Middle States Self-Study Working Group 7 of improvement. In addition, SDEM also prepares enrollment management plans each term that are used, in conjunction with OIR projections, to plan for the coming term. Additional details on assessment efforts in SDEM are described by Working Group 4 in response to Question 3 under Standard 9. Finally, since the Division of Institutional Advancement just recently hired a permanent vice president to oversee the work, and the Division of Workforce Development was just established, assessment efforts are just getting started in these divisions. Although the PMP contains some summary information on fundraising, and some benchmarks related to workforce development (e.g., continuing education), more detailed information is required. OIR is working with these divisions to begin the development of goals and objectives that can be used to assess divisional effectiveness. Table 7.4 below details examples of types of assessment undertaken by divisions as well as examples of changes made based on assessment findings. T 7.4: Hostos Divisional Assessment Efforts Examples of Changes Made Based on Division Types of Assessment Assessment Findings Academic Affairs End-of-Year Reports Changes in grade policies and/or course Course & Grade Analysis pre-requisites for individual courses Administration and Finance Facilities Cleanliness Surveys Facilities management priorities set (e.g., new cleaning schedules) Student Development and Enrollment Projections Early closing of transfer admissions Enrollment Management Student Surveys Scheduling of student orientations Institutional Advancement Fund-raising Results Increased and more focused fund-raising Alumni Participation and Giving efforts Additional and more focused alumni outreach Workforce Development Continuing Education Increase in courses and supports that CTEA/Perkins provide students with work experience (cooperative ed internships, service opportunities, etc.)
Sources: Hostos Divisional Reports, Perkins Final Reports C. CUNY requires institutional effectiveness assessment as part of its annual Performance Management Process (PMP). Related to and included in the above assessment methods are the goals and targets of the PMP. As discussed elsewhere, the PMP is developed by CUNY and sets broad goals for the university. Within that context, each college sets targets that assess specific programs and initiatives, as well as the college’s targets on the CUNY-identified goals. The university uses these targets to assess the overall performance of each college. (D.7.9) The individual targets for Hostos, like other CUNY colleges, relate to a range of issues and concerns within the college. These include development of new programs, targets on student performance, retention, and graduation, assessments of operational efficiency and/or student satisfaction with individual offices (e.g., Registrar, Financial Aid, Business Office, Facilities, etc.), fundraising, and technology.
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