Section A - University Goals



2015-16 Prospective Report TemplateBronx Community CollegeProvide a target value for each metric (yellow-shaded cells) and complete sections B and C below.Section A - University Goals1 - Increase opportunities for students to be taught by full-time faculty?2009-102010-112011-122012-132013-142014-15 Percentage of annual instructional FTEs delivered by full-time faculty57.657.054.757.559.5?Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall 2015Ratio of FTE student to full-time faculty25.627.827.226.625.92 - Increase faculty scholarship and research impact?201020112012201320142015Average number of pieces of scholarship/creative activity (annual)0.20.10.30.40.2?FY 2011FY 2012FY 2013FY 2014FY 2015FY 2016Number of funded research grants11001Research awards (annual)$121,719 $5,255 $0 $0 $50,0003 - Ensure that students make timely progress toward degree completionFall 2009 EntrantsFall 2010 EntrantsFall 2011 EntrantsFall 2012 EntrantsFall 2013 EntrantsFall 2014 EntrantsAverage number of equated credits earned in one year by associate full-time first-time freshmen18.619.219.419.519.8Fall 2009Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Percentage of associate students who earn 30 equated credits per year9.69.912.010.811.9Fall 2009 EntrantsFall 2010 EntrantsFall 2011 EntrantsFall 2012 EntrantsFall 2013 EntrantsFall 2014 EntrantsOne-year retention rate of associate full-time first-time freshmen60.958.055.058.161.2?Difference between actual and predicted 1-year retention rate of associate full-time first-time freshmen2.3-2.8-4.4-1.7#2.5?#Value is not statistically significantly different from 0.4 - Increase graduation ratesFall 2006 EntrantsFall 2007 EntrantsFall 2008 EntrantsFall 2009 EntrantsFall 2010 EntrantsFall 2011 EntrantsFour-year graduation rate of associate full-time first-time freshmen13.714.614.917.419.1?Difference between actual and predicted 4-year graduation rate of associate full-time first-time freshmen0.0#1.3#1.72.93.4?Fall 2004 EntrantsFall 2005 EntrantsFall 2006 EntrantsFall 2007 EntrantsFall 2008 EntrantsFall 2009 EntrantsSix-year graduation rate of associate full-time first-time freshmen19.720.122.622.421.2?#Value is not statistically significantly different from 0.5 - Improve student satisfaction with academic support and student support services???2013?2015Satisfaction with academic advising effectiveness (Noel-Levitz SSI)??5.2 (1.3)?5.1 (1.5)Satisfaction with campus support services (Noel-Levitz SSI)??4.9 (1.2)?4.9 (1.3)6 - Improve student satisfaction with administrative services???2013?2015Satisfaction with admissions and financial aid effectiveness (Noel-Levitz SSI)??5.1 (1.2)?4.9 (1.4)Satisfaction with registration effectiveness (Noel-Levitz SSI)??5.3 (1.1)?5.2 (1.2)Satisfaction with service excellence (Noel-Levitz SSI)??5.2 (1.1)?5.1 (1.2)7 - Increase revenues?FY 2011FY 2012FY 2013FY 2014FY 2015FY 2016Total voluntary support (annual)$1,651,416 $1,978,371 $1,990,231 $2,401,090 $2,318,534??Grant and contract awards (annual)$7,123,629 $5,687,645 $5,324,648 $5,209,872 $5,251,578 ?Alternative revenues (annual)---$657,494$512,919$631,977na?8 - Use financial resources efficiently and prioritize spending on direct student services?FY 2011FY 2012FY 2013FY 2014FY 2015FY 2016Spending on student services and instruction and departmental research as a percentage of tax-levy budget64.363.563.664.9na?Spending on student services as a percentage of tax-levy budget10.110.29.510.0na?Spending on instruction and departmental research as a percentage of tax-levy budget54.253.454.254.9na?Percentage of budget in reserve 1.13.13.1-0.3na?9 - Increase the proportion of full-time faculty from under-represented groups?Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall 2015?Percentage of minority full-time faculty 45.245.444.745.745.2?Percentage of Italian American full-time faculty6.87.37.26.76.8?Percentage of women full-time faculty47.449.049.348.649.5?10 – Increase faculty satisfactionColleges should report COACHE results on faculty satisfaction with nature of work (research, teaching and service), tenure and promotion policies and processes, and interdisciplinary work, collaboration and mentoring.Section B – Community College Goals1 – Create more efficient remediation pathways?Fall 2009Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Percentage of students fully proficient by the end of the first year (of those initially needing any remediation)26.827.528.533.336.4?2 – Prepare students for transfer to baccalaureate programs?Fall 2004 EntrantsFall 2005 EntrantsFall 2006 EntrantsFall 2007 EntrantsFall 2008 EntrantsFall 2009 EntrantsPercentage of first‐time freshmen transferring to any baccalaureate program within 6 years25.225.427.427.526.4??2008-092009-102010-112011-122012-132013-14Transfer rate of AA/AS graduates to any baccalaureate program67.464.363.869.064.3??Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall 2015Mean first‐semester GPA of baccalaureate transfers from CUNY associate programs2.762.772.822.752.68?3 – Increase (or maintain high) pass rates on professional licensure exams?201020112012201320142015NCLEX (RN licensure) pass rate90.671.886.083.375.9Report licensure exam results for other programs at your college, including the number of students tested each year.“Methodological Notes” for the 2014-15 metrics can be viewed and downloaded at or navigating to and clicking on the link on the right.Section C – College Focus GoalsConsult broadly with campus constituencies, including elected faculty representatives, to identify important priority areas for the college not already addressed by the university or sector goals. Presidents should provide a brief description of the consultation process in the year-end self-assessment letter.Identify three to five specific goals related to its strategic plan. Each focus goal will state an outcome to be achieved by year’s end and will have at least one qualitative or quantitative metric by which progress can be judged in one year.Goals should follow the S.M.A.R.T. criteria. Preparing a strategic plan and meeting milestones on regular institutional accreditation processes are not acceptable focus goals, nor are activities and processes that lead to desired outcomes. Focus goals should relate to strategic goals but be more specificSet numeric targets on all quantitative outcomes measures associated with college focus goals.Specify the goal, explain (briefly) how it is connected to the college’s strategic plan, and indicate how progress will be measured. Provide trend data for any quantitative metrics, and set a target on the metric(s) for the coming year. ................
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