Text Version
Hostos Community College logo
2011-2016 Strategic Plan

Hostos Webmail

Hostos Directory

Technology Updates
Middle States Home

General Iinformation
Progress Report Accepted
Progress Report to Middle States 11/01/13
Accreditation Update
Final MSCHE Team Report
Institutional Self-Study Report
Drafts of Self-Study Report
Self-Study Design
Working Groups
Working Groups: Timeline
Working Groups: Contact Info.
Working Groups: Template
Working Groups: Questions
Org. Chart
Presentations
Open Forum Report
Foundations of Excellence Final Report

Steering Committee Meetings
Agendas
Follow-up Notes
Committee Members
 
Middle States Self Study
   
Related Links
 

Working Groups: Questions

MIDDLE STATES SELF-STUDY DESIGN FINAL DRAFT
QUESTIONS SUBMITTED BY WORKING GROUPS

Working Group #7

Standard 7: Institutional Assessment

  1. How effective has Hostos been in developing a culture of assessment across the College? To what extent has Hostos committed appropriate resources and staff training to accomplish institutional goals in this area?
  2. What methods or approaches are used to assess institutional effectiveness? How has Hostos implemented changes that might be indicated by the outcomes data?
  3. How is Hostos using outcomes assessment and program assessment as part of the resource allocation and planning processes?
  4. To what extent are students involved in the assessment of institutional effectiveness?
  5. To what extent has the college developed processes to measure, assess and manage external environmental factors such as; budget cut, population shifts, and cost-effectiveness and relevance of academic programs?
  6. To what extent has the college developed processes to measure and assess student’ achievement and success after graduation? How are these date used for institutional planning?

Standard 14: Assessment of Student Learning

  1. How is the institution making use of existing data on institutional outcomes to define and improve student success?
  2. Are current assessments of student learning valid and reliable?
  3. How effectively is the college measuring student learning outcomes in technology rich courses?
  4. How effectively does the college prepare ESL and Dev. Ed student to succeed in college level courses?
  5. How effectively has the College adjusted to the change in demographic profile of its students in terms of communication strategies, curriculum, learning styles and the college experience?
  6. What processes are in place to track the progress of students academically at risk (<2.0 GPA)? How effectively does the College use data collection and assessment to improve the academic progress and retention of these students?
  7. How well does the College assess the value of students’ co-curricular and extra-curricular activities, student life, and other student engagement activities as a contributor to students’ retention, academic progress, and graduation?
  8. How well are the course, program, and institutional goals for student learning interrelated and consistent with the college’s mission and relevant disciplines?
  9. To what degree are faculty engaged in assessing student outcomes to improve curricula and teaching?
  10. To what extent has the College developed systematic processes to measure and assess students’ achievement and success after graduation? How effectively are these data used for institutional planning?

    1. Career/ employment outcomes; Assessing employment rate of students from specialized programs.
    2. Transfer outcomes: Assessing student transfers into four year colleges.
    3. Continuing education: Assessing Alumni engagement in "life-long-learning".
    4. Professional Licensure; Assessing the pass rate within the specialized programs for licensure exams.

Back to Previous Page

 

Caiman Country!!
Eugenio María de Hostos Community College  ·  500 Grand Concourse, Bronx, New York 10451  ·  Phone (718) 518-4444
Mission Statement | Web Site Privacy Policy | Non Discrimination Policy | Feedback | Site Map
The City University of New York