Operational Goals and Objectives 2011-2012


ASLR
Goal 1: Develop annual benchmarks to increase developmental students' success rates.

Objectives:
 
1. By Fall 2012, 35% of the fall 2011 cohort of development students will complete developmental courses.
 
2. By Fall 2012, 78% of the fall 2011 cohort of developmental students will persist/be retained at the college.
 
3. By Fall 2012, 39% of the fall 2011 cohort of developmental students will be on track to graduate in 4 years.
 
Goal 2: Establish a Developmental Education Program to improve teaching, learning and student support services.

Objectives:
 
1. By December 15, 2011, reduce the number of semester hours for developmental English, reading and math for Spring 2012 scheduling.
 
2. By December 15, 2011, align the curriculum for developmental English, reading and math courses.
 
3. By December 15, 2011, identify the Accuplacer range for students who should not be placed into MAT 80, ENG 80 and RDG 80 and develop and implement instructional approaches/modules to address their learning needs for fall 2012 scheduling.
 
4. By December 15, 2011, identify and implement by fall 2011 a standardized diagnostic test for developmental English, reading and math courses.
 
5. By December 15, 2011, create a Developmental Education web page or Black Board site that will be a source of information, data and research for faculty and staff.



Center for Academic Achievement

Goal: Improve student success.

Objectives:

1. By May 30, 2012, develop and implement a prescriptive tutoring model for developmental and high risk courses.

2. By May 30, 2012, increase the number of students utilizing tutorial services by 5%.

3. By May 30, 2012, increase the number of students who spend 2.0 hours or more in utilizing tutoring services.

4. By March 1, 2012, conduct a needs assessment with faculty, tutors, and students to determine what program services to offer.

5. By May 30, 2012, develop and implement a tutor training program.

6. By May 30, 2011, develop and implement an outcome-based evaluation model of staff, tutors, and program services with staff, tutors, tutees, and faculty.

7. By May 30, 2012, increase the support services offering of Vocational Support Services.
 
8. By May 30, 2012, develop a system that collects data to access the impact of tutoring in specific classes by comparing the grades of tutored versus non-tutored students in selected course(s) and/or comparing the two groups in terms of persistence in selected courses.



E-Learnin
g

Goal 1: Increase in Enrollment in Online Courses.


Objectives:

1. By Fall 2012, increase the number of FTEs generated by online enrollments by 20 FTEs from 817.5 generated in FY 2011.

2. By Fall 2012, increase the number of academic degree programs online from 5 programs to 6.

3. By Fall 2012, increase by 5% the number of online courses from 484 for FY 2010 Baseline Data Benchmark to 505 courses (All online sections offered during winter, spring, summer and fall 2010).

4. By Fall 2012, increase by 5% the number of students enrolled in online courses from 8793 in FY 10 to (Baseline Data Benchmark) to 9,232 (5% Increase).

Goal 2: Provide a learning environment that supports teaching and learning and contributes to student success.

Objectives:

1. By May 30, 2012, provide 10 training sessions each semester for students addressing the basic use of technology on the following topics: Using Word, Uploading Documents on Blackboard, Using PowerPoint, and Navigating Blackboard.

2. By May 30, 2012, provide 5 training sessions each semester for faculty in using best practices in teaching and learning in online courses.

3. By January 2012, develop and implement a training plan for faculty to improve pass rates in low pass rate online courses to ensure they are redesigned to offer an engaging, relevant, and current learning environment.
 


Library

Goal 1: Integrate library resources and services with instruction and student support services to improve student success.
 
Objectives:

1. By May 30, 2012, establish a data baseline to increase the number of BCCC students able to complete research and course assignments using only digital resources regardless of location or course format.

2. By May 30, 2012, increase by 5% the number of students who have access to reference services, including the support of librarian in actual or virtual classrooms.

3. By May 30, 2012, provide a variety of responsive services and instructional opportunities designed to facilitate maximum access to and use of the Library's resources by students and faculty on and off-campus, and to encourage student success and information literacy skills.

4. By January 2012, conduct a needs assessment with faculty, staff, and students on-campus and at off-campus sites to determine what library programs and services to offer.

5. By May 30, 2012, collaborate with students, faculty, student support services, administration to enhance access and quality of services and resources to support the College's programs and initiatives.

6. By May 30, 2012, develop and implement a program to provide self-paced online information literacy instruction, including learning outcomes assessment measures.

7. By May 30, 2012, explore the feasibility of using Web 2.0 technologies to provide reference assistance.

8. By May 30, 2012, embed reference staff in 10 online courses with significant research requirements.