As deputy department chairperson for the Business Management at the Borough of Manhattan Community College, and coordinator of the Small Business Entrepreneurship degree program, I am responsible for academic program review process.

In our entrepreneurship degree program, the bottom-up academic program review process would focus on evaluating the effectiveness of the program in preparing students to become successful entrepreneurs. The following example illustrates how this process would be applied:

1. Student learning outcomes (SLOs) assessment
   • Collect data on student performance in courses such as business planning, marketing, finance, and innovation.
   • Example: Assessing the success rate of student-led business projects and the quality of business plans developed by students.
2. Course-level evaluation
   • Gather student feedback on course effectiveness through end-of-course surveys, focus groups, or interviews.
   • Example: Analyzing survey results to determine if students find the courses relevant, engaging, and applicable to real-world entrepreneurship challenges.
3. Program-level evaluation
   • Aggregate course-level data to assess overall program effectiveness, including graduation rates, retention rates, and the success of alumni in starting or growing businesses.
   • Example: Tracking the percentage of entrepreneurship graduates who successfully launch a business within three years of graduation.
4. Faculty involvement and input
   • Engage faculty in the review process, discussing potential improvements based on course and program-level data.
   • Example: Hosting faculty workshops to identify strategies for better integrating experiential learning and real-world case studies into the curriculum.
5. Advisory committees and external stakeholders
   • Consult with successful entrepreneurs, investors, and other stakeholders to ensure the program remains relevant and aligned with current industry needs.
   • Example: Inviting experienced entrepreneurs to review and provide feedback on the program’s curriculum and course offerings.
6. Review and synthesis of data
   • Analyze all collected data to identify patterns, trends, and areas for improvement in the entrepreneurship degree program.
   • Example: Creating a comprehensive report that highlights the program’s strengths and weaknesses, and offers recommendations for improvements.
7. Action plan development
   • Develop a detailed action plan to address identified issues, with specific goals, timelines, and responsible parties.
   • Example: Creating a plan to update course materials, offer additional mentorship opportunities, or establish partnerships with local businesses for internships.
8. Implementation and monitoring
   • Implement the action plan, monitor progress, and adjust strategies as needed to ensure continuous improvement.
   • Example: Regularly reviewing data on student outcomes, course evaluations, and alumni success to track progress and make necessary adjustments.
9. Re-assessment and ongoing improvement
   • Continuously reassess the program’s effectiveness and make adjustments as needed to ensure ongoing improvement.
   • Example: Conducting a follow-up program review in a few years to assess the impact of implemented changes and identify any new areas for improvement.

By following this bottom-up process, the entrepreneurship degree program can ensure that it effectively prepares students to become successful entrepreneurs and that the program remains responsive to the ever-changing needs of the entrepreneurial landscape.

By adopting a bottom-up approach, the academic program review process ensures that student experiences and learning outcomes remain central to the evaluation and improvement of educational programs.

** This post is based on the CETLS workshop on program assessment in 2023

CETLS Workshop – Academic Program Review: A Bottom-Up Approach

Tuesday, April 25, 2023 | 12:00 pm – 1:30 pm | Zoom

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Facilitator
Gloria McNamara (Health Education)

Panelists
Gloria McNamara (Health Education)
Jennifer Longley (Teacher Education)
Elizabeth Whitney (Speech, Communications, and Theater Arts)
Khushmand Rajendran (Social Sciences, Human Services, and Criminal Justice)
Roderick (Shane) Snipes (Business Management)

Description
This workshop will present a general overview of the Academic Program Review (APR) process and outline the components of a typical APR report. However, the focus for this workshop is on student performance measures currently being used by faculty in the classrooms (bottom-up). As there are many diverse ways to assess performance and this is an integral part of the APR process and report, we would like to share this information with colleagues. Attendees looking for ways to contribute to their Department’s APR process will come away informed, as the panelists have valuable experience in this area.

Organized by the BMCC Assessment Sub-committee: Ruth Guirguis, Roderick (Shane) Snipes, Elizabeth Whitney, Carlo Diego, Quentin Angus, and Gloria McNamara.

The CUNY Mindfulness & Contemplative Studies (CMCS) is organizing a gathering for faculty who are interested in building community around contemplative practice, research, and pedagogy. The program will include time for shared practice, brief presentations of a few current projects, and breakout sessions to exchange ideas, experiences, and aspirations.

While this event will focus on the faculty perspective, all are welcome, as the CMCS seeks to foster a broadly inclusive contemplative culture that supports all members of the CUNY community.

March 24, 2023 | 10:00 am – 12:15 pm

1. Presented current research in the classroom

2. Met others researching and practicing mindfulness at CUNY

Looking for collaborators for a project?  Needing to pick a colleague’s brain?  We will have time for general announcements when you will have the opportunity to make a brief (60-second) announcement to all attendees.  Meanwhile, come join the CUNY EL Teams channel, the hot new forum for all experiential learning announcements and news!

March 24, 2023 at 1PM Virtual

Now, when you hear “undergraduate research,” you might be picturing lab coats and test tubes, but that’s just a tiny piece of the pie. Undergraduate research is a whole lot more than that, folks! It’s a party for all majors, and it can seriously boost your skills, making you a superstar in the eyes of future employers.

Colleges offer all sorts of undergraduate research experiences, but you know what? It’s really up to you to make the most of it.

Brian Thomas from Stanford University says that undergraduate research helps students grow as thinkers and doers – and ain’t that the truth? You’ll face challenges in your career that won’t have clear-cut answers, and that’s what research is all about – tackling those fascinating questions that keep you up at night.

So, what exactly is undergraduate research? The Council on Undergraduate Research defines it as an “inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.” It can take all sorts of shapes and sizes, from history majors digging into dusty archives to biology students peering through microscopes.

Sarah R. Bolton from the College of Wooster in Ohio says it all starts with finding your passion and figuring out where the gaps are for new discoveries. You might work under a professor or fly solo with guidance from a faculty mentor. And guess what? You can do it any time during college – early birds might even find it helps them choose the right major or set career goals.

But the benefits don’t stop there, folks! Undergraduate research can teach you all sorts of handy skills, like communication, problem-solving, and project management. And let’s not forget about the connections you’ll make with your professors – they’ll be right there with you, guiding you through the process and helping you shape your future.

Even though undergraduate research is your chance to break free from the syllabus and answer keys, it can be a challenge for first-timers. But hey, that’s where the real growth happens, right?

Plus, research isn’t just for the STEM crowd, so don’t let that misconception hold you back. It’s for everyone, regardless of whether you’re aiming for a Ph.D. or not. So, if you’re thinking about diving into the world of undergraduate research, here are some questions to ask when you’re looking for the perfect college:

1. How many students get to do undergraduate research?
2. Are there any GPA requirements or restrictions?
3. How do students get chosen for research programs?
4. Can you present your research findings?
5. When’s the best time to do undergraduate research, and is it open to underclassmen?
6. Are there funded research opportunities available?

Don’t forget to check out the faculty’s research and any cool research centers or interdisciplinary institutes at the college. Trust me, you never know where you’ll find your intellectual home!

So, go on and dive into undergraduate research, folks – it’s your chance to shine!

Connect with Citizen Entrepreneur Explorer Program (CEEP) or BARS for more BMCC information about undergrad research.

The Citizen Entrepreneur Explorers Program (CEEP) is a unique opportunity for aspiring entrepreneurs to gain practical skills and knowledge through experiential learning. Our program is designed to equip you with the tools and mindset necessary to succeed in today’s fast-paced business world.

At CEEP, we believe that entrepreneurship education should be community-driven, which is why our program is built on community-first research. Our curriculum is designed to help you identify and solve real-world problems faced by your community, while also providing you with the skills and resources needed to bring your ideas to life.

Ready to join the next generation of Citizen Entrepreneur Explorers?

Apply now and take the first step towards turning your entrepreneurial dreams into a reality.

Check http://citizenpreneurs.com