Mini Guide to Developing Practices

Background

  • Practices describe specific and meaningful details about activities, operations, services, learning opportunities, and/or student outcomes that will be done this year to contribute to achieving big picture goals.
  • Practices are substantial enough to assess a range of quality or effectiveness related to their performance.
  • Practices are not tasks on a to-do list or everything your area does. Select what is important to your goals.
  • Practices include some details that have the potential to change/be improved from year to year; otherwise, they are most likely too vague.
  • Practices have enough detail for someone outside of your area to understand what is being done and why.

Examples

  • Learning Outcomes Practice: Liberal arts students complete a demographics research project in capstone course 101, where they apply quantitative skills to analyze population trends in census data.
  • Learning Outcomes Practice: Student participants in the March cultural awareness workshops create a photo collage that represents three different cultural influences on their lives.
  • Activity and Learning Outcomes Practice: Coordinate 3 leadership workshops in January, February, and March where guest speakers introduce first-year students to time-management techniques and students apply their skills by creating a weekly calendar and reflecting on experiences in a journal.
  • Service Practice: Manage daily requests for information by responding to helpdesk tickets within 5 business days in order to meet the data demands of college faculty and staff.
  • Operations Practice: Monitor the budget in CUNYfirst by reviewing expenses by 25 depts. on a monthly basis and sending quarterly expense reports to departments to ensure they remain within their allocated budgets.
  • Operations Practice: Host one faculty and staff environmental professional development session a semester to enhance support for this year’s green initiative of recycling paper and plastic.