Submit your report as an attachment to reports@acbsp.org on or before February 27th or September 30th.

Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Business Programs Current as of February 2011 Overview (O)1. Complete all information requested. Submit your report as an attachment to reports@acbsp.org on or before February 27th or September 30th. O2. This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help reduce the page numbers you can remove the ACBSP examples used in this report template to help you complete the report. O3. Institution Name: Queensborough Community College of the City University of New York Date September 1, 2011 Address: 222-05 56 Avenue, Bayside, New York 11360 O4. Year Accredited/Reaffirmed: 1997 / 2007 This Report Covers Years: 2009-2011 O5. List All Accredited Programs (as they appear in your catalog): Accounting (A.A.S.), Computer Information (A.A.S.), Management (A.A.S.), Office Administration and Technology (A.A.S.), Business Administration (A.S.) O6. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. Certificates: Health Care Office Administration: Managing, Coding, and Billing Microsoft Office Applications Proficiency Preparation School Secretary 1

The Department offers certificates to students who are interested in acquiring professional skills in a specific field. These students as stated in our catalog, have degree status and may or may not enter into a degree program. On page two of the College Catalog it states that, the Business Department Programs are accredited by the ACBSP. O7. List all campuses that a student can earn a business degree from your institution: Main Campus Queensborough Community College, 222 05 56 th Avenue, Bayside, New York 11364 O8. Person completing report Name: Dr. Jonas Falik Phone: 718 631-6245 E-mail address: jfalik@qcc.cuny.edu ACBSP Champion name: Dr. Jonas Falik ACBSP Co-Champion name: Professor Glenn Burdi O9. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed Please explain and provide the necessary documentation/evidence for addressing each condition/note/ofi since your last report. No conditions/notes/opportunities for improvement received since our Quality Assurance Report submitted in September 2009. Are you requesting the Board of Commissioners to remove notes or conditions (attach appendix to QA report to justify the removal): Remove Note: Remove Condition: Do not remove note or condition. Explain the progress made in removing the note or condition: 2

1O. The business unit must routinely provide reliable information to the public on their performance, including student achievement. Describe how you routinely provide reliable information to the public on your performance, including student achievement. The Queensborough CommunityCollege Office of Institutional Research and Assessment annually publishes and posts on the College Web Site a Fact Book that includes the following information about the Business Department and is also available at www.qcc.cuny.edu : A. QCC Enrollment Enrollment by curriculum Comparison of enrollment trends Enrollment analysis Profile of new students B. QCC Enrollment High school sources for QCC freshmen Students by country of birth Ethnicity Age One-and-three year retention rates Remediation at QCC Service learning at QCC Overview of community college survey of student engagement Financial aid awards C. Grades and Probation Grade distribution index Grades Probation and dismissal statistics D. QCC Graduation Statistics Number of degrees/certificates awarded by curriculum Four and one year trend analysis (degrees awarded) Degrees Six-year graduation rate Fall 02 cohort of first time matriculated students 3

Six-month post graduation employment outcomes Historic graduation statistics E. QCC Personnel Full-time teaching faculty HEO series and other instructional staff by gender F. QCC Financial Data Tuition rate per credit Tuition rate and CUNY tuition revenue targets Controllable operating allocation G. College Resources Sponsored programs Kurt R. Schmeller library Continuing education Queensborough Community College also maintains a copy of all assessments, its performance management report, and research analysis on its web site. Note: This requirement can be addressed from the Standards and Criteria book in Standard 4: Measurement, Analysis, and Knowledge Management, Criterion 4.3 Student Assessment, Item F. Organizational Performance Results. 4

Standard #1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. Two faculty members resigned from the Business Department Personnel and Budget Committee in February 2011. They were: Dr. Brenda Hersh - resigned Professor Anthony Kolios - resigned Two individuals were elected by the Business Department in February 2011to fill the unexpired terms of the individuals who resigned through June 2011. They are: Professor Glenn Burdi elected Dr. Edward Hanssen elected In May 2011 the following individuals were elected to serve on the Business Department Personnel and Budget Committee, effective July 1, 2011 through June 30, 2014. They are: Dr. Jonas Falik Chairperson Professor Glenn Burdi Dr. Edward Hanssen Professor Ben Milchman Dr. Edward Volchok b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since your last report. No new sites 5

Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow all the other standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA reports. 6

Standard #3 Student and Stakeholder Focus Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 3 - Student and Stakeholder-Focused Results Student- and Stakeholder-Focused Student- and stakeholder-focused results examine how well your organization satisfies Results students and stakeholders key needs and expectations. Key indicators may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc. Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Performance Measure (Competency) Description of Measureme nt Instrument Areas of Success (results) Periodic surveys should be made of graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. Analysis of Results Analysi s and Action Taken (improv ement) Results of Action Taken (occurs in the following year) Insert Graphs or Tables of Resulting Trends for 3-5 Years (please graph all available data up to five years) 7

(Example) Alumni Satisfaction will be at or above 80% Annual alumni survey Three years of positive trend data exceeding goal NA NA Document your Competencies in this column Satisfaction with the enrollment process, utilization of/and satisfaction with various campus resources Document your assessment instruments in this column Survey of Freshman of first QCC Experience Document your results in this column The rate of satisfaction was in the range of 87% to 91% from Sept. 2009 - Jan. 2011 Docume nt your improve ment actions in this column NA Document the results after your improvement is implemented NA Place your graph or tables in this column Agreement or Strong Agreement That Freshmen Felt Welcome When They First Came to Queensborough Community College 8

QCC will perform above average in Student Support for Learners on CCSSE Survey of comparable community colleges Community College Survey of Student Engagement QCC is above the mean for comparison colleges in both spring 2007 and spring 2010 Continue to allocate resources to support services in order to maintain and improve upon our above average performance NA College conducts 6 month alumni survey Employment Status 6 Months After Completing QCC Comparison of 2007/2008 and 2009 graduates indicates that students are not gaining employment in the areas of their chosen field of study as before. This decline, however small, is indicative of the severe economic downturn in the local and national economies Expand articulatio n agreeme nts and encourag e transfer to 4 year programs. Employment status 6 months after completing QCC 2007/2008 2008 /2009 Empl. directly related to program 15% 10% Empl. slightly related to program 24% 23% Empl. not related study 25% 29% Not seeking employment 9% 12% Still seeking employment 18% 21% Other 8% 6% Total 100% 100% College conducts 6 month alumni survey Enrolled in Further Education or Training Program 6 Months After Competing QCC Comparison of 2008 and 2009 graduates indicates enrollment in further education remained NA NA Enrolled in further education or training program. 2008 2009 Yes 47% 48% No 53% 52% Total 100% 100% 9

Business Advisory Board Meeting 2010 Business Advisory Board Meeting 2011 Discussion of Business Ethics for students, faculty, and business leaders Discussion of the internet to present on-line news via Buzz60.com and social networking and generation Y stable in 2008 and 2009 Thomas Di Napoli, New York State Comptroller discussed ethics in government and business in the context of the resignation of his predecessor Alan Hevasi who resigned as a result of ethical violations Tim Minton, former NBC reporter, described his new online news program to faculty and students and Arda Nazarian, Professor of Strategic Faculty and students actively participated in a discussion of business ethics to be applied in classroom Faculty, students, and business members discussed Mr. Minton s new venture and its application to the Business Department s courses and curricula Event to be planned for following year on topic of interest to faculty and students Event to be planned for following year on topic of interest to faculty and students NA NA 10

Management Columbia University, discussed Social Networking and Generation Y 11

Standard #4 Measurement and Analysis of Student Learning and Performance a. Program Outcomes List outcomes, by accredited program - Program outcomes should be used as part of a student learning assessment plan and be measurable. AAS AS AS Accounting, etc. b. Performance Results Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 4 Student Learning Results (Required for each accredited program) Performance Indicator 1. Student Learning Results (Required for each accredited program) Definition A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two: Direct - Assessing student performance by examining samples of student work. Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. Formative An assessment conducted during the student s education. Summative An assessment conducted at the end of the student s education. Internal An assessment instrument that was developed within the business unit. External An assessment instrument that was developed outside the business unit. Comparative Compare results between classes, between online and on ground classes, Between professors between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. Analysis of Results Performance Description Areas of Analysis and Results of Insert Graphs or Tables of Resulting Trends for 3-12

Measure (Competency) EXAMPLE: Average class score equal to or greater than 80% (Example) Assessments results will exceed or equal 80% of Measurement Instrument to include Formative, summative, internal, external, or comparative. Capstone course, internal, summative. Formative internal assessment instrument utilized in MKT 306 Success Action Taken Action Taken (occurs in the following year) Average class score was 70% Trend is positive for last four cycles exceeding goal each cycle Scores were low in the business planning area. Add a business planning exercise to entrepreneurship class. None required 82% 2003 70% 2004 75% 2005 74% 2006 79% 2007 82% NA Years (please graph all available data up to five years) 13

Assessments will be conducted in ALL Business courses over a 3-year cycle Direct, formative, internal evaluation of student performance in courses All courses have been assessed Review of student performance as it relates to coverage of course material Changes in topical coverage and emphasis on changes recommended as a result of assessment The Business Department will maintain retention rates at or above 60%. Indirect measure of student retention within the business program Retention at one year remained steady None required NA 14

The pass rate on the CPE Examination will exceed 90%. Summative test administered in last semester as a requirement for graduation. Pass rate for fulltime students remained above 90%. Pass rate for part time students fell below 90% in 2010 None required Examination dropped by University Over 50% of Business students are eportfolio proficient Percent of Business students registered in eportfolio classes. An internal measure. Increase in eportfolios proficiency by Business students Continue offering eportfolio training for students eportfolio registration increased to 72% of Business students in 2011 Business Students With eportfolio Training 15

Standard #5 Faculty and Staff Focus Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 5 - Faculty- and Staff-Focused Results Faculty and Staff Focused Results Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learnin work environment for business faculty and staff. Performance Measure (Competency) (Example) Faculty satisfaction will exceed 80% Key indicators may include: professional development, scholarly activities, community service, administrative duties, bu industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction or dissatisfac faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism, turnover, or complaints. Analysis of Results Description of Measurement Instrument Annual faculty satisfaction survey Areas of Success Exceeded goal however the trend declined in 2011 Analysis and Action Taken Held a faculty meeting to discuss issues raised on surveys Results of Action Taken (occurs in the following year) Satisfaction increased 1% Insert Graphs or Tables of Resulting Trends fo (please graph all available data up to five 16

Faculty Satisfaction by Community College Campus: Borough of Manhattan Community College (BMCC), LaGuardia Community College (LAGCC), Bronx Community College (BXCC), Queensborough Community College (QCC), Kingsborough Community College (KCC) CUNY Faculty Experience Survey by Campus QCC scored 76% in overall fulltime faculty satisfaction Report distributed and the high level of QCC satisfaction noted NA Faculty Development will be provided on an ongoing basis. Number of Faculty Development Seminars on relevant topics to faculty in the areas of pedagogy and research. The number of faculty development seminars has increased in each year. Additional seminars to be offered. Additional seminars to be offered in coming years. 17

Celebration of Student Excellence Presentation to recognize business students who competed in the American Mock Trial Association 2011 Mock Trial Tournament and the team that competed in the Federal Reserve Challenge Competition in fall 2010. Mock Trial Team won the 2011 Spirit of AMTA Award for their performance. Fed Challenge team won the Community College Competition. Harry Smith, CBS News Anchor and Reporter spoke to students about success in business and the working world. Recognition of student accomplishmen t and success will be made in the future. Similar Celebrations of Excellence will take place in the future. Faculty Qualifications Complete the next two tables for new full-time and part-time faculty members since last self-study or QA report. Do not include faculty members previously reported. NAME (List MAJOR TEACHING Standard 5 - NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS COURSES LIST ALL EARNED DOCUMENT OTHER TAUGHT DEGREES PROFESSIONAL ACBSP QUALIFICATION 18

alphabetically by Last Name) Leslie Francis (Full Time) Stephen Hammel (Full Time) Sebastian Murolo (Full Time) Anthony Osso (Adjunct) Nadeem Shazad (Adjunct) FIELD (List the Courses Taught During the Reporting Period, Do Not Duplicate Listing) Management BU 201 Business Org. & Mgmt. BU 301 Business Law Management BU 201 Business Org. & Mgmt. BU 301 Business Law Accounting BU 101 Principles of Accounting I BU 108 Principles of Taxation Management BU 201 Business Org. & Computer Information Systems Mgmt. BU 500 Introduction to Microcomputer Applications BU 512 Introduction to Information (State Degree as Documented on Transcript, Must Include Major Field) Juris Doctorate St. John s University School of Law Juris Doctorate Touro College Jacob B. Fucsberg Law Center MBA New York Institute of Technology MBA Wagner College Ph.D. Political Science Pujab University MS Long Island University CERTIFICATION CRITIERA Five Years Work Experience Teaching Excellence Professional Certifications Member of NY State Bar Assoociation Member NY State Bar Association CPA New York State Work Experience: Six years employment as Director of Information Technology, Nassau County, NY Legislature 1. Master's 2. Doctorate 3. Professional 4. Exception 19

Daisy Tavera (Adjunct) Michael Zapf (Adjunct) Computer Information Systems Systems and Technology BU 500 Introduction to Microcomputer Applications BU 512 Introduction to Information Systems and Technology Accounting BU 102 Principles of Accounting II MA Urban Studies Queens College MBA Adelphi University Work Experience: Six years as Instructor of Computer Information Systems at Long Island Business Institute Work Experience: Eight years as Adjunct Instructor in Computer Information Systems at NY City College of Technology CPA New York State 20

Standard #6 Educational and Business Process Management a. Curriculum 1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach an updated Table 6 Curriculum Summary from Criterion 6.2 Professional Component, Criterion 6.3 General Education Component, and Criterion 6.4 Business Major Component. None 2. List any new degree programs that have been developed since your last report and attach a Table 6 Curriculum Summary from Criterion 6.2 Professional Component, Criterion 6.3 General Education Component, and Criterion 6.4 Business Major Component. None 3. List any accredited programs that have been terminated since your last report. None 21

Name of Major/Program: Accounting Career Total Number of Hours for Degree: 63-64* List courses appropriate for each area: A) Professional Component: TABLE 6 CURRICULUM SUMMARY Course Title Areas of Study Credits Financial Accounting I A. 4 Microeconomics D. 3 Principles of Management I. 3 Principles of Marketing F. 3 Math Electives C. 3 Area total credit hours 16 25.4% of total program hours B) General Education: Course Title Educational Goal Area Credits College Composition A. 3 Writing in the Workplace A. 3 Natural Science Elective* F. 3 Social Science Elective H. 3 Spreadsheets I G. 1 Spreadsheets II G. 1 Computer Elective G. 1 Business Law I E. 3 Macroeconomics E. 3 Area total credit hours 21 33.3% of total program hours C) Business Major: Course Title Credits Financial Accounting II 4 Managerial Accounting 4 Accounting Software Applications 3 Intermediate Accounting I 3 Federal Income Taxes 3 Business Law II 3 Introduction to Business 3 Business Elective 3 Area total credit hours 26 *Natural Science Elective may be either a 3 or 4 credit elective. 41.3% of total program hours 22 Total Program Hours 63

Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 6 - Budgetary, Financial, and Market Results Budgetary, Financial, and Market Budgetary, financial, and market performance results examine (1) Performance Results management and use of financial resources and (2) market challenges and opportunities. Adequate financial resources are vital to ensuring an outstanding faculty and teaching environment. The resources budgeted for and allocated to business units should be adequate to fund the necessary technology and training to allow students to develop the requisite competencies for business environments. Key indicators may include: expenditures per business student, business program expenditures as a percentage of budget, annual business unit budget increases or decreases, enrollment increase or decrease of business students, transfer in or out of business students, student credit hour production, or comparative data. Performance Measure (Competency) (Example) Increase budget 3% each year Approved budget Description of Measurement Instrument The budget increased but not at the planned level Analysis of Results Areas of Success Justify Increase in budget through marketing south of city budget Analysis and Action Taken Budget increased but still not at the planned level Results of Action Taken (occurs in the following year) Insert Graphs or Tables of Resulting Trends for 3-5 Years (please graph all available data up to five years) 23

Increase in budgetary expenditures of 14.2% from FY 2009 through FY 2011. Approved budget. Expenditures increased based upon departmental requests. Allocation for faculty travel for scholarly activities increased. Revenue increased. Computer replacement and podia installation. Tech Fee Plan. Computer replacement is made on a 4- year cycle. Podia are installed in classrooms for internet access and PowerPoint. Computers in all labs are replaced on a 4-year cycle and podia have been installed in 9 classrooms. Continue to replace computers and install podia as per the Tech Fee Plan. Standard 6 - Organizational Performance Results 5. Organizational Effectiveness Organizational effectiveness results examine attainment of organizational goals. Each Results business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other 24

Performance Measure (Competency) (Example) Increase graduation rates from 80% to 90% by 2020 Description of Measurement Instrument Graduation rates as reported in IPEDs completions report characteristics reflecting students' performance. Key indicators may include: graduation rates, enrollment, improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units. Analysis of Results Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Insert Graphs or Tales of Resulting Trends for 3-5 Years (please graph all available data up to five years)) 25

Graduation rates from business programs fell by 25% from 04/ 05 but have increased by 26.9% from 06/ 07 to 09/ 10. Graduation rates as reported by QCC Office of Institutional Research and Assessment. Graduation rates have increased over the last four years. High impact learning activities, such as Writing Intensive, eportfolio, and Service Learning added to coursework. Expand high impact offerings. Business enrollment reached a high of 2,651 students in fall2009, dropped to 2,424 in spring 2010 and rose to 2479 in fall 2010. Enrollment figures reported by QCC Office of Institutional Research and Assessment. Enrollment appears to be rising. College increased advertising and outreach to attract students. Continue advertising and promotion to increase enrollment. 26

Installation of high tech equipment in classrooms has increased to 75% of all business department classrooms. Increase in funding for high technology. Faculty report that they are now able to utilize the high tech equipment to present current topical material and enhance course content. Continue to request allocation of funds to increase the availability of technology in the classroom. Significant increase in availability of technology for faculty. 27