business department present information on
the many possibilities that the freshman can get
involved in the Business academy, and how to explore potential careers. The highlight was that the freshmen were able to have a
question and answer session with a recent QCC graduate, who went on to, is now
transferred to Baruch College. It was so encouraging
to see over 350 freshmen engaged in actively participate in wanting this information. Students were also given
information about QCC support from the Learning Center about tutoring the Writing Center, the Math Center. Our freshman coordinators, which is Anna and Natalie, drove home the point that
students need to work hard, be proud of their achievements, and that faculty are here to support them. Number nine, you cannot do it without the help of your academy, okay. We have been very fortunate to have outstanding support
from our department chair, Dr. Falik, as well as
several business faculty, who have enthusiastically participated in most all of these events. A special thank you to Glen Birdy, Ted Rosen, Linda Meltzer,
Vicki Kasomenakis, Angela Poulakidas, Ed Hanson, Paul Nagel, and Steve Hamill. Number eight, it is really important to connect with your students. That’s why we’re having these activities. The faculty plays and this
is sort of a recurring theme, the faculty plays a vital role in working with students, not only as educators, but
as mentors and advisors. And this is a great
opportunity to do that. Number seven, support from
your college is crucial. Basically, our last event
was where we had the week before finals, we did a tutoring workshops from one in the afternoon
to eight at night to accommodate both our
day and evening students in the Business Academy. We added an afternoon social hour and an evening social hour, where pizza was served. Again, food is becoming
one of the main themes. Many of our faculty volunteer their time to provide working sessions with students. Tutors were available in all
of the business subjects, thanks to the extraordinary
support of Bonnie Cook. We couldn’t have done it without her. Six, you need faculty to
require slash encourage student participation attendance. I think that’s one of the
main things that we’ve learned is we really need the help of our faculty. For our Business Academy’s
50th anniversary event, we enlisted the help of vice presidents, and students were asked to participate in our business ethics as a contest. We provided students with
business ethical dilemmas, require them to research
and develop options that would best resolve each situation. Once again, our faculties supported and encouraged participation
from our students. As an added incentive, we
offered financial prizes that will be awarded at
our event on March 18th. We hope all of you will come. We have invited New
York State Comptroller, Thomas DiNapoli, thanks to Ted Rosen, to be our keynote speaker. We have planned an interactive
session with students to encourage their participation through the direction of yes, our faculty. Number five, you need inspiration, and a little perspiration. Our freshman coordinators, with the help of faculty, formed a group of freshman students to participate in the Walk to Aspire. This helped to instill
a sense of community with other business students, as well as QCC. Number four, you need to
encourage student success. We are currently planning
the Spring orientation for this semester’s business freshmen. Our goal is basically to ensure that our activities are effective in increasing the success
rate of our students. Number three, have fun. I think one of the things
that we need to remember as faculty and for the students, is that everybody needs
to have a little fun. And two, stay enthusiastic and determined. Well admittedly, there
are some trial and error in planning these activities. And sometimes, we need to go
back to the drawing board. We remain enthusiastic and determined. And we’ll keep going. And number one, faculty in the classroom are the frontline. We need and thank you for your help. So thank you very much. (audience applauding) – Next to speak will
be Ms. Gale Patterson, the freshman coordinator for the Health Related Sciences Academy. – Thank you. So I actually represent
one of the newer academies, the newbie on the block,
as I like to call it. Again, it’s the Health
Related Sciences Academy. We boast 600 plus students, and they’re a very special bunch. And with that being said, I believe our objective as both Alex and I discussed was pretty much to be exposing the students. And we wanted to introduce and explore possible options with– (clacking) Ooh. Okay, we wanted to
explore possible options within the healthcare industry as many students find themselves having to change or
alter their career paths due to either uncertainty
of their own skills, unfamiliarity with their health careers or because of remedials
or academic alerts. So far, what we’ve
actually have accomplished in October, we co-sponsored
with Mary Sliz, who’s a part of the Medical
Office Assistant Program to present our guest speaker, Robert McMillan Esquire, who serves as counsel
and board of trustees of the American Medical Association. He actually spoke about
the future of healthcare and all the happenings with
the current health reform. The event was promoted by
way of Tiger Million Epsilon in academy pages. And it was also promoted
with various departments such as the bio department, business departments
and in ST100 classrooms. In November, we started to conduct small outreach, small focus groups to discuss student interests. Students completed questionnaires that actually I designed, and participated in an informal discussion about these areas of interests. Those were to include internships, possible activities that
they were interested in, resumes and actually
certification within the industry. In December, we co-sponsored with CSTEP on exploring health careers workshop. It focused on an industry
specific website, bearing the actual same name. The workshop was presented by
the creator of the website, who hails from the American
Dental Association. And the information that was discussed was actually free access that
you can find on this website that has career profiles,
labor market information, health related education
and training programs, financial aid resources, specialized learning opportunities, and it allows for the website uses to actually get free e-newsletters. Weekly emails were sent
to the academy students regularly highlighting
events that are taking place off campus concerning the health industry. I wanted to actually
publicly thank Dr. Sore from the College Discovery program. Oftentimes, we communicate via email. He sent me some information about a mentoring and
medicine incorporated event held off campus. And those emails were actually documented in our weekly report. So what’s next for the Health
Related Sciences Academy? We actually wanna make
sure that we have academy representation in the
CUNY-wide diabetes campaign. We wanna see if we can submit something as an academy with the art contest. We also wanna partner with
the Career Services Office to promote focus. An already existing resource
is an online career program and self-assessment, where
students can actually identify transferrable skills, and be able to develop those, as well as employment opportunities that are within the industry. So what have we basically learned so far? With a large number of students within the academy, we feel that it’s best to work with them by groups and majors so that we can cater the discussions to career related items. Many of the students are not certain of their career choice or options. So some form of self assessment
and career exploration is greatly needed. I also echo the sentiment that working with various departments and academies with fostering
more student activity and involvement. We’ve begun building rather relationships with various clubs and organizations such as the Health Club and the Student Nurses Association. We will definitely
continue working with CSTEP and STEM Academy to providing workshops geared towards this exploration and support throughout their studies. As you know, it’s very difficult. And finally, continued
faculty and staff promotion and reinforcement is key. I do agree with collaboration but student buy-in is also key. And that we need to make sure that not only it’s industry current but it’s relevant to the student. (audience applauding) – Well, I would like to just start off by saying something about Gale. I see us working as a team from the time that we met, and we were planning the orientation. I think our relationship
has evolved and grown. And so we do things together. We visit different departments. We look at focus groups together. We communicate about events and plan events together. I know what she’s doing. She knows what I’m doing. And that will continue. And being that my office
is on the floor as Gale’s, I often walk by, and I see students and see how she’s
relating to the students. And it’s really wonderful. And I think that that is crucial that face-to-face contact that she has. And the other freshman
coordinators as well is so important. And I think that will help
in our retention rate. As faculty coordinator of the Health Related Sciences Academy, we’re really involved
with four departments, Nursing, Health, Vis-Art and Dance, Biology and Business. Any careers that are health
related are under us. So we’re working with a
lot of different faculty and students, and collaboration
is really important to us. I also work with six faculty cohorts, and we’re working on those
rubrics and assessments. And so we have Giordino Coalio and Tina Iakovou from Nursing, and Sharon Ellerton from Bio, and Lisa Mertz from the Massage Program, and Judy Barbanel from Basic Skills, and Sherry Rada from Speech. So we’re really reaching out to Liberal Arts and Sciences faculty. So I can just give you one example of what one of the faculty
did in terms of assessment, and that was to look at one
of the Gen Ed objectives, which is listening and speaking. And Giordino Coalio
had a group of students that had a teaching project to present nutrition to the elderly. Healthy nutrition,
looking at labels on food. And what she did was she
had the students practice their teaching assignment
in front the other students and herself, and then she
gave that student feedback as to how they did based
on the competencies that were on the rubric. One of the students was an ESL student and had a little difficulty with language. And what happened was when they actually did the presentation,
and she did look at them based on the rubric, that student decided to use more visual aids to
help get the message across about nutrition. So their numbers basically either remained the same or went up. And both the faculty and the students found that it was helpful, it was helpful to know what
are they being assessed for, how can they improve on their work, and seeing results that they
had improved in the time being, and also getting that informal feedback from other students as
to how they were doing. But the topic of student activities, I think from a faculty perspective, I think the goals are really important. It’s not just about
getting people together and feeding them. I think that was alluded to before. And I think the word connection
came up a couple of times. And I think that’s one of the goals is that student to college connection. The student to student connection. The student to faculty connection. The student to subject matter connection. And the student to career connection. So that’s one goal. I think the other goal, when I look at activities, and why are we doing these activities in getting outside speakers, and having different assignments. I think that they, the deeper goal is really to help students
gain a deeper understanding of the knowledge necessary
for them to succeed in an ever-changing world that we live in, to see the larger picture, to gain new insight, to be exposed to outside views, to reflect on issues
important in their career, to make their education
as meaningful as possible. So faculty involvement is crucial. And we in the Spring semester, we are having designated courses, specifically for our
health science students. So English 101 is
considered our cornerstone. We have special classes set aside. We have also Intro to Psychology, and also Sociology Writing
intensive courses set aside. And what we are planning on asking the faculty to do is to try to get an assignment or have students come to an event that is related to health. For example, using
literature, articles, poetry that concerns health. I’m thinking of an
example would be something like end-of-life issues, which is very important in dealing with health and healthcare because it also, poetry can be used. There are psychological issues involved. There are systems such as
hospital and insurance systems that impact on end-of-life care. So we would like to make
that kind of connection with the Liberal Arts and Science faculty to make it meaningful to the students in terms of their career. There are also High Impact courses that Sharon Ellerton is doing in Bio with surface learning. There’s writing intensive
in the Massage Program, in the introductory course. So we’re working with faculty to really broaden student perspectives. I think to end, I think we are also this Spring being involved
in an interdisciplinary way in the 50th anniversary of our college. And Sharon Ellerton is chairing the event. And we’re having a health career, not health career, Health
Fair and Wellness Day. And this will be opened to
not only the college community but also the local community as well. It will be opened to outsiders. And we’re all very excited about this. We’re working with the Bio,
Health, Vis-Art and Dance, Nursing faculty. We’re getting student nurses to volunteer to do health screening. We’re having massage therapy students come and do chair massages. The faculty from these department, where all some of us will be on a panel to talk about wellness, how to increase our wellness. And I think this will be very successful. So I’m just encouraging all of you. I know that you’ve been
hearing about the academies, and some of you don’t
know that much about them. But I’m just encouraging you to if a faculty coordinator asked you to participate in being on a cohort or sponsoring an event to
really be open to that idea. I don’t think that this is gonna work unless we have a lot of faculty involved. The freshman coordinators are wonderful, and they’re working very hard. And we need to continue our
relationships with them. So thank you. (audience applauding) – Any questions? Thank you. (audience applauding) – Good morning. – [Member of Audience] Good morning. – My goal is to keep
this presentation down to 11 minutes, plus or minus 14 seconds. (audience applauding) Four minutes for questions and answers, plus or minus 14 seconds. As acting principal investigator to the Academy Assessment Protocol, I’ve been implementing the research plan affectionately known as the Protocol to assess the effectiveness
of the Freshman Academies. Simply put, we’re
assessing the effectiveness of the High Impact strategies, the use of rubrics in the classroom to assess student learning outcomes, and the effects of freshman coordinators. With data collection
methods and procedures specified by the protocol, the effects of these three
aspects are being investigated. Although the protocol
is somewhat abstract, I think many of us have experienced it at a more concrete level. The counselors and guidance
have been very gracious to allow us precious classroom times so that we can come in and give out the survey assessments in both the first and 10th week of class. I’ll like to thank the
counselors for that. Faculty involved with the faculty survey administered via SurveyMonkey, and they’ve been participating, and involved with it at
a concrete level there. IT has been heavily
involved, supplying data. They’ve created an academy
assessment database, and that has been used with
the administrative database to get an understanding
of some of the hard data, the outcome data of how
students have been performing. The protocol specifies general
expectations of success. Students who experience
High Impact strategies will be more successful in terms of well, if they’ve seen a freshman coordinator, they should be more successful. If they’ve had High Impact strategies, they should be more successful. If rubrics were incorporated
in the classroom, again, they should be more successful. These are some of our expectations based upon what the
rubric with the protocol has specified. We have various measures of success. Okay, think of these as
our outcome variables. The engagement concept
focuses on interactions between faculty staff, students, and various offices, the
quality of interaction, and satisfaction. Theoretically, those who are engaged are motivated to persist and
to perform well academically. You see here when we have
higher course success rates, we define 30 gateway courses. These are courses that
are critical for success. Usually, there’s pretty
much a high enrollment in those areas, a significant enrollment. And they’re critical. They are the courses that students need to achieve well in, in
order to move forward. For example, Math 5, Math 10, Anatomy and Physiology,
BE205, courses like that. Those are the courses
that we are looking at. And we’re looking at the course level, not the section level, except for a few exceptions, where we have various faculty, who are going to be working
with Academic Affairs to look at the effects of rubrics at the section level. But for the most part, we’re
working at the course level. One of our main hypotheses
is we want to see our students who have
High Impact experiences, or visited freshman coordinators, or have had their performances
assessed via rubrics will succeed at these critical courses. For some we look at past rates, for others, we’re looking
at grade distributions. Data collection. We gave an initial freshman survey on the first week. That pretty much characterizes what happened over the
summer with students, how students felt about
the enrollment process. We gave a 10th week survey to the freshmen that really captured how they felt after being at QCC for
their first semester for a significant period of time. We were looking at things such as how engaged they are, how much they’ve interacted
with various tutoring agencies. We’re working with the
freshman coordinators, how helpful they found these
offices and departments to be. We’re also collecting data
via administrative databases and the academy assessment database, and we’ll be making up preliminary reviews of the Fall ’09 data from these sources. Some results of our surveys. Pretty pleased we had
really good response rates by going to the classrooms. We were able to sample a
good number of students. For the surveys, we had
over 2,000 responses, and 1,600 responses. We asked students when they
first came to the college, did they feel welcomed? 91% agreed or strongly agreed shows that the enrollment
process worked fairly well. For the first week of the survey, 248 actually gave comments. I mean it was about 20%. They just rolled all over the place. It was amazing. And about 20% also expressed that they felt very welcome
at QCC, they liked it. QCC is a great place. It feels like home. So those two things showed
that the enrollment process seemed to be pretty positive. For both the first and 10th week surveys, we had high responses, as I said before, and this was kind of strange. 76% of the respondents had met with a freshman coordinator at least once. This was true with the first week, and at the 10th week. It came out that way, 76%, showing that the freshmen are meeting with the freshman coordinators. For Freshman Academies to be successful, we have to have successful implementation. This is showing we’re having
successful implementation. When asked if the freshman
coordinators were helpful, for the first and second survey, 90%, 89% respectively found that hey, I agree, I strongly agree that these freshman
coordinators were very helpful. 10th week survey, overall, just looking at all
these surveys together, it seems like the
students utilized services and visited offices, found
that to be very helpful. Some utilization numbers seem
a bit lower than expected. I plan to make some
follow-up investigations. That’s a major theme today. There’ll be lots and lots
of follow-up investigations throughout the Spring to really get a more fine-tuned understanding of how things happened in the first semester. I want to get an idea
of which certain areas, and why with certain types of students visited various tutoring offices. 54% indicated they were having at least one HI, High Impact experience. We looked at the data from
the administrative database, and found actually the number was 72%. So this shows that the students didn’t get an exact understanding of maybe what a High Impact
strategy was in some cases. I suspected maybe the cornerstone courses. Maybe they didn’t see a cornerstone course as being high impact. That’s a possibility. There are various ways
we can interpret this. Faculty survey, we gave
out a faculty survey towards the very end of the semester. Excuse me, getting very thirsty. High exposure to assessment like radiation has a deleterious effect upon one’s health. (audience laughing) And one’s soul also, I believe. Please excuse me. We asked about 12 questions to faculty, asking about the general
concept of engagement, and we wanted to see are they
interacting with each other, interacting with the students, interacting with the freshman coordinators using High Impact strategies? How they felt about
High Impact strategies? Things like that. Pretty solid response
rate, we’re happy to say. N, 132, a little more than 10%. 70% of those survey used
one or more High Impacts in Fall of ’09. We’re showing an implementation here. For about six out of 12 questions, faculty used High Impact strategies has indicated that they were
more engaged with the college. The strongest one was at 86% of those, excuse me, who used at least
one High Impact strategy, strongly agreed or agreed
that High Impact strategies are effective to improve
teaching and learning. So to use High Impact strategies kind of led those people
who are involved with them seemed to like them, seemed to find that they were efficacious. In terms of making
referrals, I wasn’t so sure. The data is a little bit unclear. I’m being honest here. It doesn’t seem like
High Impact strategies had an effect upon making referrals except we had one that
was very significant with referrals to the Writing Center. Again, more in-depth
analysis will be happening in the future with this. I noticed about half of those surveyed said that they never spoke
to a freshman coordinator, and that really got me thinking. So I formed subgroups, and I broke down the
respondents into those, who never spoke to a freshman coordinator, spoke once, twice, three times, four or more times to see if there was something happening. I noticed a trend. The more often a faculty member spoke to a freshman coordinator, the more the freshman coordinator was perceived as efficacious. This is almost analogous to if they’re involved with
High Impact strategies, they seem to find that they work. If you’re involved with
the freshman coordinator, you speak to them frequently, it seems like they found
the freshman coordinators to have been helpful. So here’s some of that
the tabular data on this. You could see, they never spoke to a freshman coordinator,
about half would, only half would strongly agree or agree. That the freshman
coordinators were efficacious. They provide important
support and guidance. They spoke once, 83%. Twice, 73%, three times,
all of them strongly agreed. Four or more times, pretty
much agree or strongly agree. So the moral of the story is don’t speak to a freshman
coordinator twice, no, no. Seriously, it’s not, I mean. The point is we’re seeing a trend here. So generally, the more you
speak to a freshman coordinator, the more we find to be efficacious. I’m sorry, I went the wrong way. Previous, okay. I considered there could be a sort of self-justification effect happening here. Maybe those who are involved
with the freshman coordinators, involved with High Impacts, they may be thinking, hey look, I’m involved in this, so it must be good, and that’s why I’m saying it’s good. It’s a possibility. The nice thing about self justification is that sometimes, over time, reality dispels that. That enchantment is lost with repeated exposures to reality. So usually that’s one way
to dispel the enchantment. And speaking about enchantments, everything looks really good so far. The service have painted
a positive pictures. Students are feeling welcomed. They’re visiting the
freshman coordinators. We see perceptions of helpfulness, engagement, satisfaction. These good feelings should
affect academic performance. What counts in the end is how they actually perform in class, if they decided to stay or give up, and if they graduate. This is what really matters. That’s why we ultimately have
to look at the hard data. So just last week, IT
sent me the fresh data right off, right there from Fall of ’09. I’d like to thank Amil and Mark Berman for putting those together
very quickly for me. And there’s much information we could use to understand better
how this cohort perform. Qualification, it’s
very raw uncooked data. As some of you know, grades
have to settle over time. People who get in C grades, well they take the workshop, and that wonderful Alexa test that is glad to get for it’s used here, they take the test and then the NC can transform into a P. So then that could
change things over time. So things aren’t absolutely settled yet. But taking a little look
at the Fall ’09 data ’cause we, researchers, just
can’t wait to look at data. We have about 3,229. About 50-50 male, female. One or more High Impact experience, 72. Again, showing implementation, our freshmen are getting
their High Impact experiences. Credit completion ratio, this is really important. Students will attempt a
certain number of credits but then in reality, they earned a certain number of credits. So this ratio is really critical as a measure of success. And we have pretty much a 66% rate. I feel this might be a little
bit of an underestimation, again because grades will transform. An NC can become a P. And then those are cri-tic credits I think should add up. I’m gonna double-check this. We’ll see what happens. But I believe this ratio actually is sort of an underestimation. I’m hopeful it will increase. Credit progress is really important. We have students who are at High Impact, who have had one or more High Impact. Those are the HIs, over here. I can’t move the mouse
but you can see the HI. The no HI, those are
students who did not have any High Impact strategies. So we see that we have about 13.2, pretty much equal number
of credits attempted. A little bit more for the High Impacts. What’s nice to see here is that those who had at least one High Impact strategy earned about 9.72 credits. You know 1.8 or so were credits. 57% versus 69%. A little indication here that there seems to be something going on positive with regard
to High Impact status. Again, this is very preliminary. I have to look deeper into it. But this is definitely
in a very good direction. We took a look at course
success in a few areas, just sampling of different zones. Math 5, 10 to get an idea of math. The remedials, 111, 112,
the remedial writing, the remedial reading and some ESLs. Looking at no High Impact versus those who’ve had
one or more High Impact. The Ns are the total enrolled. I don’t have it broken down for both. Unfortunately, I didn’t see
any difference with math. It’s really like dead even. But what’s promising is
that for BE111 and 121, we see those who had
one or more High Impact have significantly higher pass rates. And again, 111 and 121
are some of our gateway, some of our critical courses. So to see some differences
here is very promising. And that’s something we’ll follow up upon. I had very mixed outcomes with ESL ones, the 225, 226s. We have one operating somewhat
in the opposite direction. You know, the other one
in a positive direction. I’ll have to do a lot more digging in to understand what’s happening over here. Again, we’re looking at about 30 courses. (speaking faintly) – [Member of Audience] I
see at the front there, that has they become a provision? – Yeah. – [Member of Audience] 225,
the percentage for them when they’re using the High Impact. – Yeah, yeah, it may mean well, there are many interpretations, maybe the most needy students, the ones who benefit most, maybe because there’s a learning
community effect going on. I’m gonna break this down because I’m looking at no High Impacts versus multiple High Impacts. So I wanna see, okay, what happened within learning communities? What happened with those
who have writing intensives? Does that have a better impact
upon the reading courses? So there’s all these microscopic ways but yeah, input like that
is very helpful to me ’cause it spurs creativity. And yeah, I had the
same thought, thank you. Future investigations
in the coming months. We will look at the
rubrics summary reports from Fall of ’09 to share the findings with the faculty cohorts. I know they are all dying
to find out what happens. So am I. Just haven’t had a chance yet. And we’ll be comparing
the academic outcome to the cohort of first-time
full-time students from Fall of ’06 to the cohort of ’09. So this is our baseline data. We wanna see, okay, how does this cohort, has the ’09 group, who’s had exposure to Freshman Academies,
exposure to High Impacts, exposure to freshman coordinators, how were they doing
compared to the students who were in the ’06 cohort? ’06 cohort, a lot the
data is nice and settled. ’09 data is not very settled yet. So in the coming time period is when that data is relatively settled, then I’ll start making comparisons. Looking at remedials versus
remedials independently of non-remedials and non-remedials because we don’t wanna just make inappropriate comparisons just if this new cohort is better prepared. So we have to be very careful about that. And that’s where we’re
making segmented analysis. So I look forward to sharing more results with you in future gatherings. And if you have any suggestions, please send them to me. And I’m open to questions right now. Yes. (audience applauding) – [Member of Audience] My understanding is that the Math department,
there is a uniform final exams for instance in
like Math 5, and Math 10. And so the non-High Impact students, and the High Impact students are compared in effect by the same tool. What happens in, for instance, BE111? Did the students get graded all
based upon the same measure? Or is it individual
instructors assigning grade? Because if it’s individual
instructors assigning grades, then you have to worry about the bias in the people teaching
a High Impact classes may be biasing the results because they’re teaching High Impact. They think more of their students than– (speaking faintly) – Thinking about
self-justification of types. Yeah, that’s very difficult
for us to tease out. Yeah, that’s definitely a tough one. (speaking faintly) Control of that. But otherwise, it’s a pretty good point. It’s very difficult to
tease that factor out. Any other questions? – Victor, can I ask you just to reflect back to what Va-len-cia said. I mean you saw the BE226 with those involved with High Impact
went up to 49%, 61%. And that, I think that’s significant. I think we should think about that in terms of looking at the higher level basics skills classes, particularly ESL with ESL students. And giving more respect to connecting them to other High Impacts,
particularly learning communities. Seems that that we’re not isolated, sort of integrated. And with the sort of the nature, the theme of this, with these academies is to integrate. So that we can have more credit classes connected to our 226 and our 205. Particularly those higher level. And I think this data
gives justification to that process so I’m happy to see that. – [Victor] Okay, okay, thank you. Yes? – [Member of Audience] (speaking
faintly) When you say that the student, the students
that you’re measuring in BE121 have one or more High Impact, it was not necessarily in BE121 that they had that class.
– Not at all. – [Member of Audience] They
could’ve had that class in another instance. – Yes, it’s very important. – [Member of Audience] So
therefore, that would not quite be so that the measurement is skewed because we’re measuring
what happens in BE121, not what happened in
the High Impact class. – This is not it, that’s right. This is just to those globally
who had that exposure. What we’re hoping is that, say you have the portfolio
in some of the classes. The beneficial effects that, where learning communities
draw students together, and then that will
spill over in many ways. Because there’s a whole
motivational aspect, and that’s a key factor with our students. So that’s why this is something legitimate but yes, in addition to it,
it was more microscopic. – Our final presentation
today is by DVP-Praxis, and I’d like to ask Dr. Derek Price and Dr. Michelle Kalina to come forward. And they’d like to give us a, place Queensborough’s activities in a more national perspective. – Seven minutes ’til noon. (audience laughing) Michelle Cuomo said we’d
have no more than 15 minutes, and so we prepared for less, which is even better. For any of you, who may have been at the AAC annual meeting, or have followed any other results through the chronicle or inside higher ed, or
maybe if you’re really good, you’re tweeting and following
that kind of information, you may have heard things like
this said at that meeting. Quote, “Without an
unrelenting focus on quality “on defining and measuring “and ensuring the learning
outcomes of students “any effort to increase
college completion rates “would be hollow effort
indeed,” end quote, you may have heard. You might also have heard quote, “Effective assessment
is critical to ensure “that our colleges and universities “are delivering the kinds
of educational experiences “that we,” and this person
is a president of a college, “believe we actually provide
for the students,” end quote. What is incredibly promising to me, as a consultant who works
with community colleges, philanthropies, state
governments, state agencies all over the country, is that the faculty and the staff or the administration,
student support services, faculty, freshman
coordinators and whatnot, have taken these kinds of
rhetorical pronouncements that a lot of national
leaders make to heart, and you’ve put them into practice. And that’s to be applauded, to be recognized, and to be acknowledged. There are folks all over this country from the Bill Melinda Gates Foundation, from the Lumina Foundation for education, from the George Foundation, people in present Obama’s administration, in the Department of
Education, Department of Labor, that are looking for innovative practices in the classroom at institutions that can improve the success of students particularly from low income backgrounds, first generation students. In other words, the kind of students that you serve at Queensborough
Community College. And I want to tell you I’m impressed with the work that you have been doing over the last year. I speak about the work
that you’re doing at Queensborough College,
and I want you all to know that you’re actually doing things when many other folks are
just talking about it. And that’s not to be undervalued. And I think all of you, if
you don’t know this already, you need to hear that
from someone like myself, who’s not affiliated with you all. I’ve got nothing to gain by telling you these things other than for you to know that this is important work, and you are becoming and
will become national leaders in this kind of effort, not
just for community colleges but for faculty, for
staff, for administrators who care about student learning and student learning outcomes
and assessment nationally. And know this, this is
an important dynamic that you’re doing,
continue your good work. Michelle Kalina or Dr. Kalina here, I’d like to let her just
say a couple of words around assessment and learning because she’s been doing the day-to-day regular work with the faculty cohorts and may have a little bit
more that she’d like to offer. But congratulations to all of you, I echo President Marti’s comments, Arthur’s comments, Dr. Call’s comments. And the panels, wow, just fantastic. It’s hard work, and you
should be congratulated for going after it. (audience applauding) – I wanna say it’s been a real pleasure for me to be here. I wanna say that all of
you need to give yourself a round of applause. I’ve never worked with a faculty, and I’ve been in this
business for well over 40 years now that has
engaged the way you have. We were here last week. Michelle Cuomo set up
two five-hour workshops, and they were workshops
where everybody was there. We all went away exhausted, and because they had to remind us. We had been reminded to take breaks. This work is being done here by faculty. And you have all engaged in that, and I am very heartened
by what I hear today about how it is playing in peo-ria, which means how it plays
with your students. And the theme here is that the work you are
doing to assess outcomes, to meet the standards for Middle States, which is a national movement, and you are well ahead of it because you now have actual evidence that students are doing well is also having an effect
on student learning. That it was David Rothman who said he used part of the CPE, was the CPE, to evaluate one of his assignment. And students did better. They understood because David spent time working with them on the assessment, which is a way of teaching them what it is they have to know and do in order to reach a standard. Megan Elias echoed the same sentiment about the CPE and the effects
it had on her students. So she said well, they
took it more seriously. But they also had to engage in what elements really
constitute a good essay. And what is the standard? And how do I need it? And what was interesting
to me in this conversation is she gave them an opportunity to gain mastery by allowing
them to do it again. And all but one did. And all of them did better because practice makes perfect. And part of it is that we are
using this kind of assessment as a part of a conversation. It’s an iterative process
that invites students into the conversation. They know what the outcomes are. They know what they
have to do to meet them. It’s not a mystery. Some of us in this room are old enough to remember that students,
when we were students, sometimes she thought
the faculty member threw the papers up the stairs, and whatever the schema was, there was no rhyme or reason why certain grades were awarded. Here students know up front what the outcomes are, and what they need to do to achieve it. And if they don’t wanna work that hard, if they don’t wanna get an A, or excellent, they can work
a little less and get a B, but at least, it’s their choice. They’re part of that conversation, and they know where they are
in a continuum of learning particularly as you use them over time because if you use the CPE, and it was, it make an N, David really
spoke to that very well, and one other person. I’m sorry, I wrote it
down but I don’t have the name in my head right now. And that is that if you give
students the opportunity to use the same rubric over time, then they can see where they’re going, and where they are in terms
of their own learning process. I know that Margo and I, Margo had spent a lot of time talking about her basic ed
students in this process, and that on the CPE Rubric in particular with basic ed students, they’re not gonna be sixes when they come out of Margo’s classes. They can’t, they’re not there yet. But they can see where they are, how much progress they’ve made, and where they need to go, and what they need to do to get there. And that’s particular, very important because you are making
the student responsible for their own learning, and I applaud you for that. I also have to join Derek in saying you are doing work that’s
leading the nation. I’ve just been working
with faculty in California. And interesting enough, guess what they’re talking about doing? Oh, writing rubrics for
English and math, and science. I said, and I hope you don’t mind. They’re not really proprietary. I said, I have some samples for you. Well, you would think. I might have handed them a plate, a platter of gold bullion because they’re so happy to
have some samples from you. You are leading the way nationally. You are probably leading the way in terms of gaining, gathering evidence that students are learning and achieving, and acquiring the skills that you want, the outcomes you want. And you’re doing it, excuse me, STEM people, in the areas
that are very difficult. Because I have people who say, oh it’s easy to do it when you’ve got, you know, you’re teaching
your skill classes, or you’re teaching
something that is like math, and you can check the answer. But in liberal arts, it’s very difficult ’cause we deal with concepts. You’re doing it in liberal arts, you’re doing it across the spectrum here. That’s really exciting. I really wanna urge all of you as you experience this to start writing it down. Dr. Marti has, I know, an interest in having people publish in the area of pedagogical research. You have something here that
the field needs to hear. You really need to get it out there. And I know, Margo talked
a lot about rubrics are being done a lot in high schools. We don’t have widespread use of them in post secondary. I really urge you to write. I’m happy to edit or to help write, and most of you have my email, so you can do that. And I wanna congratulate you
for the work you’ve done. Thank you for the
opportunity to work with you. (audience applauding) – Before we wrap up for today, I just wanted to thank
the following individuals whose work over many months has made today’s event possible. Michelle Cuomo, Susan
Madera, Victor Fichera, and the whole Office of Academic Affairs, all the faculty coordinators
and faculty cohorts, Vice President Hartigan, Susan Curtis, the freshman coordinators, and the whole Office of Student Affairs, Emil Paranello and the Office
of Information Technology. And finally Derek Price
and Michelle Kalina, with whom it has been a pleasure to work. Thanks to all of you. I hope you found today’s event inspiring and motivational. And thank you very much for coming and have the input, to spend your time. (audience applauding)

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