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College of Staten Island CUNY College Portrait

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College of Staten Island CUNY Learning Outcomes

The College of Staten Island has developed and implemented processes to assess institutional effectiveness as a function of the College’s Mission, Strategic Plan, the assessment measures of the CUNY Performance Management Process (PMP), and the accreditation standards of the Middle States Commission on Higher Education.  Cabinet-level and Institutional Planning Committee (IPC) discussions focus on institutional-level assessment in the context of divisional assessment plans and the CUNY PMP.

Within the last several years, we have achieved great progress and significantly strengthened the student learning outcomes assessment infrastructure at CSI. Our faculty-driven assessment has advanced from a strong emphasis and competency in the assessment of course-level student learning outcomes to development of more widespread department/program wide assessment capabilities. Departments and educational programs have gone beyond articulating student learning outcomes. Relying on assessment data to make course- and program-level decisions and improvements is now a common practice. On the course level, examples of such evidence-based decision making is most noticeable among high-enrollment courses in Psychology, English, Math, and Business, among others. Departments/programs such as Nursing, Psychology, English, History, Engineering and Computer Science have also relied on assessment strategies to make program-level changes, revise curriculum, articulate capstone courses and implement changes in pedagogy.

The infrastructure supporting student learning outcomes assessment has been strengthened and   streamlined. Departments/programs conduct a self-study every seven years and report on their assessment activities annually.

In 2014 a full time Director of Academic Assessment was hired and the Office of Academic Assessment coordinates and supports the departments’ student learning outcomes assessment through training and resources. The office serves as a central repository for documentation and has furthered the standardization of processes.

The college wide Academic Outcomes Assessment Committee consists of faculty from all departments. It provides feedback on assessment plans and reports, promotes an assessment culture, and furthers best practices on the campus.  Members of the AOAC serve as liaisons to departments on assessment activities.

Recognizing the symbiotic relationship between pedagogy, assessment, and technology, the Office of Academic Assessment, in collaboration with the Faculty Center for Professional Development (FCPD), offers assessment-related seminars. The Director of Academic Assessment also serves as Co-Director of FCPD.




College of Staten Island CUNY administered the CLA+ in 2013 - 2014.

College of Staten Island CUNY conducted a Value-added administration of the CLA+ in 2013 - 2014. The results are displayed below in the SLO Results tab.

For additional information on CSI’s process for administering CLA+, please click on the Assessment Process Tab below. For information on the students included in the administration, please click the Students Tested Tab.

Why did you choose the CLA+ for your institutional assessment?

Per the recommendation of the CUNY Task Force on System-Wide Assessment of Undergraduate Learning Gains (Assessment Task Force), the CUNY Chancellor decided that the Collegiate Learning Assessment (CLA) would be the standardized assessment instrument used to measure learning across CUNY colleges. The CLA offers a value-added, constructed-response approach to the assessment of higher-order skills, such as critical thinking and written communication.


Which College of Staten Island CUNY students are assessed? When?


The College of Staten Island is an extremely unique "comprehensive" college which enrolls students at the associates level as would most community colleges (i.e. open admissions), but has a competitive admissions process for those seeking a baccalaurate degree. In fall 2013, the first time freshmen ratio was 29% baccalaureate to 71% associate.  However, in that the College works hard to bring associate degree students up to the baccalaurate level, the number of students graduating with a bacclauare who started at the associates level is around 65%. 
To capture a representative sample of students based on their degree level at the beginning of their careers, we attempt to have around a 70/30 ratio of assciates degree to baccalaurate degree students take the test as freshmen in the fall term and among seniors in the spring a ratio of 65 who started at the associates level to 35 at the baccalaurate.


How are assessment data collected?

The CLA is administered by our testing office with support from CUNY.  Hobson's Connect is used to establish testing dates and to administer the communications with invited testers. 

 


How are data reported within College of Staten Island CUNY?

We use the the CLA reports to report student outcomes on this assessment in the VSA.


How are assessment data at CSI used to guide program improvements?


The College is examining ways to interpret and selectively broadcast the findings to encourage a conversation about how such standardized assessments can assist in improving student learning outcomes.


Of 2614 freshmen students eligible to be tested, 97 (4%) were included in the tested sample at College of Staten Island CUNY.


Of 809 senior students eligible to be tested, 97 (12%) were included in the tested sample at College of Staten Island CUNY.


Probability sampling, where a small randomly selected sample of a larger population can be used to estimate the learning gains in the entire population with statistical confidence, provides the foundation for campus-level student learning outcomes assessment at many institutions. It's important, however, to review the demographics of the tested sample of students to ensure that the proportion of students within a given group in the tested sample is close to the proportion of students in that group in the total population. Differences in proportions don't mean the results aren't valid, but they do mean that institutions need to use caution in interpreting the results for the groups that are under-represented in the tested sample.

Undergraduate Student Demographic Breakdown

  Freshmen Seniors
Eligible Students Tested Students Eligible Students Tested Students
Gender Female 55% 70% 59% 46%
Male 45% 30% 41% 29%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 51% 69% 34% 20%
White / Caucasian 45% 27% 65% 53%
International 1% 3% 1% 2%
Unknown 2% 1% <1% 1%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

The VSA advises institutions to follow assessment publisher guidelines for determining the appropriate number of students to test. In the absence of publisher guidelines, the VSA provides sample size guidelines for institutions based on a 95% confidence interval and 5% margin of error. So long as the tested sample demographics represent the student body, this means we can be 95% certain that the "true" population learning outcomes are with +/- 5% of the reported results. For more information on Sampling, please refer to the Research Methods Knowledge Base

The increase in learning on the performance task is below what would be expected at an institution testing students of similar academic abilities.

The increase in learning on the selected-response questions is at or near what would be expected what would be epxected at an institution testing students of similar academic abilities.

Seniors Detail

The charts below show the proportion of tested seniors who scored at each level of the nine subscales that make up the CLA+. The subscale scores range from 1 to 6 with 6 representing a higher or better score. Due to rounding, subscores may not total 100%.

Performance Task
Analysis & Problem Solving
Writing Effectiveness
Writing Mechanics

The table below shows students' mean scores on the three subscales that make up the Selected-Response Questions section of the CLA+. The students subscores are determined by the number of correct responses in each subsection, with those raw numbers adjusted based on the difficulty of the question set the students received. Individual student scores are rounded to the nearest whole number.

Subscale Mean Student Scores
Scientific & Quantitative Reasoning (Range: 200 to 800) 511.0
Critical Reading & Evaluation (Range: 200 to 800) 477.0
Critique an Argument (Range: 200 to 800) 583.0
Freshmen Detail

The charts below show the proportion of tested freshmen who scored at each level of the nine subscales that make up the CLA+. The subscale scores range from 1 to 6 with 6 representing a higher or better score. Due to rounding, subscores may not total 100%.

Performance Task
Analysis & Problem Solving
Writing Effectiveness
Writing Mechanics

The table below shows students' mean scores on the three subscales that make up the Selected-Response Questions section of the CLA+. The students subscores are determined by the number of correct responses in each subsection, with those raw numbers adjusted based on the difficulty of the question set the students received. Individual student scores are rounded to the nearest whole number.

Subscale Mean Student Scores
Scientific & Quantitative Reasoning (Range: 200 to 800) 489.0
Critical Reading & Evaluation (Range: 200 to 800) 480.0
Critique an Argument (Range: 200 to 800) 468.0