From CUNY Academic Commons

Center for College Effectiveness Committee
Brainstorming Notes
Friday, January 15, 2010

Considers Middle States frameworks – a starting point
Conditions that bring on or create effectiveness
Two purposes [for the CCE] – accountability and improvement – our work needs to scope out both
Planning, accountability, reporting
Creates a strategic planning direction
Measures against mission and clearly defined goals
Real measures – with clarity about what they really say
Should improve student learning
Doesn’t become a distraction to the central work
Gets links back into the goals of the NCC
Review of fixed indicators, there is a need for research as well
Builds measures into the learning system
A consultant who understands how the organization functions and improves it
The independent eye
CCE to be seen as a partner
Seeks to be the best friend of everyone on campus – faculty, staff, students, alumni, public
Helps other functions at the NCC thrive
Supportive role – the brain and the bridge
Present around campus
Present on campus
The centipede
You want others to want the CCE to be at the table
Recognizes that different parts on the NCC will have different needs
In its most effective mode it intersects at many points
Low to the ground, the focus should be to serve everyone as well as senior management
There is a need to have low-stakes information reporting, if everything is high-stakes no will use the center as a resource for improvement
Needs low-stakes measures
Gives the stakeholders the skills to give meaning and purpose to information
Not just measuring it; but helping to improve it; using what you discover
Creating real-time data that drives decision-making
Takes place at many different levels: institutional, program and others
Understands that different parts [of the NCC] will have different needs
CCE helps people use the information; facilitates understanding
Understands effectiveness at different levels – students and employees
Thinks outside the box

Development of the framework; subjective (analytical?) and benchmark measures
Danger of becoming a slave to the numbers; can create a distortive effect – desire to manipulate

Research Questions
What happens after graduates leave?
To what extent can the NCC create stickiness? The ability to remain in contact with students after they leave. Students identify themselves with the NCC.