Guttman Community College has two overarching goals that are reflected throughout the strategic plan to:
Institutional Overarching Goals
1. Create an equitable community in which all students, faculty, and staff from diverse backgrounds can work and learn to the best of their ability.
2. Engage in continuous assessment and rigorous and sustained research of its model to improve overall effectiveness in pursuit of its mission.
Major Strategic Plan Goals
Major Goal 1
Guttman was conceived and built to implement a new educational model, and its first major goal captures that ongoing central mission and commitment. In the second half of its first decade, accredited by the Middle States Commission of Higher Education (June 2017), we have more than doubled the average CUNY community college three-year graduation rate. The College is well-aligned within the CUNY planning ecosystem with the CUNY Strategic Framework, Performance Management Process metrics, and the Academic Momentum goals. Guttman continues to be successful overall, and we strive moving ahead to do even better. Transforming learning is a continuous improvement process and equitable student outcomes are never good enough until all students are achieving them.
GCC will deliver, assess, improve, and plan to scale its integrative educational model to serve all students with equity—especially those traditionally underserved in higher education—by engaging them through curricular, co-curricular and extra-curricular opportunities to learn, serve, and grow academically and socially.
1.1 Conduct an equity environmental scan with recommendations and report to the GCC community.
Key Performance Indicators (KPIs)
- Improved student success and reduced differential achievement by gender, race/ethnicity, gender by race/ethnicity.
- Delivery of sustained professional development on cultural competency & curriculum.
1.2 Improve the First Year Experience (FYE)
- Maintained/improved Bridge completion rate, with systematic and sustainable assessment of Bridge learning outcomes.
- Wide participation in and effective use of results from assessment of FYE Guttman Learning Outcomes (GLOs)
- Launch and ongoing support for CUNY Math Start
- Scale-up alternatives to elementary algebra for students who plan a non-STEM major and co-requisite course enrollments for reading /writing support.
- Expanded student engagement with the arts through co- and extracurricular opportunities.
- Increased number and quality of OPCE-assisted EoW field placements.
- More effective use of academic technology inside and outside the classroom.
- Increased offerings of robust zero-cost OER courses.
1.3 Strengthen the Programs of Study
- Increased student useof degree maps across Programs of Study.
- Increased access and use of data dashboard by Program Coordinators.
- Increased hybrid course offerings in Programs of Study courses.
- Improved success, especially of women, in STEM disciplines (Information Technology; LAS Science track).
- Establishment of an Experiential Learning Opportunities (ELO) Pathway, including expanded Global Guttman opportunities through the Global Learning Fellows program, which highlights Civic Engagement and Career/Occupational Development at Guttman; continue to build and sustain quality PoS internship experiences; use the ELO Pathway to develop and begin implementing an assessment plan for ongoing improvement.
- Increased career opportunities for students by developing and sustaining partnerships such as the Chase Bank career pathway.
- New and updated updating articulation agreements.
- Improved outcomes by Guttman students at transfer colleges.
- Effective assessment of Programs of Study in accordance with the updated PPR guidelines.
1.4 Improve Student Development / Academic Support
- Improved tutorial support for FYE ELL students; sustained professional development for FYE Instructional Teams.
- Implemented framework based NASPA undergraduate learning outcomes to better support student development through intentional leadership opportunities.
- Increased opportunities for student life extracurricular activities.
1.5 Continue Planning to Scale the Model
- Planning and program development that engage stakeholders in scaling decisions.
- Engaged stakeholders involved with enrollment and employee growth in projections for scaling up.
- Refined admissions’ intensive, high touch processes for recruitment and messaging in anticipation of increasing enrollments to be sustainable at scale.
- Plans to scale the peer mentor program to be a model for CUNY and nationally.
Major Goal 2
As we grow and strive to continuously improve our model, student success, and our working environment, we recommit to our basic needs, such as comprehensive onboarding of new faculty and staff and sustained professional development to inform every one of our mission and coordinate its many moving parts. After more than a year of careful exploration and planning, we have implemented a new governance plan that provides opportunities for even more meaningful engagement at the College by various stakeholders.
GCC will be an exemplary environment in which to work, one that affords our diverse faculty, administration and staff ample opportunities to grow, to learn, to collaborate, and to practice their professions at the highest standards.
2.1 Improve Campus Climate and Shared Governance
Key Performance Indicators (KPIs)
- Planning and delivery of professional development to foster a positive campus climate with a culture of diversity and inclusion.
- Increased diversity of faculty, staff, and administration.
- Improved coordination and cohesion of campus shared governance through the implementation and assessment of the new governance plan.
- Increased involvement of students in campus culture aligned with the Guttman mission.
- Improved institutional effectiveness and outcomes assessment.
- Better use of data at the unit level.
2.2 Support Faculty and Staff Development
- Development and delivery of a more effective and cohesive professional development blueprint for faculty and staff based on a comprehensive review of current systems and practices, student needs, the Guttman model, and recent relevant research.
- Increased professional development opportunities for student engagement staff to increase/improve professional competencies based on NASPA/ACPA standards.
- Delivery of initial onboarding for faculty and staff with respect to Guttman’s mission, emerging model, and students.
- Delivery of sustained professional development and support for faculty and staff working with students with documented needs.
- Increased employee learning and career development opportunities by coordinating professional development offerings and schedules across college areas in advance of the start of each semester/academic year.
- Secure grant funds to institutionalize professional development entity.
- Complete collaborative IT and Library project for a new Library website
- Increased % of faculty making contributions to CUNY’s Academic Works.
2.3 Increase Efficacy in Work Processes
- Better integration of technology into work processes to systematize and streamline procedures by transitioning from paper to electronic means.
- Improved operations by documented workflow processes, timelines, and employees’ functional responsibilities for each area.
- Streamlined grant proposal and reporting processes,
- More efficient and effectiveness of inter-unit initiatives and events by planning in advance and strengthening coordination of scheduling, communication, and staffing with stakeholders.
- Improved intra divisional and cross divisional administrative business unit-processes, coordination, and problem-solving.
Major Goal 3
Guttman’s third goal to be an effective learning organization relates to the challenges of internal and external communication, our identity within and outside of CUNY, and our imperative to contribute to the higher education community of knowledge.
GCC will be a model learning organization by effectively communicating its mission and philosophy, being transparent in its operations, and sharing its knowledge widely with both internal and external stakeholders.
3.1 Develop an Equity, Diversity and Inclusion Strategic Plan, as the basis for initiatives with the community.
Key Performance Indicators (KPIs)
- Development of Guttman’s equity mission as a Hispanic and minority serving Institution.
- Series of ongoing speakers and consultants to refine and strengthen the equity mission.
3.2 Improve Communications
- Revised key milestone communications (during admissions process, orientation, Bridge, etc.)
- An implemented student engagement and support services framework, including a student-centered communication framework that is intentional, purposeful, and coordinated across college in advance of the start of each semester/academic year so that students are consistently apprised of college policies, practice, and events.
- Guttman’s identity and mission is better known within CUNY.
- Improved name recognition and reputation through public relations and communication at conferences.
- Stronger relationships with external partners and promote communication between the College & EoW workplaces.
3.3 Upgrade Website
- A transformed the Guttman website and portal.
- Development and web publication of an online inventory of college committees with their purposes and progress updates, so the community is aware of what groups are working on which issues.
Major Goal 4
Guttman has been fortunate to be located at 50 West 40th Street in the heart of Manhattan, but with that has come significant constraints on our enrollment capacity. Given the urgent importance of this issue to everyone at the College, this goal makes clear that though we may be here until 2023, grow we must with plans for expanded capacity and a permanent campus that will allow us to successfully scale our model and practices.
GCC will review and appropriately modify uses of existing space at 50 West 40th Street, secure additional short term space, and work with the Central Office to identify, plan, and develop a permanent campus that will allow for growth in student enrollments, faculty and staff to serve 3,000 – 5,000 students.
4.1 Maximize Use of Currently Available Space
Key Performance Indicators (KPIs)
- More efficient use of classroom space (before 9 am, after 5 pm, on weekends).
- Enhanced use of SPS space (use of 6 SPS classrooms and add support space for meetups/tutoring and laptop technology).
- Improved productivity of workspaces in a clean and environmentally friendly environment.
- Additional, appropriate off site space.
4.2 Plan for Permanent Campus
- Capital funding for new facility secured in the budget.
- Effective collaboration among Guttman stakeholders and Central Office of Space Planning on identifying and planning a new facility to accommodate target growth.
- If timely, plans to manage the transition from West 40th Street to the new facility.