Prior to the visit, the team reviewed Globe Institute of Technology's self-study and other materials and documents provided by the Institute. On site the team met with the President, other members of the administration, members of the faculty, and students; observed classes; and inspected the Institute's facilities.

Recommendation:

The team recommends that Globe Institute of Technology have its accreditation renewed with condition for three years (May 2008) with satisfactory reports due on each of the following matters:

Assessment

Progress report on Institutional Effectiveness Plans

a. June 30, 2006

This report must include:

· How the strategic plan and budget are aligned

· Progress on graduate job data collection

· Structure for and implementation of external curricular review practices

· Structure for and implementation of course evaluations to insure curriculum is being followed

b. June 30, 2007

This report must include:

Actions taken as a result of initial:

o Graduate data collection

o External curricular reviews

o Course evaluation procedures

Library

Plan and budget for library submitted by September 1, 2005

Progress report on the library plan to be submitted with the Annual Data Report due in January 30^th of each year

This recommendation may be subject to change on the basis of the Institute's response to this draft report.

INTRODUCTION

Globe Institute of Technology is a degree-granting proprietary institution-offering certificate, associate degree and baccalaureate degree programs in the areas of business, computer science, and information technology. It has been accredited by the Board of Regents since 1996. The current term of accreditation expires on May 21, 2005.

Over the past five years, Globe Institute of Technology has reported the following enrollments:

Globe Institution of Technology Enrollment - Fall 2000 - Fall 2004
Year	Full-Time	Part-Time	Full-Time Freshman	Part-Time Freshman
2000	558	111	231	26
2001	568	52	112	13
2002	494	64	121	5
2003	846	52	555	13
2004 (preliminary)	1,239	34	568	11

Source: NYSED, College and University Final Degree-Credit Enrollment, 2000-2003, Preliminary Degree-credit Enrollment, 2004.

Between fall 2000 and fall 2004, full-time enrollment more than doubled and the number of full-time freshmen grew by nearly 150 percent.

Standard: Institutional mission (Regents Rules, Section 4.4 (a))

Findings:

The Mission of Globe Institute of Technology is:

“to provide an education to students from diverse backgrounds, including those who have traditionally been underrepresented in higher education and to prepare students with market-ready skills necessary for successful career entry, development and advancement. Globe strives to achieve its mission by fostering a student-centered learning environment emphasizing mutual respect and tolerance, supported by a dedicated faculty and staff and leading edge technology.”

The mission is well understood by the administration, faculty, staff, and students. It is published in the catalog, on the Website, Institutional Effectiveness Plan 2004-2006, and other documents. It is evident from minutes of the Curriculum Committee and the Business Department that faculty were provided with copies of the revised mission statement.

The part of the mission -- to serve a population of students who have not availed themselves of more traditional academic programs -- is adhered to; Globe is extending its reach into a variety of different neighborhoods as is demonstrated in the diversity of the institution. The team found that the faculty is very dedicated to student success and the students are extremely appreciative of the opportunity Globe has provided them. It is also clear that the mission statement and goals of at least one academic unit, the Business Department, support those of the Institute.

Globe markets itself as a college with “…leading edge technology.” However, the team found that the Institute’s technology is not leading edge. It does not have services such as online registration, online degree audit, or wireless environments, nor the latest software.

Another part of the Institute’s mission is to “Prepare students with market-ready skills necessary for successful career entry, development and advancement.” This appears to be appropriate since most employers, regardless of industry specialization, seek college graduates who possess good oral and written communication skills. The team did not find that the Institute’s testing practices supported this part of the mission statement. A review of student work showed a heavy reliance on exams that include only objective questions. Overall, exams in two business courses included only objective questions. In another business course, students were required to list items, define terms and journalize entries. Only one student’s research paper from the business management capstone course was provided for review. The student’s grade was 100; however, the paper contained no bibliography or works cited. In addition, the paper contained numerous grammatical, spelling, and sentence structure errors. There was little evidence of students being required to utilize critical thinking skills to respond to essay questions. However, a review of one final exam did show that the students were required to analyze a case study and to exercise their critical thinking, quantitative analysis and written communication skills.

Though Globe Institute seems to be moving in the right direction, its impressive and ambitious mission will be hampered by severe shortfalls relating to its library and information resources discussed later in the report.

Suggestions:

Part of the Institute’s mission is to “prepare students with market-ready skills necessary for successful career entry, development and advancement.” Most employers, regardless of industry specialization, seek college graduates who possess good oral and written communication skills. Considering the high percentage of ESL students, the Institute should consider instituting a rigorous “Writing Across the Curriculum” initiative, whereby all instructors are called upon to assign projects with oral and written components, and to design examinations that include essays.

Recommendations:

1. Globe report on its progress in implementing the Institutional Effectiveness Plan 2004-2006 in two years showing how it has used outcomes from the assessment to improve the institution.

2. The Institute must continue the process of aligning the strategic plan and the budget of the Institute.

Standard: Assessment of student achievement (Regents Rules, Section 4.4(b))

Findings:

Globe Institute has a number of assessment documents prepared that cover nearly all contingencies. The academic departments do not have comprehensive plans to assess student learning. The assessments for the most part consist of survey type instruments and, in the computer area, a database final project. It would be important for the institution to consider adding more quantitative means of assessing student development. Although some testing of students is occurring, evaluation is survey based or grade based in more advanced courses. The faculty does not appear to be informed about the basic principles of student outcomes based assessment.

A sizable percentage of Globe’s students are in ESL and remedial classes; many are mainstreamed fairly rapidly. The instructors are a committed group of faculty who spend much of there own time helping these students. It is clear that many of these students require more assistance, even after the ESL and remedial programs are completed. After viewing the student work it appears that they still require a great deal of support, especially in the area of written communications. A writing center may be the solution that will improve the writing and communication skills of the students. This may be of key importance especially regarding the recruiting efforts of the Institute and language skills of the students. This may have an effect on graduation rates. Globe indicates its graduation rate is 53 percent.

There is evidence that the decline in job placement may be due to the current economic environment. It is noted that Globe has shifted its resources to the changing economic environment by increasing the number of offerings in business and by adding new areas of concentration in sports and health management. It is noted that the institution is trying to increase the number of outreach programs for job placement and it is essential that this program continue.

Suggestions:

Send faculty leaders to assessment workshops hosted by any number of organizations. Since Globe is a candidate for Middle States accreditation, it would be advantageous for faculty to attend some of the conferences or workshops hosted by Middle States on outcomes based assessment.

Consider addition of more quantitative assessment tools.

Consider extending the capstone concept to all departments.

Recommendations:

3. The Institute includes “successful career entry” in its mission; as well as “using assessment practices which maintain and enhance standards of student achievement, teaching, program quality…” in its supporting goals. Data about the graduates’ first job and starting salary after graduation, as well as, current employment status should be collected, summarized by program, and reported to the academic departments. This information is useful in determining whether the job placement results are consistent with the mission of the departments and the Institute.

4. Increase the number of tutoring and academic support programs after the student has passed ESL and remediation.

Standard: Curricula (Regents Rules, Section 4.4(c))

Integrity of credit

Findings:

Globe faculty are in charge of developing the curriculum through peer review. Globe has a curriculum committee that reviews courses and programs for approval. Being an open admission institution, there are extensive remedial course offerings, especially in the area of ESL. It appears as though the faculty has determined what is appropriate for college-level work and only those courses are given college credit. Catalog course descriptions are consistent with course syllabi and examples of student work indicate that students are achieving stated course goals and objectives.

A review of student work, however, showed a heavy reliance on exams that include only objective questions. There was little evidence of students being required to use critical thinking skills to respond to essay questions. Exams that were provided for review in two business courses included only objective questions. In another business course, students were required to list items, define terms and journalize entries. Many of the responses were not written in complete sentences and when asked to prepare journal entries, students drew T accounts which are not a current business practice. This practice is unacceptable in collegiate settings. Only one student’s written project from the business management capstone course was provided for review. The student earned a 100 on the paper; however, it contained no bibliography or works cited. In addition, the paper contained numerous grammatical, spelling, and sentence structure errors. One business course was reviewed with an exemplary final exam where the students were required to analyze a case study and to exercise their critical thinking, quantitative analysis and written communication skills.

It is important for assignments in major courses of professional degree programs to incorporate current professional practices. During the review of student work from business and accounting courses, only one course had an assigned project that required the students to demonstrate the application of current industry practices. In addition, it appears that there is only one accounting course using software applications on a regular basis. Most accounting firms today use Excel and other software to produce working papers, tax software and databases for research and compliance, and data extraction software for auditing purposes. Students with strong technical skills have an edge over students who lack these skills.

There are a large number of non native-born students. The support that these students receive after they leave the remedial programs and are mainstreamed into the curriculum appears to be minimal. The impact of a full curriculum on these students with minimal support is troubling and will have an impact on retention. Considering the number of students in ESL and remedial courses without proper support in the credit-bearing courses, the students are at risk; this will impact the level of teaching in courses that are non-ESL and remedial courses.

There is lack of science courses in the education of the Globe students. With the computer facilities at hand an anatomy and physiology course could be established with computer software to support the course. Access to a science laboratory would be an enhancement but it is not essential.

The faculty is monitoring internships and the evaluations of the students in these programs will be continued.

Suggestions:

If language remediation is being considered, it would be advisable to make the remediation computer center more useful for the students. If language improvement is also a goal, headphones and language software should be made available.

The examinations and requirements for papers and projects should be made more rigorous. Examinations should include essays in which students are required to exercise critical thinking skills and to provide answers in complete sentences. Research papers should require good writing skills as well as a bibliography or works cited.

Recommendations:

5. Faculty need to add assignments that reflect current professional practices.

6. The Institute needs to evaluate the content and teaching of the regular college courses to insure that college-level material is being covered and that the students perform at the collegiate level.

Curricular goals and objectives

Findings:

Curricular objectives and student expectations are stated in the catalog, printed materials, and online. The syllabi and curricular materials that were supplied were standard curriculum materials expected from college programs. The faculty and students appear to be satisfied with the effectiveness of the curriculum. Examples of student work reviewed demonstrated progress toward stated course objectives.

There is a comprehensive list of academic policies covering the standard issues of academic quality, student requirements, and academic program requirements.

There is no evidence of external peer review of the curriculum other than using the curriculum advisory committees in an informal way. Student learning outcomes at the program level also are not systematically assessed in most areas.

With one exception, the syllabi of the business and accounting courses reviewed did not include a suggested reading list. Since the business and accounting programs prepare students for entrance into competitive, dynamic professions, it is crucial that students stay abreast of current developments in their disciplines. One undated accounting course syllabus included outdated information about the CPA exam.

The review of student work indicates that while tests are being given, some of the writing assignments, term papers, etc., are lacking bibliographic notations. A number of the papers reviewed showed no references. The Institute does provide reference guides for various styles, e.g., MLA, yet in many of the papers examined there were no citations.

Globe does not conduct external reviews of the curriculum. There are no external reviews of the institution nor are there any reviews of the departments and its programs. The faculty and administration rely on ad hoc feedback from their curriculum advisory committees.

Suggestions:

Consider establishing a writing center or formalized system where students must go for aid in writing and academic support.

Develop a plan including faculty training and strategies which would enable faculty to evaluate all student-writing assignments based on MLA or other appropriate guidelines.

Of concern is the role of the curriculum committee in establishing and accepting new courses. While the scope of the committee, as established, seems to be involved in all aspects of the college life, it might be useful to expand the number of committees and therefore the number of faculty who are involved in the process.

Recommendations:

7. At a minimum, the syllabi of upper-level courses should include a current, suggested reading list.

8. A formal structure to evaluate the departments and the courses should be established. The Institute should have a post course evaluation process that looks at the students work to see if curricular guidelines are being met.

9. Implement an external review practice for all curriculums. A common model for this type of review calls for a departmental self-study to be conducted and shared with a team of external reviewers with experience in the related discipline and possibly a faculty representative from another division within Globe.

10. A means of evaluating the courses and assessment should be established to insure that the guidelines set up in the curriculum are being followed.

11. A committee, other than the curriculum committee should be established to monitor courses to insure that assessment of courses is followed through.

Assessment of success in achieving goals and objectives

Findings:

The strategic plan, Institutional Effectiveness Plan 2004-2006, is new and does not appear to be fully operational, but reflects goals and objectives consistent with the mission of Globe. The effectiveness plan is principal form of evaluation is survey based. Institutional assessment is in its infancy at Globe. Though the plan appears to be thorough, it needs implementation.

The assessment plan exists in the Institutional Effectiveness Plan 2004-2006. Globe is just beginning with comprehensive institutional assessment. Assessment of remedial vs. non-remedial student success has occurred, however, there is no inherent culture of assessing aggregate student learning outcomes in a systematic way at the program level.

The Institute has established many assessment policies, yet outside evaluation of its offerings should be established. Often the marketplace is dictating change, therefore it is important that academic evaluations occur with outside professional and academic peer review.

There should be an effort to find additional means of assessment for the curricula and the success of the students.

The Office of Student Services uses exit interview questionnaires and graduate surveys to assess the educational and administrative processes of the Institute. These instruments include questions about the students’ current employment status; however, the 2003-2004 Exit Interview Results Summary did not contain any information about this subject. The feedback that was included in the summary appears to be very useful in evaluating the administrative processes. The results of the graduate surveys for any year were not provided; however, the catalog indicates that 81 percent of the 2003 respondents are working in their field of study, in a related field, or continuing their education.

Recommendations:

12. As was noted in the earlier section, there seem to be missing components in the students’ work. A plan should be established that deals with assessment of the courses based upon student work.

13. Implement a comprehensive student learning outcomes-based assessment at the programmatic level.

14. A 5-year assessment plan should be established with outside, academic evaluation of the department and offerings.

Program length, credit, and other requirements for degrees

Findings:

Globe offers an array of courses in order to complete degree programs in a timely manner. The numbers of credit hours for the associate and baccalaureate degree meet the standard. Sample records (transcripts) provided by the registrar’s office indicates that the institution audits student progress toward graduation.

Globe offers three full 15-week semesters per year, though not many students complete their associate or baccalaureate degree in less than four years, reportedly because of work and family commitments. Students interviewed during the site visit had no complaints about course availability.

A review of 15 sample transcripts of students graduating in 2003 found that all students completed their degree or certificate requirements within the prescribed time frame. In addition, after reviewing Transcript Audits for Graduation of select students, it appears as if students are being correctly advised as to course selection and sequence.

Suggestions:

It is highly suggested that Globe develop a science component for its distributive requirement in general education. As an institute of technology, it is quite surprising that it has no science requirement. This could be done through a number of ways, such as shared facilities with another university or a non-laboratory science course to begin with.

Standard: Faculty (Regents Rules, Section 4.4(d))

Competence and credentials

Findings:

Faculty credentials appear to be consistent with the disciplines faculty are teaching. Globe has a small core of full-time faculty with only six having doctorates. The number of part-time faculty provides the institution with a great deal of flexibility to respond to changing demands in curriculum offerings, but the burden of responsibility for curriculum development remains with a rather small core of full-time faculty with heavy teaching loads.

A review of grade work and extensive interviews with faculty revealed that the faculty appears to be extremely dedicated to student success and enthusiastic about their work. Assignments appear to be rather standard in format and grading looks professional and consistent with stated expectations.

The faculty have a wide variety of backgrounds. Many of the faculty do not have doctoral degrees, while many have master’s degrees from local and foreign institutions. It was noted that some of the full-time faculty are graduate students completing end degree doctoral programs. The General Education faculty are largely ESL instructors resulting in there being few liberal arts faculty available to teach the wide variety of liberal arts courses offered.

A review of the credentials of four Business and Accounting faculty showed that in every case, they possess the appropriate academic credentials for undergraduate instruction. However, in at least two of the four cases, the documented expertise and experience do not support courses assigned to them. In one instance, a faculty member lists six accounting courses taught. Neither the graduate degree nor resume reflect the accounting expertise and experience required to teach upper level accounting courses. In addition, the Chairperson of the Business Department reports that only two of the five accounting instructors are CPA’s.

The Director of Information Services has the proper credentials for the position, both for directing the operation, as well as for teaching on a college-level. She has a MLS from a program at Queens College which is nationally accredited by the American Library Association.

There have been attempts by some of the faculty to undertake publication. There is limited support for those faculty trying to undertake research or publication.

There are a large number of remedial instructors that were present; this is not surprising given the large number of non native-born students. This faculty, while strong, needs to have more guidance and training. They are on their own and do a good job with the limited resources of the Institute.

Suggestions:

Globe should hire more doctorally-prepared faculty with previous baccalaureate teaching experience. This would create a richer environment for curriculum development and supervision of senior capstone projects.

Develop some type of internal support structure for faculty members wiling to undertake research and publication

Recommendations:

15. Hire faculty with relevant experience as well as the required academic credentials to support the various disciplines within the Business Department. Faculty with relevant experience will strengthen the program with their ability to teach current practices in their respective disciplines. This will eventually improve the marketability of Globe’s students.

16. Funds for Professional Development/Continuing Education courses, as well as professional association membership and annual conference attendance should be allocated to Globe’s Library and Information Services Department for all of its staff members.

Adequacy to support programs and services

Findings:

The number of full-time faculty is at a minimum to assure continuity and quality. The major faculty committee that is responsible for the overall curriculum and other academic policy issues has two faculty representatives from each of the three divisions of the Institute. One representative is the division chair and the division elects the other. Much of the academic governance responsibility is assumed by a very small group of faculty who are already burdened with a significant teaching load. The curriculum committee appears to undertake many of the Institute activities. The existing core of full-time faculty appears to be very involved in the typical faculty roles of teaching and community service, primarily through the curriculum committee.

The student-faculty ratio is appropriate to promote student success. The class sizes are reasonable for a student constituency that has high needs, such as ESL and remedial courses, and personal advising. The Academic Dean indicated that courses usually are closed at 20 students; however, during discussions, faculty members from different departments reported having classes of 28, 40 and 44 students.

The departmental faculty continuity forms indicate that the Computer Science department has the most senior full-time faculty. Five out of six full-time faculty have taught at the Institute for seven or more years. The faculty of the General Education department, on the other hand, has five out of seven full-time faculty with less than three years of continuous service. Since the Business department is relatively new, it is not unexpected to find that all seven full-time faculty have less than three years of continuous service.

The students seem extremely supportive of the Institute and its instruction. They indicated that some course sections were a little large.

Suggestions:

It might be advisable to increase the number of committees and involve more faculty.

Enrollment for courses should be capped at the 20-25 student range to ensure that adequate time can be devoted to students’ needs, especially since there is a large percentage of ESL students.

Recommendations:

17. Globe needs to attempt to retain its full-time General Education faculty. The continuity of these faculty members is important in providing leadership and stability in the design, evaluation and improvement of the core curriculum, which may, in turn, positively impact the persistence and graduation rates.

18. A support center for students must be implemented.

19. The curriculum committee needs to be expanded to include more of the remedial faculty.

Evaluation and professional responsibilities

Findings:

Globe is a “teaching institution” and does not place a heavy emphasis on scholarly work. There is some indication that a few faculty are engaged in scholarly work and that this is supported by the institution on an ad hoc basis in the form of conference presentation funds and remuneration for graduate course work.

Full-time faculty members are required to teach an average of 15 credits per semester with department chairs getting 3 credit hours of released time; however, statistics reported in the Self Study dated October 2004 disclose an average teaching load of 10.81 credits for the Summer 2004 semester.

The faculty is hard working and are involved in demanding work. Many of the students who leave the remedial programs still require a great deal of assistance, as noted from their work. The faculty need support to aid these students.

The Curriculum Committee, the most active committee, is comprised of the department chairs and one other elected member from each department, as well as several administrators.

The training of the faculty and planning of the curricula appears to be limited. The administrators and faculty report that there is an ongoing interest in faculty professional development. Guest speakers and faculty members periodically present workshops for the college community. In addition, academic pursuits of several faculty members have been partially funded by Globe. This was confirmed, in one instance, by documentation in the faculty member’s file. However, there is little evidence of faculty attending professional conferences that would allow them to benchmark curriculum and teaching practices with their peers.

There appear to be adequate procedures and assessment instruments in place to evaluate the teaching ability of Globe’s faculty. Students, peers and chairs evaluate the effectiveness of instruction of faculty at regular intervals. Each type of evaluative instrument was found in the review of the business department’s course review binders.

Faculty evaluations need to include student work to insure that curricula standards are being met. It was clear that Globe has a dedicated and hard working faculty that provides much informal support to its students, however, a more formal set up should be established.

Student course evaluations are evident and every faculty member at Globe is evaluated on a regular basis by the dean. Interviews with students indicate a very high level of satisfaction with learning.

The June 2004 minutes of the Curriculum Committee reference a proposal for an MBA degree at Globe. The Team recommends that GLOBE NOT develop this degree proposal until they have a solid baccalaureate program, more full-time faculty with the appropriate credentials and improved library resources.

Suggestions:

Globe should reconsider its sole emphasis on teaching and develop a policy that promotes scholarly work that informs good teaching and learning practices. With a heavy emphasis on a senior capstone project, having faculty with current competencies in the field (obtained and maintained through research and other scholarly work) would benefit Globe students. With a strong emphasis on student learning outcomes assessment in higher education, faculty with developed scholarly expertise in the area of teaching and learning would also benefit the educational programs at Globe. One way to accomplish this goal is to provide reduced workload for faculty from the current 15 credit hours per semester for the purpose of engaging in scholarly pursuits.

Faculty should be encouraged to attend professional conferences to continue their professional development and benchmarking.

Recommendations:

20. A faculty training/support center be established to insure that all faculty - but particularly new faculty - get the support that they need, as well as insure that new faculty get proper training and support.

Standard: Resources (Regents Rules, Section 4.4 (e))

Facilities, equipment, and supplies

Findings:

This part of the review includes a number of severe shortcomings in the area of resources that are available to the students and faculty of Globe Institute. The critical issues regarding the library will be discussed in the next section.

In all aspects, student activities, academic facilities, administrative space, Globe appear to operate at the minimum. The primary academic facilities are classrooms and computer labs; though adequate in number they are minimally equipped. Globe Institute occupies eight floors in an office building with a separate entrance located in the financial district. Considering the building they’re in, Globe appears to use their space in very creative ways. Being a vertical campus with growing student enrollment, accessing different floors is a challenge due to the small number of very slow elevators.

The computer technology strategy appears to be one of a “trailing edge” rather “leading edge” which may be appropriate at some colleges but not for an institute of technology. The use of technology is a key point of Globe, yet there were a number of problems as well as many positive aspects to Globe. Meeting spaces for students were limited. Some of the computers seemed rather old. Data projectors appeared to be few in number and were wheeled around. Although this is a sound policy, there may be a need to mount these in place. Meeting spaces for faculty and students seemed limited.

Recommendations:

21. Provide more meeting spaces for students to work.

22. Develop and implement a plan to replace hardware and software on a regular basis to maintain currency in the field. The Institute might consider the Microsoft academic alliance so that they could provide software for the students, as well as, provide Microsoft software for the computer labs

Library and information resources

Findings:

The library was situated in a prime and central location in the facility at 291 Broadway. The current space is a bright, clean, warm, welcoming and inviting atmosphere for students. The library staff at Globe appears to be qualified, and extremely competent. The Director of Information Services is a recent hire to Globe and the creation of this position was recent.

A review of previous reports indicate that there have been issues in the past with the Globe’s Library’s adequacy. Although there have been some improvements, there remain severe shortfalls.

The space is small with limited seating for approximately 40 students. The number of holdings to support the current programs is inadequate in the number and quality. The library space and holdings do not meet the standard of “…libraries that possess and maintain collections and technology sufficient in depth and breadth to support the mission of the institution and each curriculum.”

Although one of the Institute’s supporting goals of its mission statement is “To provide market-ready programs within the Institute’s specialized fields that reflect the most current principles and practices of the selected discipline”, the library collections in all business disciplines are deficient. The hard-copy course-related collections were completely outdated. Basic reference books such as the GAAP Guide, Internal Revenue Code and Regulations are not present. The absence of tax codes is an important omission. Very few reference books and professional journals are available on the shelves or on-line. As noted in the Curriculum Committee minutes, the academic departments were asked to submit lists of books and professional journals for purchase. An appendix to the minutes listed each department’s request. There were no requests made by the Business Department.

The library’s student orientation and information literacy training are well constructed and delivered to all students. The Director of Information Services provides students with an information packet for students comprised of Library Card Application, Student Self-Assessment of Information Literacy Skills, overview of Globe Institute’s Intranet, Basic Search Tips and Learning Outcome Assessment forms. The Bibliographic Instruction and Oral Presentation Criteria seminars are excellent. The scope of the Director’s work to date has been limited to freshman. The Director plans to be able to expand her influence to include all students enrolled at the Institute within the year. Steps initiated by the Director to improve and assess the information literacy of Globe’s students should be commended.

One of the computer labs in use by the students for remediation appeared to be out of date with limited remediation software available. The computers were extremely crowded with little desk space for students to put study or work materials on.

Additionally, if possible, attempting to visit Pace University’s library just a few blocks away could serve both institutions ultimately through the creation of inter-library loan and other professional support services.

Suggestions:

Purchase texts to assist in library development such as:

- Gale Research’s, Encyclopedia of Business Information Sources: A Bibliography… edited by Woy.

- Greenwood Press’ Fourth Edition of, The Basic Business Library: Core Sources, edited by Karp.

Invest in additional space.

Develop and monitor procedures to insure that department chairs review current holdings and submit requests for books and other publications in their field on an annual basis.

Funds need to be allocated for staff to obtain and/or hone professional skills.

A second professional librarian/information specialist position will be required to make the vision of serving all students enrolled in classes at Globe a reality.

Recommendations:

23. Determine a rule of thumb and best practices, re: hard copy and virtual collections supporting “an accredited, specialized institution of higher education offering baccalaureate, associate, and certificate programs in business and information technology” the size of Globe Institute, by contacting such organizations as:

- The Association of College and Research Libraries, ACRL, the largest Division of the American Library Association, or ALA, based in Chicago, IL.

- The Special Library Association, SLA, based in Washington DC.

24. Develop activities including training for faculty that reinforce MLA or other appropriate bibliographic standards to be used in evaluating the writing assignments of Globe's students.

25. Develop a plan and budget relating to the library, information resources and services needs to upgrade the depth and breadth of the collection especially in information technology, computers, business and journals for the development of print as well as electronic sources.

Fiscal capacity

Findings:

The current financial statement indicates that the institution is fundamentally sound and financially healthy. However, the Institute has an unusually high accounts receivable of $2.9 million and it seems as though there was a similar amount in the prior year with no note or explanation for that amount.

The institution appears to have recovered from the prior financial difficulties it faced due primarily to post 911circumstances.

Suggestion

Provide clarification of the makeup of the outstanding account receivables and their collectability.

Standard: Administration (Regents Rules, Section 4.4 (f))

Responsibilities

Findings:

There is a clear organizational chart, evidence of faculty governance (primarily through the curriculum committee), an active student governance structure and appropriate policies and student records that lend evidence that the institution is meeting this requirement.

As stated in the catalog and reiterated in the Institute’s Self Study dated October 2004, the Office of Academic Advisement is primarily responsible for providing academic guidance to students. Advisors in this office are available at times convenient to the students. The chairperson of the Business Department stated that although the Office of Academic Advisement is primarily responsible for academic advisement, faculty members are also available for this purpose during scheduled office hours.

After reviewing 15 sample transcripts of students graduating in 2003 it appears that all students completed their degree or certificate requirements within the prescribed time frame. In addition, after reviewing Transcript Audits for Graduation of select students, it appears as if students are being correctly advised as to course selection and sequence.

Published policies

Findings:

A very comprehensive faculty handbook articulates policies for full-time and part-time faculty. Evidence collected at the site visit indicates that policies and practices are adhered to.

A student handbook combined with the Institute catalog contains comprehensive policies and procedures for all matters dealing with students including admissions, curricular requirements, standards of conduct, etc.

Standard: Support services (Regents Rules, Section 4.4 (g))

Findings:

Students are tested when admitted to Globe using CELSA for non-native speakers or Accuplacer and now COMPASS for native speakers. Based on their placement scores students are placed in appropriate reading, English and math remedial classes. Students who are non-native speakers of English are tested and placed in the appropriate ESL sequence.

The Institute offers a Freshman Seminar to all first-time students. There is also a new student orientation held each semester.

Advisors, who are bilingual, are assigned after students have taken their placements and prior to registration. The Office of Academic Advising, which is open from 8:30 AM to 8:30 PM, provides academic advising.

Faculty and staff also participate in the mentoring program. Students have regular either in person or phone contact with their mentors. Mentors regularly report to the Dean of Administrative Services on the status of their assigned students.

Work-study students and faculty provide tutoring services. Faculty meet with students who are having difficulty in their classes. A schedule of faculty available for tutoring is maintained by the Director of Library Services for students who request tutoring. Some peer tutors also serve as teaching assistants in classes to assist students in class.

For ESL students there is additional help in the ESL Computer Lab open during the Institute’s operating hours and staffed by an ESL instructor twice a week on Mondays from 2:30-5:30 PM and Tuesdays from 5:30-8:30 PM.

Computer labs have assistants, either advanced students or faculty, who are available during all hours the labs are open.

Standard: Admissions (Regents Rules, Section 4.4 (h))

Findings:

Globe has an open admissions policy with a rolling admissions process. Applicants complete an application and provide appropriate proof of the basis for admission including affavadavits for completion of high school or equivalent from outside the USA when original documents are not available.

The Admissions Office has staff that speaks Spanish, Chinese, Russian and Albanian to assist applicants.

Students are tested by the Testing Center for placement in ESL or remedial courses unless they have scored 550 on the SAT or equivalent on the ACT on the English for reading and writing placement or on the Math for math placement. Students are also tested who have no high school diploma or GED or equivalent.

Students are also exempted from testing if they have earned 15 or more credits with at least a 2.0 GPA from an accredited college or university where the language of instruction is English. Students with 3 credits in college-level English with a C or better are exempted from the reading and writing placement exam. Those with similar credits and grades in college level math are exempted from the math placement exam. Applicants who have 500 or more on the TOEFL within the past two years are exempt from ESL testing.

Standard: Consumer information (Regents Rules, Section 4.4 (i))

Findings:

Globe meets this standard by publishing a very comprehensive catalog with all of the necessary information.

Standard: Student complaints (Regents Rules, Section 4.4 (j))

Findings:

The complaint procedures to be followed by students are described in the Institute’s catalog and student handbook.

Standard: HEA Title IV program responsibilities (Regents Rule 4.4 (k))

Findings:

The last USDOE program review results conducted in January 2003 has not been forwarded to the Institute.

The Institute undergoes an annual audit of its Title IV program and employs the services of a consultant to review the Institutes policies and procedures to assure compliance with State and Federal guidelines.

The Financial Aid Office has a comprehensive policies and procedures manual.

Standard: Teach-out agreements (Regents Rules, Section 4.4 (l))

Findings:

The Institute does not have any teach-out agreements.

Standard: Public disclosure of accreditation status (Regents Rules, Section 4.4 (m))

Findings:

The Institute publishes its accreditation status in its catalog.

Globe Institute of Technology

Response to New York State Education Department Visit of December 2004

We would like to take this opportunity to thank the evaluation team from the New York State Education Department for its recent visit to Globe in December 2004.

We particularly thank the team for the many positive comments contained in the Evaluation Report. We would also like to address the findings, suggestions and recommendations contained in the report. Our responses follow.

Standard: Institutional Mission

Positive comments:

"The mission is well understood by the administration, faculty, staff, and students. The team found that the faculty is very dedicated to student success and the students are extremely appreciative of the opportunity Globe has provided them."

Findings:

Citation: Page 3, para 2: “ It is evident from minutes of the Curriculum Committee and the Business Department that Faculty were provided with copies of the revised mission statement”.

Response: Globe’s faculty were not just provided with copies of the revised mission statement, but were actively involved in the revision and creation of the new mission statement. All faculty were asked to submit ideas to revitalize the Globe mission statement. Many hours of faculty time were spent in collaborative sessions.

Citation: Page 3, para 3: “It is also clear that the mission statement and goals of at least one academic unit, the Business Department, support those of the Institute.”

Response: There are mission statements and goals for all academic units at Globe. All departmental mission statements and goals support those of the Institute. Please find enclosed as Exhibit 1 a representative sample of mission statements and goals for academic units.

Citation: Page 3, para 4: “The team found that the Institute’s technology is not leading edge. It does not have services such as on-line registration, on-line degree audit or wireless environments nor the latest software”.

Response: Globe differs with this finding as stated in the report and would appreciate clarification from the evaluation team regarding the team’s perception that the hardware and software provided by Globe to support its institutional mission, academic programs and students are not considered to be current.

Currency of Globe’s IT Resources

Globe has a sound and up-to-date infrastructure that is appropriate to an institute of technology of its size. In view of the negative perceptions of Globe’s IT resources that were included the draft report received from the evaluation team, Globe contacted an outside evaluator to conduct a full IT review, including equipment, development platforms for learning purposes, operational platform, telecommunications infrastructure, security and planning. The evaluator was a former Chairperson of the Computer Department from SUNY, the College of Old Westbury, and is now the Director of Teaching for Learning Center, Management Information Systems – School of Business. A copy of the evaluation is included in Exhibit 28.

As indicated in the self-study, a solid telecommunications backbone is maintained at Globe, which is geared toward delivery of all in-house and Internet services. These facilities ranges from a powerful T3 digital communication channel, to a high end Cisco 7200 router and a powerful AS5300 router to accommodate users dialing to modems to get access to internet. A Cisco 2600 router is also employed for security as well as a variety of switches for internal LAN traffic usage.

The Computer Center supports current generation IBM technology, including a powerful mainframe, 7060-H30 Multiprise 3000, equipped with Linux operating system. This comprehensive environment is designed specifically for development and testing, and includes the leading edge Linux operating system with C and C++ (this environment is used for running the college’s web site). In addition to an IBM mainframe, Globe has 20 other servers, which use single and dual Pentium 4 technology. These servers are equipped with one gigabyte of RAM, hard disk redundancy capabilities, and run with Windows 2003 server and Windows XP professional, Solaris, UNIX and Linux operating systems. Active Directory manages domains for faculty, administration, and students’ networks.

Globe is an Internet Service Provider, offering free ISP monthly service to students, faculty and staff. IT services include unlimited printouts from any computer on campus without charge to the student.

Globe maintains an email server on site for students, faculty, and staff access. This server uses imailÒ software that runs on Windows 2000 and is equipped with antispam and antivirus capabilities.

The Information Technology Department has extensive online servers, which maintain all online courses, and provide secure login access via Microsoft SQL server to all students and faculty. The online course server allows (1) students to view lectures for their registered courses, (2) student-teacher interaction via forum postings and chat sessions, and (3) students to update their profile information. Students and teachers, upon login to the online courses, can automatically view library resources without additional login to the library site.

Secure servers allow students to access their grades and student account information within the campus. Students and faculty can access Globe’s Linux server from Internet to write programs in C, C++ and other development tasks. Students and teachers can also host their own web site on the Linux web site. Other servers that are used by students for academic purposes are: Microsoft SQL server, and Sybase database server.

Students and employees can log in anywhere on the campus and can retrieve their most recently updated documents and settings via network. Once users login, their profiles are synchronized with the domain controller/file server. This ensures that all users are mobile on campus and that their files are regularly backed up by the IT department. For added security, all students’ desktops and servers reside on a separated physical network. Moreover, the IT Department has installed an ISA firewall server to improve security.

Globe’s software is comparable to what other institutes of technology offer their students. Additionally, students at Globe are provided with an opportunity to develop real-world applications on platforms, which meet industry standards. The software available to Globe’s students to support their academic studies in their majors follows:

Microsoft Office 2003

Visual Studio 2003

Quickbooks Pro 2003

Peachtree

SQL Advantage

Adobe Photoshop 8.0

Macromedia Dreamweaver MX 2004

Flash MX 2004

Visual Studio.NET 2003

Medical Manager 10.0

Linux

C, C++

Sybase

MS SQL 2000

Putty Emulation Software

Java 1.5

IT Services: Online Registration, Online Degree Audit, Wireless Environments

The prioritizing and implementing of IT services are based on Globe’s unique student population’s needs. Students choose Globe because tuition is affordable and they are provided with a small college atmosphere, which is caring and supportive and where they have ready access to in-person services. This is Globe’s major strength and contribution to the largely non-traditional student population it serves.

Tuition has remained the same for the past three years and is among the lowest in the metropolitan area with the exception of public colleges.

In Globe’s long-term Strategic Plan 2004-2012 that was submitted to the State Education Department early in 2004, online registration and wireless environments were included in the strategic objectives for IT. During the subsequent development of implementation timelines for the strategic plan, precedence was given to other IT projects. Online registration and wireless environments were determined not to be an immediate priority in view of the needs of the population that Globe serves. They are not students of privilege. The reason online services were not scheduled for earlier implementation is that the majority of students need one-on-one advisement for registration and the degree audit process and very few students own laptop computers. Globe’s advisors, lab facilities and lab assistants are available seven days a week to serve students’ needs. Globe has re-instituted a registration-related service whereby students are able to log on from any computer and make a draft schedule before going to an academic advisor.

Wireless environments were originally planned for full implementation for Fall 2006. The Office of Student Services is currently in the process of surveying students to gauge their opinions about accelerating the introduction of wireless environments, online registration and degree audit services. The priority for these online technology-based services will be moved up if a majority of students indicate they would benefit from the transition. The IT Department has already researched and been able to design a wireless solution for Globe. The security issues associated with Globe’s geographical location in lower Manhattan have also been resolved. The IT Department is capable of launching Globe’s wireless environment ahead of schedule if the majority students show interest in the service.

Globe’s position is that information technology resources for Globe’s largely non-traditional, commuter student population are appropriate to the mission, size and scope of the institution.

Citation: Page 3, para 5: “The team didn’t find that the institute’s testing practices supported this part of the mission statement (supporting students with market-ready skills). A review of student work showed a heavy reliance on exams that include only objective questions”.

Response: Most of the courses at Globe include exams and assignments that require critical thinking, quantitative analysis and written communication skills. Students are encouraged and required to exercise critical thinking skills to respond to essay questions, formulate professional opinions, develop, argue and support a personal point of view, as well as provide recommendations and suggestions. A representative sample of course outlines and a representative sample of students’ work from all academic departments are enclosed as Exhibit 2 and Exhibit 3.

Citation: Page 3, para 5: “The paper contained no bibliography or works cited”

Response: Business department faculty utilize guidelines distributed by the General Education department within all classes to help students properly cite research paper sources. Students are required to provide a works-cited page, listing all references in MLA format. Samples of students’ works with works cited pages are available as Exhibit 3. There are multiple required written assignments; one type of assignment requires an essay answer to a case distributed in class by the instructor. Since all students are using the same material, no works-cited page is required for this assignment.

Citation: Page 3, para 5 “The paper contained numerous grammatical, spelling and sentence structure errors”

Response: Business Department faculty grade students’ works on two levels: content and grammar. Grammatical corrections of students’ work are also provided by the General Education Department. While a paper may have a grade of 100 for content and excellence in expression of ideas, it may not have a comparable grade for its grammatical structure.

Citation: “There was little evidence of students being required to utilize critical thinking skills to respond to essay questions”

Response: Most of the courses offered by the Business Department require a written component, which may be a case analysis, homework assignment or a research paper. Students are encouraged to utilize critical thinking skills, quantitative analysis and written communication skills. Attached (Exhibit 2) is a sample of course outlines from the Business Department (as well as the Computer Science and General Education departments) demonstrating that research, critical thinking and analysis skills are required course components.

Suggestions:

Citation: Page 4, para 1 “…the Institute should consider instituting a rigorous “Writing Across the Curriculum” initiative, whereby all instructors are called upon to assign projects with oral and written components, and to design examinations that include essays.”

Response: Exhibit 2 demonstrates that Globe does require critical thinking, quantitative analysis and written communication skills to assess student learning for each course. In addition, Globe has instituted a “Writing Across the Curriculum” initiative in which a multi-disciplinary faculty review of student essay submissions takes place. For example, BUS 250, Manufacturing and Service Industries Business Ethics, requires a written component, and General Education Department faculty review the papers for proper bibliographic format, citations and general writing skills. A sample of reviewed papers is attached as Exhibit 5.

Recommendations:

Recommendation 1 - Page 4: “Globe report on its progress in implementing the Institutional Effectiveness Plan 2004-2006 in two years showing how it has used outcomes from the assessment to improve the institution”.

Response: A one-page schematic, Overview of Planning and Assessment Cycle is appended in Exhibit 7 showing the four components of Globe’s institutional effectiveness strategies:

· Long-term strategic planning (2004-2012)

· Two-year operational planning cycles (IEP)

· Annual outcomes assessment reporting (based on school year: fall, spring and summer semesters)

· Use of outcomes to improve effectiveness

The institutional effectiveness strategies provide for the finalizing and integrating of institution-wide outcomes assessment efforts into an Outcomes Assessment Report. The official publication date of the annual report is January 15. As the copy of Globe’s 2003/2004 Outcomes Assessment Report (also appended in Exhibit 7) indicates, Globe has significantly expanded its assessment activities from the 2002/2003 Year. With full implementation of the Institutional Effectiveness Plan 2004-2006, assessment will include every operational unit of the institution.

Globe has implemented a comprehensive Outcomes Assessment Program for the Academic Department that includes a 12- step plan, an implementation methodology, coordination through a steering committee, and an Outcomes Assessment control log identifying timeframes and leadership responsibilities. See Exhibit 6, Outcome Assessment program, implementation methodology.

In accordance with the evaluation team’s recommendation, Globe will submit its 2004/2005 Outcomes Assessment Report in January 2006 and its 2005/2006 Outcomes Assessment Report in January 2007 to the State Education Department for review and comment.

Recommendation 2 - Page 4: "The Institute must continue the process of aligning the strategic plan and the budget of the Institute".

Response: Effective fall 2004, the College entered a two-year planning and budget cycle with each cycle representing a subset of the long-term Strategic Plan. The purpose was to provide a formal and integrated approach to institutional planning and to establish a clear link to the budget process.

For the 2004/2005 Fiscal Year, the budget process at Globe has remained largely centralized, using a rollover base budget to provide the necessary transition time while the more decentralized approach is being implemented. When completed, the revised process will more clearly align the strategic plan and budget and show how results of the planning and evaluation process are being used in determining budget allocations. Decentralizing the budget will also achieve the following:

Encourage a more collaborative process, optimizing involvement from personnel
Link the budget directly to the strategic initiatives detailed in the College’s long-term plan and the objectives in the two-year IEP
Assist in establishing priority needs
Improve planning effectiveness

Progress has already been made towards decentralization of the budget in that monthly and quarterly detail reports, showing budget and variance, are now available to the supervisors of Globe’s four functional areas and to the Finance and Planning Committee of the Board of Trustees.

Globe is committed to full integration of the planning and budget process.

Standard: Assessment of Student Achievement

Positive Comments:

"The instructors are a committed group of faculty who spend much of their own time helping these students."

Findings:

Citation:: Page 4, para 4: “The academic departments do not have comprehensive plans to assess student learning”.

Response: The Academic Department has a comprehensive plan to assess student learning as reflected in the Outcomes Assessment Report for 2003-2004. Please refer to Exhibit 7 enclosed.

Citation: Page 4, para 4: “It would be important for the institution to consider adding more quantitative means of assessing student development.”

Response: Outcomes Assessment report 2003-2004 (Exhibit 7) contains information on numerous quantitative assessment tools used by Globe to assess the effectiveness of student learning. Among the quantitative assessment tools used by Globe are: Pass Rates of Remedial English Students; Pass Rates of ESL Students; Pass Rates of Remedial vs. Non-Remedial English Students; Pass Rates of ESL vs. Non-ESL Students; Final Grade Distributions for all Courses; National Healthcareer Association External Certification Exam Pass Rates for Globe students; Pass Rates of Level 100 to Level 200 Business Students; Pass Rates of Remedial Mathematics Students in Credit-Bearing Mathematics course MAT220; Pass Rates of Remedial Mathematics Students; etc.

Citation: Page 4, para 4: “The faculty do not appear to be informed about the basic principles of student outcomes based assessment.”

Response: All faculty are both informed and fully involved in student outcomes based assessment. Please refer to the Outcome Assessment Control Log for 2004-2006, Exhibit 8, which reflects faculty leadership for each one of the assessment initiatives. In addition there is an Outcomes Assessment Steering committee. A sample of the minutes is attached as Exhibit 9.

Citation: Page 4, para 5: “Many (ESL and remedial) students are mainstreamed fairly rapidly”.

Response: ESL and remedial programs have been restructured as of the Summer 2004 semester to progress from a strictly sequential seven-course curriculum to a nine-course, subject-focused (Reading, Writing, Grammar and Communications) curriculum, plus a tenth elective “Pronunciation” course based on student need. We strongly believe that the ESL and remedial sequence is entirely adequate and students are fully prepared to enter credit-bearing curriculum. In support of this we refer you to the Assessment of Student Learning Binder and Supporting Data (Exhibit 9), which demonstrates the success of ESL, and remedial students in credit bearing course work. Please see the second Yellow Tab Divider - General Education to review supporting data.

Citation: Page 4, para 5: “It is clear that many of these students require more assistance, even after the ESL and remedial programs are completed. After viewing the student work it appears that they still require a great deal of support, especially in the area of written communications. A writing center may be the solution that will improve the writing and communication skills of the students.”

Response: In the past the writing center activities were disseminated throughout the institution, such as the tutoring services in the Library, the tutoring language lab, and services provided within the General Education Department. Based upon the recommendation of the New York State Education Department review team, Globe has now centralized these activities under the umbrella of the “ Writing Center” located in the General Education department office on the 7^th floor and staffed by faculty from 9:00 am to 8:00 pm daily to assist students. Students can use these services by appointment or by walk-in at any time.

Suggestions:

Citation: Page 5, para 2: “Send faculty leaders to assessment workshops hosted by any number of organizations. Since Globe is a candidate for Middle States Accreditation, it would be advantageous for faculty to attend some of the conferences or workshops hosted by Middle States on outcomes based assessment”.

Response: Faculty do attend Middle Sates workshops and conferences on outcomes assessment on an annual basis.

Citation: Page 5, Para 3: “Consider addition of more quantitative assessment tools”.

Citation: Page 5, para 4: “Consider extending the capstone concept to all departments”.

Response: Globe offers degrees in two areas of study: Computer Science and Business. The Senior Project in the computer science area is equivalent to a capstone requirement for Computer Science majors. For the Business area, Capstone Accounting, Capstone Finance and Capstone Management courses have been offered since the inception of the programs. Please find enclosed the appropriate page (as Exhibit 16) from the Globe catalogue with the course description of CIS 350, describing the Senior Project as the Capstone course to four years of study, integrating intellectual, critical, analytic, organizational, written, and oral communications skills from across the curriculum. For the Computer Science area, Senior Project course has been offered since the inception of the program.

Recommendations:

Recommendation 3 – “The Institute includes “successful career entry” in its mission; as well as “using assessment practices which maintain and enhance standards of student achievement, teaching, program quality…” in its supporting goals. Data about the graduates’ first job and starting salary after graduation, as well as, current employment status should be collected, summarized by program, and reported to academic departments. This information is useful in determining whether the job placement results are consistent with the mission of the departments and the Institute.”

Response: Globe’s Career Services has been collecting data on graduates’ first job and starting salaries over the last several years. In July 2004, Globe rolled-out a new online graduate survey that made employment information, including salary information, mandatory for student-clearance for graduation. The online survey in approximately fifty questions and combines former exit interview and graduate survey questions into one document, making data collection accurate, effective, and far more comprehensive. This new online survey allows for dynamic data analysis and exports to SPSS and Excel for analysis. Recognizing the recent implementation of a new institutional mission and supporting goals, Globe’s new online survey is an example of “using assessment practices which maintain and enhance standards of student achievement, teaching, and program quality”.

Preliminary salary and “first job” data will be available before June 9, 2005 in time for Globe’s 2004-2005 Commencement Ceremony in City Hall Park. The final data and report will be available in mid-October 2005 in accordance with Globe’s Institutional Effectiveness Plan’s timeline. The 2002-2003 and 2003-2004 reporting periods also produced placement rate statistics from the graduate survey. The results of the surveys are summarized by program.

Globe’s placement rate for 2003-2004 is 81% and is summarized by program and provided to the Academic Departments (Exhibit 7, appendix). Career Services promotes these numbers to students and provides placement statistics to our students and upcoming graduates in the Career Services’ workshop series. The college concurs with the report’s recommendation that: “This information is useful in determining whether the job placement results are consistent with the mission of the departments and the Institute.” Publicizing the statistics are not only useful for the academic departments, they are also useful for incoming students and graduates. The placement statistics provide a useful external measurement as to the quality of education Globe’s graduates receive. Most importantly, the statistics highlight Globe’s commitment to “successful career entry” for all graduates as indicated in the institution’s mission. With a placement rate of 81% Globe acknowledges compliance with standards enumerated by New York State and with the institutional mission. Recognizing the competitiveness of the New York City labor market, Globe will continue to emphasize Career Services and work with students and graduates to realize “successfully career entry”.

Recommendation 4 - Page 5: “Increase the number of tutoring and academic support programs after the student has passed ESL and remediation”.

Response: Tutoring and academic support programs are and have always been available to students throughout their academic careers at Globe. Tutoring and support programs are available day and evening, as well as on weekends. Such services are provided under the guidance of faculty. In addition, as mentioned above, many of these services are now centralized under the umbrella of the Writing Center. The tutoring schedule for the General Education department's Writing Center is enclosed as Exhibit 11.

Standard: Curricula

Positive comments:

"Catalog course descriptions are consistent with course syllabi and examples of student work indicate that students are achieving stated course goals and objectives."

Findings:

Citation: Page 6, para 1 and 2: “Assignments in major courses of professional degree programs to incorporate current professional practices”

Response: Business Department faculty is striving to provide students with exceptional quality and level of material presented in each class session. Many of the faculty have corporate experience, which they bring into the classroom on daily basis. For example, accounting students are required to utilize GAAP publications across their curriculum, while most finance courses require a review of current financial newspapers and other publications on weekly basis. Management curriculum incorporates Sexual Harassment training sessions conducted by faculty and students, as well as simulating recruitment and interview activities. ACC 105, Computerized Accounting course is offered to students solely concentrating on leading software packages utilized in the Accounting industry. The Accounting curriculum utilizes modern teaching methodologies such as case studies and provides students with a solid background in current data analysis techniques using Excel. Other classes where Excel is used include Finance, Cost Accounting, and Mergers and Acquisitions. Some of the final examinations for Cost Accounting are Excel problems conducted in the computer laboratories. Students are graded both on their answers and correct use of Excel formulas. A sample of course outlines and a sample of students’ work are attached (Exhibit 2 and Exhibit 3), where current professional practices are part of the course requirements.

Citation: Page 6, para 3: “Considering the number of students in ESL and remedial courses without proper support in the credit-bearing courses students are at-risk. This will impact the level of teaching in courses that are non-ESL and remedial courses”.

Response: ESL and remedial programs have been restructured as of the Summer 2004 semester to progress from a strictly sequential seven-course curriculum to a nine-course, subject-focused (Reading, Writing, Grammar and Communications) curriculum, plus a tenth elective “Pronunciation” course based on student need. We strongly believe that the ESL and remedial sequence is entirely adequate and students are fully prepared to enter credit-bearing curriculum. In support of this we refer you to the Assessment of Student Learning Binder and Supporting Data (Exhibit 10), which demonstrates the success of ESL, and remedial students in credit bearing course work. Please see the second Yellow Tab Divider - General Education to review supporting data.

Citation: Page 6, para 4: “There is lack of science courses in the education of the Globe students.”

Response: This was addressed in the correspondence with the New York State Education Department dated March 24, 2004, in which Globe was approved to offer a Biology course. We are pleased to advise the New York State Education Department that Globe’s first Biology course is currently being offered this (Spring 2005) semester.

Suggestions:

Citation: Page 6, Suggestions, Para 6: “If language improvement is also a goal, headphones and language software should be made available.”

Response: Headphones and language software have been available for many years in the computer laboratories. The software entitled The English Discoveries, Version 1.5 published by EduSoft and purchased by Globe in 1999 is one of the best and most effective ESL language software packages on the market.

Citation: Page 7, para 1: “Research papers should require good writing skills as well as a bibliography or works cited”.

Response: The General Education Department publishes guidelines for proper writing and citation techniques and these are distributed to students in all classes. These Rubrics are enclosed as Exhibit 12. A representative sample of students’ work is enclosed as Exhibit 3.

Recommendations:

Recommendation 5 - Page 7: “Faculty need to add assignments that reflect current professional practices”.

Response: There are assignments across the curricula incorporating current professional practices. Exhibit 2 has a representative sample of course outlines with assignments that reflect current professional practices.

Recommendation 6 - Page 7: “ The institute needs to evaluate the content and teaching of the regular college courses to ensure that college level material is being covered and that the students perform at the collegiate level”.

Response: All courses have been submitted to the New York State Education Department for their review and approval prior to being offered at Globe. In addition, on an annual basis, Globe self-assesses a minimum of 20% of its course offerings across the curricula. Furthermore, a full discussion of the external review of the curriculum is elaborated in the next section. Samples of Course Review Binders are enclosed as Exhibit 13.

Standard: Curricular goals and objectives

Positive comments:

"The faculty and students appear to be satisfied with the effectiveness of the curriculum. Examples of student work reviewed demonstrated progress toward stated course objectives."

"A review of 15 sample transcripts of students graduating in 2003 found that all students completed their degree or certificate requirements within the prescribed time frame. In addition, after reviewing Transcript Audits for Graduation of select students, it appears as if students are being correctly advised as to course selection and sequence."

Findings:

Citation: Page 7, para 6: “There is no evidence of external peer review of the curriculum other than using the curriculum advisory committees in an informal way”.

Response: The General Education Department has performed an external review of the curriculum in March 2005. A noted Professor of Yale University completed the review. (The Executive summary is attached as Exhibit 14). The Business Department has performed a review of the Accounting Program. This review was done by the State Education Department, Office of Professions. The Chairperson of the Computer Science Department of Baruch College, CUNY reviewed the Computer Science Department programs in the 1999-2000 academic year. Globe Institute of Technology has a five-year cycle of program evaluations. The external review of the Business curriculum will be performed this academic year by the business professor from Long Island University, and the external review of the Computer Science curriculum will be performed this academic year by a computer science professor from Rutgers University.

Citation: Page 7, para 6: “Student learning outcomes at the program level also are not systematically assessed in most areas”.

Response: Student learning outcomes are systematically assessed on the class, course and program levels. See Outcome Assessment Report for 2003-2004, Exhibit 7.

Citation: Page 7, para 7: “With one exception, the syllabi of the business and accounting courses reviewed did not include a suggested reading list.”

Response: There are binders of course outlines in each department, reflecting suggested reading lists and learning objectives for each course. A representative sample is attached as Exhibit 13.

Citation: Page 7, para 7: “One undated accounting course syllabus included outdated information about the CPA exam”.

Response: The Baccalaureate in Accounting program is supervised by a Professor who is a member of the CPA board and a member of AACPA (American Association of Certified Public Accountants). Enclosed as Exhibit 15 is the Resume of Dr. Roger Mayer.

Citation: Page 7, para 8 “…some of the writing assignments, term papers, etc. are lacking bibliographic notations. A number of the papers reviewed showed no references”.

Response: Globe has identified this as an outcomes assessment measure that requires continued review and improvement. To this end, a new outcomes assessment initiative focusing on correct student bibliographic citations has been implemented. The plan includes the dissemination of rubrics to both faculty and students at the beginning of each semester. A multi-disciplinary review of student citations is now in place. Early feedback is promising.

Citation: Page 7, last para: “ Globe does not conduct external reviews of the curriculum”. “There are no external reviews of the institution nor there are any reviews of the departments and its programs”.

Response: We disagree with this statement. Computer Science degrees were reviewed by the Professor from Baruch college in 1999/2000. Although the business curriculum is relatively new, a review of the Accounting curriculum has been done by the Office of the Professions within the past year and a half. The General Education curriculum has been recently reviewed by a noted Professor from Yale University. An Executive summary is attached see Exhibit14).

Suggestions:

Citation: Page 8, para 1 Suggestions: “Consider establishing a writing center or formalized system where students must go for aid in writing and academic support”.

Citation: Page 8, para 2: “Develop a plan including faculty training and strategies which would enable faculty to evaluate all student-writing assignments based on MLA or other appropriate guidelines.”

Response: MLA guidelines at all student levels (basic, intermediate and advanced) are distributed to faculty and students, and faculty members ensure that students adhere to the guidelines. See Exhibit 12.

Citation: Page 8, para 3: “Expand the number of committees and therefore, the number of faculty who are involved in the process”.

Response: All full-time and appropriate part-time faculty are actively involved in committee work. Examples of committees are listed below.

· Curricular and Faculty Affairs Committee

· Outcomes Assessment Steering Committee

· Peer Review

Recommendations:

Recommendation 7 - Page 8: “At a minimum, the syllabi of upper level courses should include a current suggested reading list.”

Response: All business and general education course outlines contain suggested reading lists. See Exhibit 2 containing representative samples of course outlines with suggested reading lists.

Recommendation 8 - Page 8: “A formal structure to evaluate the departments and the courses should be established. The Institute should have a post-course evaluation process that looks at the students work to see if curricular guidelines are being met.”

Response: There is a formal structure to evaluate the departments and courses offered by Globe. Please see the remarks above regarding the internal and external evaluation. The post-course evaluation process consists of a review of a minimum of 20% of the course offerings annually. (See Exhibit 13, Sample of course review binders)

Recommendation 9 - Page 8. “Implement an external review practice for all curriculums. A common model for this type of review calls for a department self-study to be conducted and shared with a team of external reviewers with experience in the related discipline and possibly a faculty representative from another division within Globe.”

Response: Globe has implemented an external review practice. Computer Science degrees were reviewed by the Professor from Baruch college in 1999/2000. Although the business curriculum is relatively new, a review of the Accounting curriculum has been done by the Office of the Professions within the past year and a half. The General Education curriculum has been recently reviewed by a noted Professor from Yale University. An Executive summary is attached see Exhibit14.

Recommendation 10 - Page 8: “A means of evaluating the courses and assessment should be established to insure that the guidelines set up in the curriculum are being followed.

Response: We have an established course review program. At least 20% of all courses across the entire curriculum are reviewed annually. (See Exhibit 13, Sample of course review binders)

Recommendation 11 - Page 8: “ A committee, other than the curriculum committee should be established to monitor courses to insure that assessment of courses is followed throughout”.

Response: Course Reviews are conducted by a multi-disciplinary panel (see Course Review Binders, Exhibit 13). Please note that the assessment of student learning is conducted on the institutional, program, course and class level, and the outcomes data is reviewed by the Outcomes Assessment Steering committee (see data in Exhibit 10).

Standard: Assessment of Success in Achieving Goals and Objectives

Positive comments:

"The Institute has established many assessment policies."

Findings:

Citation: Page 8, para 9: “The strategic plan, Institutional Effectiveness Plan 2004-2006, is new and does not appear to be fully operational, but reflects goals and objectives consistent with the mission of Globe. The effectiveness plan’s principal form of evaluation is survey based. Institutional assessment is in its infancy at Globe. Though the plan is thorough, it needs implementation.”

Response: As indicated in Globe’s response to the evaluation team’s first recommendation in the Institutional Mission section of this report, institution-wide outcomes assessment efforts related to the previous school year are finalized and integrated into an Outcomes Assessment Report during the fall semester following the end of the school year. The official publication date of the annual report is January 15. As the copy of Globe’s 2003/2004 Outcomes Assessment Report (Exhibit 7) indicates, Globe has significantly expanded its assessment activities from the 2002/2003 Year, and with full implementation of the Institutional Effectiveness Plan 2004-2006, assessment will include every operational unit of the institution.

As pages 11-17 of the Institutional Effectiveness Plan 2004-2006 demonstrate, evaluation methods are varied in nature and are not only survey based.

Globe has implemented a comprehensive Outcome Assessment Program of the Academic Department that includes a 12- step plan, a methodology, coordination through a steering committee and outcomes assessment control logs. A representative sample of documents is included as Exhibit 6.

Citation: Page 8, last para: “There is no inherent culture of assessing student learning outcomes in a systematic way at the program level”.

Response: See outcomes assessment documentation, Exhibits 6, 7 8, 9 and 10.

Citation: “The Office of Student Services uses exit interview questionnaires and graduate surveys to assess the educational and administrative processes of the Institute. These instruments include questions about the students’ current employment status; however, the 2003-2004 Exit Interview Results Summary did not contain any information about this subject. The feedback that was included in the summary appears to be very useful in evaluating the administrative processes. The results of the graduate surveys for any year were not provided; however, the catalog indicates that 81% of the 2003 respondents are working in their field of study, in a related field, or continuing their education.”

Response: There was a factual error regarding the Exit Interview and Graduate Survey. At the time of the visit, the team was presented with the completed 2002-2003 Outcomes Assessments. In the meeting with Ms. Mary Chance, Mr. Ryan Buck, Dean of Student Services provided the completed outcomes for 2003-2004 including the Exit Interview Analysis and the Graduate Survey’s placement statistic (81%). These are two separate surveys and are reported in separate formats (1) the Exit Interview Results Summary and (2) the Career Services Placement Statistics. Mr. Buck submitted supplemental information to the team to provide a clearer picture as to the program improvements the college made during the 2003-2004 year vis-à-vis career services and graduate placement.

Additionally, the 2003-2004-placement statistic (81%) calculated from the Graduate Survey is the primary purpose of this survey and is indicated in the college’s catalogue. The state draft report indicated that the results of the Graduate Survey were not provided; this of course is a factual error. In fact, the 2002-2003 results were provided to the committee and the 2003-2004 results were presented and discussed with Ms. Chance during the meeting with Mr. Buck (Exhibit 27).

Starting July 1, 2004, Student Services implemented an online survey that combines the Exit Interview and Graduate Survey. This improvement in data collection will enhance the outcomes assessment process for the Office of Student Services.

Suggestions: NONE

Recommendations:

Recommendation 12 - Page 9: “ As was noted in the earlier section, there seem to be missing components in the students’ work. A plan should be established that deals with the assessment of the courses based upon student work.”

Response: Globe does have a Plan that is implemented to assess courses. The assessment of courses includes the assessment of student work. See Exhibit 13.

Recommendation 13 - Page 9: " Implement a comprehensive student learning outcomes-assessment at the programmatic level".

Response: Please refer to Exhibits 6, 7, 8, 9 and 10.

Recommendation 14 - Page 9: " A 5-year assessment plan should be established with outside, academic evaluation of the department and offerings".

Response: Globe uses outside academic evaluation of the department and course offerings: Globe has implemented an external review practice. Computer Science degrees were reviewed by the Professor from Baruch college in 1999/2000. Although the business curriculum is relatively new, a review of the Accounting curriculum has been done by the Office of the Professions within the past year and a half. The General Education curriculum has been recently reviewed by a noted Professor from Yale University. An Executive summary is attached see Exhibit14.

Standard: Program Length, Credit, and Other Requirements for Degrees

Positive comments:

"Globe offers an array of courses in order to complete degree programs in a timely manner. The numbers of credit hours for the associate and baccalaureate degree meet the standard. Sample records (transcripts) provided by the registrar’s office indicates that the institution audits student progress toward graduation."

"Students interviewed during the site visit had no complaints about course availability."

"In addition, after reviewing Transcript Audits for Graduation of select students, it appears as if students are being correctly advised as to course selection and sequence."

Findings: NONE

Suggestions:

Citation: Page 10, para 2: “It is highly suggested that Globe develop a science component for its Distributive requirement in General Education.”

Response: As previously stated, this issue has been addressed. Globe is currently offering a Biology course.

Recommendations: NONE

Standard: Faculty

Positive comments:

"Faculty credentials appear to be consistent with the disciplines faculty are teaching."

"The number of part-time faculty provides the institution with a great deal of flexibility to respond to changing demands in curriculum offerings."

"A review of grade work and extensive interviews with faculty revealed that the faculty appears to be extremely dedicated to student success and enthusiastic about their work. Assignments appear to be rather standard in format and grading looks professional and consistent with stated expectations."

Findings:

Citation: Page 10, para 3: "Globe has a small core of full-time faculty with only six having doctorates".

Response: Globe presently has twenty four (24) full time faculty; seven (7) full time faculty members have Doctorate Degrees, one (1) has a JD and two (2) have an MFA, a terminal degree in the Fine Arts. Three (3) of our part time faculty have Doctorate Degrees. Additionally among the part time staff, three (3) faculty members have JDs, one (1) is an MD and five (5) faculty members have MFAs (terminal degree in Fine Arts).

Citation: Page 10, para 3: "…the burden of responsibility for curriculum development remains with a rather small core of full-time faculty with heavy teaching loads".

Response: The Curriculum Committee at Globe is comprised of a mix of full-time and part-time faculty from each academic department. In addition, the Librarian is a committee member. Please note that the New York State Education Department approved a maximum of 15-hour per week teaching load. See Exhibit 25, Full-time faculty teaching load according to State Education Department). Many of the full-time faculty, however, have release time and do not teach 15-hours per week. They devote themselves to non-teaching work, such as curriculum development, outcomes assessment, tutoring, student support and Peer Review.

Citation: Page 10, para 5: "The General Education faculty are largely ESL instructors resulting in there being few liberal arts faculty available to teach the wide variety of liberal arts courses offered."

Response: There are a total of 30 faculty members available to teach credit-bearing liberal arts courses. Sixteen of these faculty teach credit-bearing English courses, five teach music courses, five teach History, Political Science and Sociology courses, etc.

Citation: Page 10, para 10, last para: "In one instance, a faculty member lists six accounting courses taught. Neither the graduate degree, nor the resume reflects the accounting expertise and experience required to teach upper level accounting courses. In addition, the Chairperson of the Business Department reports that only two of the five accounting instructors are CPA’s."

Response: We have thoroughly researched our faculty files and cannot identify the faculty member to whom you are referring. Please see Exhibit 20, Resumes of faculty teaching accounting courses.

Citation: Page 11, para 2: "There is limited support for those faculty trying to undertake research or publication."

Response: Faculty are entitled to professional development funds and receive strong support in undertaking research, publication, continuing of their education, and maintaining membership in professional associations. Please see Exhibit 21, sample of documents describing professional development initiatives at Globe.

Suggestions:

Citation: Page 11, para 4: "Globe should hire more doctoral-prepared faculty with previous baccalaureate teaching experience. This would create a richer environment for curricular development and supervision of Senior Capstone projects."

Response: We believe that Globe fully meets this requirement because there is a doctorally prepared faculty member overseeing each of the seven baccalaureate curricula.

BBA-3 Bachelor of Business Administration Degree in Accounting

· Dr. R. Mayer oversees the program

· Dr. Mayer has an earned doctorate degree with 22 credits in accounting and taxation.

· Dr. Mayer is an active member of the board of directors for a New York State registered corporation and acts as the liaison between the board and the external auditors

· In order to maintain professional relevance Dr. Mayer receives 100 CPE credits annually over the last five years. The focus of the training includes auditing, fraud detection, IT auditing, and data analysis

· Dr. Mayer is completing a concentration in accounting at the doctorate level. This program, which will be completed in September 2005, will add an additional eight credits in international accounting and auditing to the list of graduate and doctorate level accounting and taxation credits.

· Dr. Mayer is a member of the following professional associations: American Institute of Certified Public Accountants, Institute of Internal Auditors, American Accounting Association, and the Association of Certified Fraud Examiners

BBA-2 Bachelor in Business Administration in Finance

· Dr. R. Biolsi oversees the program

· Dr. Biolsi has earned a Ph.D. from the Graduate Center of the City University of New York with Specializations in Econometrics and Finance

· Dr. Biolsi has extensive business experience in the financial services dating from 1977 to the present

· Dr. Biolsi has a publication titled: “Spot, Options, and Futures Oil Markets”, The Oil Markets, ed. Siamcak Shojai, Praeger Publishing, 1995.

BBA-1 Bachelor of Business Administration in Management

· Dr. M. Sithole oversees the program

· Dr. Sithole has two doctorate degrees: Doctor of Business Administration form Nova Southeastern University in Management and a Doctor of Business Administration Degree in Human Resource Management

· Dr. Sithole has extensive teaching experience at different Universities across United States

· Dr. Sithole’s paper in progress is The Emerging Black Middle Class of South Africa: A Marketing Challenge.

o Affirmative Action in South Africa: A panacea for addressing the Imbalances of the Past?

Citation: Page 11, para 5: "Develop some type of internal support structure for faculty members willing to undertake research and publication”

Response: Globe’s faculty members have available to them all necessary support (financial and logistical) to undertake research and publication. Exhibit 17 provides a list of faculty with respective areas of research and publication. In addition, Globe is starting an Institutional Research Board, which will be involved in all areas related to faculty publication and research.

Recommendations:

Recommendation 15 - Page 11: "Hire faculty with relevant experience as well as the required academic credentials to support the various disciplines within the Business Department. Faculty with relevant experience will strengthen the program with their ability to teach current practices in their respective disciplines. This will eventually improve the marketability of Globe's students."

Response: Whenever an opportunity to hire new faculty exists, Globe seeks to hire the best-qualified candidate, considering both the candidate’s education and professional experience. We believe that having faculty who possess the theoretical knowledge coupled with hands-on experience is beneficial to our students. Currently, in the Spring 2005 semester, the Business Department has four faculty who have either PhD or DBA, three faculty members who are CPAs and twenty faculty members having MA/MBA Degrees.

Recommendation16 - Page 11: "Funds for Professional Development/Continuing Education courses, as well as professional association membership and annual conference attendance should be allocated to Globe's Library and Information Services Department for all of its staff members."

Response: Globe offers reimbursement of courses, workshops, seminars, lectures, and conferences attended for professional development purposes. For example, the Director of Library and Information Services attended the ALA Annual Conference in Orlando, Florida the week of June 24-27, 2004 and attended the pre-conference on Creating a Comprehensive Plan for Information Literacy. The Library Director will be attending the ALA Annual Conference in Chicago the week of June 23-29, 2005, and will be attending the pre-conference on Business Librarianship 101: Core Competencies for Business Librarianship, which is scheduled for June 24, 2005. The Library Director will also be attending a professional development seminar at METRO on Information Literacy and Assessment: A Look at the Middle States Commission on Higher Education’s New Characteristics of Excellence on April 29, 2005.

Standard: Adequacy to Support Programs and Services

Positive comments:

"The existing core of full-time faculty appears to be very involved in the typical faculty roles of teaching and community service, primarily through the curriculum committee. "

"The class sizes are reasonable for a student constituency that has high needs, such as ESL and remedial courses, and personal advising."

"The students seem extremely supportive of the Institute and its instruction."

Findings:

Citation: Page 11, last para: "The number of full-time faculty is at a minimum to assure continuity and quality.”

Response: Globe disagrees with this statement and strongly believes that the number of full-time faculty (24) is appropriate to assure continuity and quality. Enclosed are faculty continuity charts for the past several years (Exhibit 18). There is a robust program at Globe that continuously assesses and assures the highest teaching standards. This program includes but is not limited to: student evaluation of faculty, department chair observations and annual evaluations of faculty, Peer Review, Review of Grade distributions, student success rates, and outcomes assessment measures. So many of Globe’s faculty have come from prestigious institutions, such as Columbia University, Julliard, etc.

Citation: Page 11, last para: "The major faculty committee that is responsible for the overall curricula and other academic policy issues has two faculty representatives from each of the three divisions of the Institute.

Response: Globe disagrees with this statement. The General Education department alone has five Curriculum Committee members, Business department has three, and the Computer Science department has three.

Citation: Page 11, last para: "Much of the academic governance responsibility is assumed by a very small group of faculty who are already burdened with a significant teaching load."

Response: Response: Full-time faculty teach no more than 15 credit hours per semester, and department chairs teach no more than 12 hours per semester, leaving adequate time for faculty to engage in other important activities, such as academic governance. The number of faculty engaged in governance is not restricted to a few, but includes most of all full-time faculty. In addition, many part-time faculty members are also involved in governance through participation on committees, such as Curriculum Committee, Outcomes Assessment, Peer Review and Professional Development.

Citation: Page 12, para. 2: "The Academic Dean indicated that courses usually are closed at 20 students; however, during discussions, faculty members from different departments reported having classes of 28, 40 and 44 students."

Response: The Academic Dean indicated that remedial and ESL courses were usually closed at 20 students. There are definitely larger classes in other areas, however the average class size is 15 students. (see Exhibit 19, Self-Study document, Summer 2004).

Suggestions:

Citation: page 12, para 5: “It might be advisable to increase a number of committees and involve more faculty”.

Response: We have already noted that all fulltime and appropriate part-time faculty are actively involved in committee work. Examples of committees are listed below.

· Curricular and Faculty Affairs Committee

· Outcomes Assessment Steering Committee

· Peer Review

Citation: page 12, para 6: “ Enrollment for courses should be capped at the 20 to 25 student range to insure that adequate time can be devoted to students’ needs, especially since there is a large percentage of ESL students”.

Response: The average class size at Globe is approximately 15-20 students. We cap all ESL, remedial and English credit-bearing classes at 20 –25 students. Please note that the average size for the latest period in General education is 11.66 students per class and for ESL/remedial the average class size is 15.85 students. We never had suggestions from the New York State Education Department regarding max class sizes for regular credit-bearing courses.

Recommendations:

Recommendation 17 - Page 12: "Globe needs to attempt to retain its full-time General Education faculty. The continuity of these faculty members is important in providing leadership and stability in the design, evaluation and improvement of the core curriculum, which may, in turn, positively impact the persistence and graduation rates."

Response: Globe has an outstanding record of faculty continuity. The main reason why we have added a number of new faculty, particularly in General Education is due to the growth in Globe’s enrollment.

Recommendation 18 - Page 12: "A support center for students must be implemented".

Response: Students needing writing support can obtain it in the student writing center on the 7th floor. In the past the structure was informal and allowed teachers to create individual office hours to assist students. Recently the General Education department has formalized and centralized the process to guarantee all students across all departments are receiving the highest quality writing assistance. Globe's Student Affairs office provides a sanctuary for students to address needs related to housing, clubs/organizations, Job searching...etc. Additionally, all full-time faculty have office hours so that students have yet another outlet for support, assistance and nurturing.

Recommendation 19 - Page 12: "The curriculum committee needs to be expanded to include more of the remedial faculty".

Response: Throughout the year 2004 the Curriculum Committee membership included four remedial faculty. This represents 40% of Curriculum Committee membership.

Standard: Evaluation and Professional Responsibilities

Positive comments:

"The faculty are hard working and are involved in demanding work."

"Guest speakers and faculty members periodically present workshops for the college community. In addition, academic pursuits of several faculty members have been partially funded by Globe."

"There appear to be adequate procedures and assessment instruments in place to evaluate the teaching ability of Globe’s faculty."

"It was clear that Globe has a dedicated and hard working faculty that provides much informal support to its students."

"Interviews with students indicate a very high level of satisfaction with learning."

Findings:

Citation: Page 13, para 1: "Globe is a “teaching institution” and does not place a heavy emphasis on scholarly work. There is some indication that a few faculty are engaged in scholarly work and that this is supported by the institution on an ad hoc basis in the form of conference presentation funds and remuneration for graduate course work."

Response: Globe strongly disagrees with the statement that we support faculty doing scholarly work on ad hoc basis. Faculty Professional Development is encouraged and financially supported and has two distinct manifestations at Globe. First, all full-time faculty are allotted $1,500.00 per year for professional development seminars and a formal request form has been in existence for many years. To support this initiative, each year full-time faculty member is required to develop a "Professional Development Plan" for the coming year. Secondly, Globe encourages faculty to develop and present Development Seminars. These seminars are offered to all faculty and students and are for the purpose of sharing skills, expertise and knowledge consistent with the mission of professional development. In this way Globe supports and provides pathways for individual professional development that in turn benefits the entire community.

In addition to that Globe faculty are world-recognized scholars and keynote speakers at national and international conferences. For example: professor Michael Sithole (Business Department) presented a draft of his paper “The Impact of Demographic Heterogeneity on the National Culture of the Republic of South Africa” to the Academy of International Management in November 2004 at Knoxville Tennessee. Globe Institute sponsored Dr. Sithole’s presentation. Dr. Sithole is a member of The Academy of Management and The Academy of International Management. On March 11, 2005 Professor Vladimir Zvyagin (General Education Department) was invited as a guest speaker to the Diplomatic and Consular Academy’s International Politics Conference. The topic of his presentation was “European Union’s Foreign Policy and Trade”. Globe Institute sponsored his presentation. Professor Leonid Polyakov (Computer Science and Mathematics Department) presented at the Performance Metrics for Intelligent Systems Workshop in Washington in 2004. Globe Institute sponsored his presentation. Professor Vladimir Mindin participated in Chief Information Officers’ Forum in 2004. We are attaching Pofessor’s Mindin list of publications. Professor Jacob Sloujitel (Computer Science and Mathematics Department) presented a paper at the 16^th annual conference on Technology in Collegiate Mathematics at Rutgers University. Globe Institute sponsored his presentation. Dr. Sloujitel is a member of Mathematical Association of America. Professor Maki Nishino, General Education Department, and Professor Cynthia Thompson, General Education Department, are Fulbright scholars.

Globe realizes the importance of participation in scholarly activities and provides faculty with financial assistance and time off. Dr. Mayer is completing a second concentration at the Doctorate level. GIT is partially funding the additional credits for the Accounting Professor to complete the concentration at the doctorate level. Course work and lectures in these classes have a direct impact on teaching style and techniques.

Citation: Page 13, para 2: “ Full-time faculty members are required to teach an average of 15 credits per semester with department chairs getting three credit hours of released time; however statistics reported in the Self-study dated October 2004 disclose an average teaching load of 10.81 credits for the Summer 2004 semester”.

Response: Although the teaching load of full-time faculty averages 10.81 credits for the Summer 2004 semester, this was complemented by additional hours devoted to student academic support services, such as tutoring, advising, mentoring. See Exhibit 25, Full-time faculty teaching load according to the State Education Department)

Citation: Page 13, para 5: "The training of the faculty and planning of the curricula appears to be limited."

Response: There is a “New hire Orientation Packet” distributed and reviewed with each part-time and full-time faculty member. In addition, seasoned faculty devote hours of planned time to orienting new faculty via workshops and individual orientation which includes mandatory classroom observation of experienced faculty, review of best practices, introduction of diagnostic tools for assessment of student learning. As well, Globe holds monthly faculty professional development seminars to give faculty opportunities to enhance teaching techniques that will help them expand as professionals.

This is supplemented by additional classroom observations, peer review sessions, etc. (See Exhibit 8)

Citation: Page 13, para. 5: "There is little evidence of faculty attending professional conferences that would allow them to benchmark curriculum and teaching practices with their peers."

Response: Globe strongly disagrees with the statement. Faculty Professional Development is encouraged and financially supported and has two distinct manifestations at Globe. First, all full-time faculty are allotted $1,500.00 per year for professional development seminars and a formal request form has been in existence for many years. To support this initiative, each year full-time faculty are required to develop a "Professional Development Plan" for the coming year. Secondly, Globe encourages faculty to develop and present Development Seminars. These seminars are offered to all faculty and students and are for the purpose of sharing skills, expertise and knowledge consistent with the mission of professional development. In this way Globe supports and provides pathways for individual professional development that in turn benefits the entire community.

Citation: Page 13, para. 7: "Faculty evaluations need to include student work to insure that curricula standards are being met. It was clear that Globe has a dedicated and hard working faculty that provides much informal support to its students, however, a more formal set up should be established."

Response: Formal course reviews are conducted each semester. Course reviews include evaluations of students’ work. Binders are available for review in each department. Faculty are instructed to retain student submissions such as homework, tests, research papers, etc. These submissions are retained and can be provided if the commission feels they did not receive enough examples to give them confidence in our commitment to supporting our students. Please see Exhibit 3, Samples of students’ work.

Citation, Page 14, para 1: “The June 2004 minutes of the Curriculum Committee reference a proposal for an MBA degree at Globe.”

Response: The MBA degree was discussed at the Curriculum Committee in June 2004 as a result of high student interest in pursuing their advanced degrees at Globe. This possibility was briefly discussed and determined not being appropriate at this time. No further discussions of a proposed MBA program was ever brought at the subsequent Curriculum Committee meetings. We strongly feel that the concept of academic freedom entitles faculty to express views and discuss any academic related issues openly without censorship.

Suggestions:

Citation: Page 14, para. 2: "Globe should reconsider its sole emphasis on teaching and develop a policy that promotes scholarly work that informs good teaching and learning practices. With a heavy emphasis on a senior capstone project, having faculty with current competencies in the field (obtained and maintained through research and other scholarly work) would benefit Globe students."

Response: Three capstone courses are supervised by Doctorate Degree Professors who have extensive corporate experience. As noted above, many Globe faculty are involved in scholarly work and have developed a national and international reputation as stated above.

Citation: page 14, para 2: “ One way to accomplish this goal (faculty develop expertise in the area of teaching) is to provide reduced workload for faculty from the current 15 credit hours per semester for the purpose of engaging in scholarly pursuits”

Response: In fact, first of all we do support the faculty professional development (as mentioned above), hire faculty with extensive academic and professional experience in the field of teaching, and as you noted above the average full-time faculty teaching load for Summer 2004 semester was 10.8, showing that faculty do get released time to assist students and pursue research and scholarly work.

Recommendations:

Recommendation 20 - Page 14: "A faculty training/support center be established to insure that all faculty - but particularly new faculty - get the support that they need, as well as insure that new faculty get proper training and support".

Response: There is a “New hire Orientation Packet” (Exhibit 22) distributed and reviewed with each part-time and full-time faculty member. In addition, seasoned faculty devote hours of planned time to orienting new faculty via workshops and individual orientation which includes mandatory classroom observation of experienced faculty, review of best practices, and introduction of diagnostic tools for assessment of student learning. As well, Globe holds monthly faculty professional development seminars to give faculty opportunities to learn teaching techniques that will help them expand as professionals. This is supplemented by additional classroom observations, peer review sessions, etc. (See Exhibit 8, The Outcomes Assessment Control Log for 2004-2006).

Faculty Professional Development is encouraged and financially supported and has two distinct manifestations at Globe. First, all full-time faculty are allotted $1,500.00 per year for professional development seminars and a formal request form has been in existence for many years. To support this initiative, each year full-time faculty are required to develop a "Professional Development Plan" for the coming year. Secondly, Globe encourages faculty to develop and present Development Seminars. These seminars are offered to all faculty and students and are for the purpose of sharing skills, expertise and knowledge consistent with the mission of professional development. In this way Globe supports and provides pathways for individual professional development that in turn benefits the entire community.

Standard: Resources

Positive comments:

"Considering the building they’re in, Globe appears to use their space in very creative ways."

Findings:

Citation: Page 14, para 2: “In all aspects, student activities, academic facilities, administrative space, Globe appears to operate at the minimum.”

Response:

Facilities and Space

Globe’s location in lower Manhattan is ideal to serve its largely non-traditional, commuter population. The cost of space in the area, however, is currently at premium. The only time that the vacancy rate was high, and the cost of space reasonable, was following September 11, 2001, a time when Globe could not afford to expand its resources because of lower enrollments.

During the past year, Globe acquired space on the lower level to accommodate a student activities room and a support services area. The space is contiguous with Globe’s other floors.

Students do not complain about the physical facility. According to the responses of students in the exit interviews conducted during the period July 1, 2003 – June 30, 2004, 95% of the respondents were happy with the location of the institution and 91% were satisfied with the physical appearance of the classrooms/labs. In view of the responses, the physical facility has not been identified as a priority need for the 2004/2005 year, except for routine painting and renovation.

The President is already working with real estate brokers to try to find a larger, more suitable place in lower Manhattan. However, Globe’s lease at 291 Broadway will remain in effect until 2009. To move before expiration of the lease could only be viable if a suitable sub-tenant is found. To take additional space in 291 Broadway at this time would be prohibitively expensive and would require an increase in tuition rates, making education less affordable and accessible for Globe’s student population.

Student Activities

There was a factual error regarding the minimal amount of student activities. Globe’s Student activities are definitely not operating at a minimum. Globe has a full-time Student Activities Coordinator who specializes in multi-cultural programming and activities with programming targeted to the unique, traditional-underrepresented student population, which Globe effectively serves. The coordinator collaborates with various departments to delivery quality activities including:

DATE	ACTIVITY	COMMENTS	Room
*10/14/2003	Brooklyn Botanical Gardens	3 Students	Off-Campus
10/30/2003	Halloween Party	Food, Music, 75 people, Student Gov Lead	701
11/4/2003	Stud Gov Elections	70+ Ballots submitted, Luciano Santiago Pres; Sam Vice-Pres, Yuliya Sec.
11/5/2003	Metropolitan Museum Trip	3 Students	Off-Campus
11/10/2003	Guest Speaker: Ray Buck Sportswriter "Athletes and the Media"	12 athletes	701
11/24/2003	Food Drive	Very good response, food delivered to food bank	2-F
11/25/2003	Thanksgiving party	Great Food, Dancing, Music 150 people	801
12/3/2003	Resume/Job Search Workshop	6 Students, Power Pnt, Very Helpful for Students, About 1hr 15min	203
12/3/2003	MOVIES START THIS WEEK	10 students involved	801
12/2/2003	CLUBS START THIS WEEK	20+ Students involved	NA
12/9/2003	American Indian Museum	NO INTEREST-CANCELED	NA
12/15/2003	Holiday Party	Live Music, Great Food, 150 people, Awesome Horn Player, Raffle, Prizes, Dancing, Sam Grand Prize Winner	801
12/15/2003	Art Exhibit Jewish Community Center	Community Event, 50+ people, very successful, Raphi S. and Tanya G. lead role	Lobby
12/16/2003	International Food Day	Latino Club Hosts Intl. Food Day
1/8/2004	Resume/Job Search Workshop	6 Students, Power Pnt, Very Helpful for Students, About 1hr 15min	203
1/15/2004	Leonard Kogan "Fusion:2003" Art Exhibit	25 people including students and public (Snow day)	Lobby
1/28/2004	Chinese New Year Party	50+ Students Involved	701
2/13/2004	Valentines Day party	80+ Students Involved	Lobby
3/1/2004	Ski Trip	8 Students Involved	Off-Campus
3/17/2004	St Patrick's Day Palm Pilot give away	1 winner, 10 participations	2-F
3/27/2004	Ski Trip	2 Students Involved	Off-Campus
4/7/2004	The Calm of Triage poetry reading by Kyle Wills	20 Students Involved	205
4/8/2004	Martin Luther King Portrait dedication	40 +Students Involved	Library
4/13/2004	Jostens ring and diploma company	50 Students Involved	Lobby
4/15/2004	Easter Egg Hunt	10 Students Involved	All Floors
5/5/2004	Job Search Workshop	5 Students Involved	804
5/27/2004	Memorial Day weekend voter registration pizza party	30 Students involved	801
6/4/2004	Boat ride	3 Students involved not much interest. Price issue	Off-Campus
6/10/2004	Graduation	Major Success	Off-Campus
6/17/2004	Father's day Party	25 Students involved	805
Summer time	Golden Glove Boxing Match	6 students involved	MSG
7/1/2004	Six Flags trip	16 Students involved	Off-Campus
7/16/2004	Six Flags family trip	20 Students involved/28 people total	Off-Campus
7/31/2004	Governors Island Trip	27 Students involved	Off-Campus
8/6/2004	Dorney Park Trip	8	Off-Campus
8/13/2004	Florida Trip	16 Students involved	Off-Campus
8/27/2004	Welcome to Globe Party	5 incoming students involved	Lobby
9/10/2004	Florida Trip	55 Students involved	Off-Campus
9/15/2004	Freshmen Orientation	20 Students involved	301/02/03
9/16/2004	Freshmen Orientation	33 Students involved	301/02/03
9/18/2004	Freshmen Orientation	33 Students involved	804 and lobby
9/24/2004	Welcome Back Party	25 Students involved	Lobby
9/26/2004	Globe Chess Tournament	50 people involved	Off-Campus
9/30/2004	Movie Night: City of God (2002)	30 Students involved	701
10/1/2004	Club and lounge hopping	7 Students involved	Off-Campus
10/8/2004	Friday Night Outs	7 students and staff	Off-Campus
10/14/2004	Movie Afternoon: Along Came Polly	4 staff and students	401
10/20/2004	SGA Debates	Canceled; no opposition	On-campus
10/21/2004	Movie Night: The Day After Tomorrow	4 students	701
10/21/2004	Resume Writing Workshop	6 students	701
10/22/2004	Chess Beginners Info Session	1 student involved	Library
10/25/2004	Globe Elections begin	37 students and staff involved voted	On-campus
10/28/2004	Movie Afternoon: Fifty First Dates/Saw	10 students involved	401
10/29/2004	Halloween Party	80 students and staff, huge success; ran out of food	Cafeteria
10/30/2004	Great Adventures Fright Fest trip	Not enough interest- Canceled	Off-Campus
11/1/2004	SGO Inaugural/Live jazz music	Artist canceled	Lobby
11/4/2004	Movie Night: White Chicks	18 students and staff	701
11/5/2004	Friday Night Outs	2 Students Involved	Off-Campus
11/10/2004	Career Fair	24 Students involved	804-5
11/16 -11/18	Ping Pong Tournament	23 students involved	Student Activities Lounge
11/19/2004	Poetry Slam	1 student involved	Off-Campus
11/23/2004	Thanksgiving Luncheon	400 students, staff and faculty- Food gone within 30 minutes. Line became difficult to control	Lobby
Month of Nov	Caribbean Fundraiser	Raised 7 boxes of supplies and clothing, sent to Caribbean Center	2-F
12/2/2004	Movie Afternoon: Spiderman 2, Hero	15 students involved	205
12/3/2004	Friday Nights Out	5 students involved	Off-Campus
12/9/2004	Movie Night: Maria Full of Grace	6 students involved	701
12/15/2004	Gallery Opening	50 people involved	Lobby
12/16/2004	International Festival	80 people involved, very successful- the various rooms with different themes effective.	Entire 3rd floor
12/22/2004	Alumni Scholarship Ceremony	25 students involved	301
1/12/2005	Freshmen Orientation	10 students involved	302
1/13/2005	Freshmen Orientation	5 Students Involved	302
1/15/2005	Freshmen Orientation: Bi-lingual session	35 students involved	701
1/21/2005	Friday Nights Out	5 Students Involved	Bar-None
1/26/2005	Movie Afternoon: Alien vs Predator	2 Students Involved	401
1/27/2005	Welcome Back Party	25 students involved	801
2/3/2005	Gallery Opening	40 people involved	lobby
2/5/2005	Men's Home Game	20	Pace Uni
2/10/2005	Women's Home Game	12 students and staff involved	Pace Uni
2/11/2005	Friday Nights Out	6 students and staff involved, regular group of students	Bar-None
2/17/2005	Movie Night: Motorcycle Diaries	20 students involved, Kapahans class attended screening	701
2/19/2005	Homecoming: Men's Basketball and Women's Game	120 students and staff and family involved	Pace Uni
2/21/2005	Skiing Trip	7 people involved	Off-Campus
2/22/2005	Black History Jeopardy: Round 1	9 students involved	804
2/25/2005	Friday Nights Out	5 students involved	Bar-None
3/3/2005	Career Workshop: Resume Writing	4 students involved	701
3/3/2005	Movie Night Friday Night Lights	4	701
3/5/2005	Trip to Men's Championship Game	20 students and staff involved	Westchester
3/18/2005	Friday Nights Out	Expected 5	Off-Campus
3/21/2005	Gallery Exhibition Opening	Expected 50 people	Lobby
3/23/2005	Palante, Siempre Palante: Documentary Screening		301
3/31/2005	Career Workshop: Fair prep and Interview Techniques		701
4/6/2005	Career Fair	13 employers	301

* THE SHADED CELLS INDICATE THE ACTIVITIES IMPLEMENTED BY GLOBE’S CURRENT STUDENT ACTIVITIES COORDINATOR

Citation: Page 14, para 3: “The computer technology strategy appears to be one of a “trailing edge” rather than “leading edge” which may be appropriate at some colleges but not for an institute of technology. The use of technology is a key point of Globe, yet there were a number of problems as well as many positive aspects to Globe. Meeting spaces for students were limited. Some of the computers seemed rather old. Data projectors appeared to be few in number and were wheeled around. Although this is a sound policy, there may be a need to mount these in place. Meeting spaces for faculty and students seem to be limited.”

Response:

Technology Strategy

Globe has a formal plan in place regarding its IT strategy. During the team visit, in the course of the IT Director’s interview, Mr. Daneshmand offered his department’s binder for review, which included IT planning documents, status report, and schematics of the six IT labs. Perhaps due to time constraints, the documents were not reviewed during the interview process.

As indicated in Globe’s Self-Study, computers have been replaced on a three-year cycle. The observation that “some of the computers seemed rather old” was “accurate” at the time of the visit in three of the six labs in that the 3-year lease on 60 of the “old” computers was due to expire in December 2004, the same month as the visit from the evaluation team. The “old” computers in the labs were replaced by the end of December by the IT Department with 60 newly purchased Dell PCs. Operating systems and applications software were upgraded at the time of installation. This is clear evidence that Globe is following its IT plan and does “replace hardware and software on a regular basis to maintain currency in the field.”

Data Projectors

For the convenience of faculty and to enhance effectiveness of class presentations, Globe has committed to the purchase and implementation of SynchronEYES lab software from SMART TECH for four of the computer labs. The software will provide faculty with another option of delivering a lecture directly to students’ computers and to interact with each student’s desktop while they work on class projects.

In addition to SynchronEYES, Globe is in the process of implementing two “SMART” boards, one in a computer lab and the other in one of the larger classrooms. As recommended by the evaluation team, Globe is mounting a projector in each of the two rooms. The completion date for full implementation of this project is May 1, 2005.

Faculty will be surveyed by the IT Department on the usage of the new visual aid equipment at the end of the school year to determine if additional units need to be purchased.

Recommendations:

Recommendation 21 - Page 15: "Provide more meeting spaces for students to work".

Response: At this time, leasing additional space in the 291 Broadway building is not feasible, as the landlord does not have a floor that is completely vacant. Classrooms that are not in use are always open and available for students’ use. Until Globe is able to extend the current space, a schedule showing available rooms will be posted with the regular schedule on the bulletin boards and on Globe’s intranet for students’ convenience.

Recommendation 22 - Page 15: "Develop and implement a plan to replace hardware and software on a regular basis to maintain currency in the field. The Institute might consider the Microsoft academic alliance so that they could provide software for the students, as well as, provide Microsoft software for the computer labs."

Response: As indicated in the previous citation and response, Globe has a plan to replace hardware and software according to schedule. Copies of Globe’s five-year plan and eight-year strategic technology objectives are included in Exhibit 28.

Globe appreciates the recommendation from the evaluation team concerning the Microsoft academic alliance program (MSDN) as it allows students access to a free copy of Microsoft development software. This recommendation has already been implemented. However, it is important to note that although Globe uses Microsoft operating system for desktop computers and as one of the development platforms for students, Linux and UNIX offer an open architecture platform, which allows the teaching of software development courses to be more innovative and robust in creating programming projects. Furthermore, Globe does not want to endorse only one vendor/platform (Microsoft) and use it as the only development track for students as it limits their exposure to software development fields that exist in the marketplace.

Standard: Library and Information Resources

Positive comments:

"The library was situated in a prime and central location in the facility at 291 Broadway. The current space is a bright, clean, warm, welcoming and inviting atmosphere for students. The library staff at Globe appears to be qualified, and extremely competent."

"The library’s student orientation and information literacy training are well constructed and delivered to all students."

"The Bibliographic Instruction and Oral Presentation Criteria seminars are excellent."

"Steps initiated by the Director to improve and assess the information literacy of Globe’s students should be commended."

RESPONSE TO LIBRARY FINDINGS

Citation: The Director of Information Services is a recent hire to Globe and the creation of this position was recent”.

Response: Position of Director of Library and Information Services

The Director of Library and Information Services has been employed at Globe Institute of Technology since December 2003. The position is not a recent creation, but the title of this position, in former years, was referred to as “Director of Information Services.” The responsibilities of the position, regardless of the title has:

1. Not been added or changed in any format,

2. Has always been occupied by a librarian with an M.L.S. degree, and

3. Has been in existence since 1996.

Citation: “The space is small with limited seating for approximately 40 students”.

Response: Library Space

The library’s hours of operation, which include weekend and evening hours, were established to coordinate with students’ varied course schedules. In addition, the Library’s Computer Room holds seven terminals with sufficient space for students to do their coursework and has additional seating areas without computer terminals. Students also have access to the Computer Lab on the fifth floor which houses 182 computers for research, homework, or project-related assignments. On a semester by semester basis, the Director of Library and Information Services determines whether additional seating space will be required by reviewing the number of students registered for the semester.

Citation: “The number of holdings to support the current programs is inadequate in the number and quality”.

Response: Library holdings

The library’s print holdings contain: 1) Textbooks that are used in all of the courses offered by Globe (at least one or two copies of the most current editions are catalogued as Reference). Older editions, that are considered valuable to the collection for historical research for example, are placed into the circulating stacks for borrowing privileges or are weeded if they are not considered of value to the faculty and the students. 2) Recommended titles by the instructors for further research, professional development, or viewed as relevant to the academic major 3) General and subject-related reference sources such as dictionaries, directories, encyclopedias, handbooks, almanacs, atlases, and cd-roms 4) Reserve materials 5) Newspapers 6) Audiovisual equipment and 6) Books for circulation.

The library’s electronic holdings contain: 1) Globe’s online catalog, which is now accessible without passwords and available via the Internet and 2) Bibliographic databases that index full-text articles from magazines, professional journals, newsletters, pamphlets, e-books, as well as citations and abstracts, which are accessible from the college campus and via remote access. The following is a list of these databases:

Business & Company Resources Center

Business & Company Resource Center is an in-depth bibliographic database that contains accurate, current, and topical business information and company and industry intelligence on numerous global markets. Business & Company Resource Center also meets core curriculum requirements for case study work in finance, economics and marketing. Undergraduate and graduate students will find articles from various sources such as news articles, press releases, investment reports, company financials and earning estimates, brands and product information. Business & Company Resource Center holds entries to 2850 full-text articles.

Business & Company Resource Center contains the latest information drawn from the following resources:

American Wholesalers and Distributors Directory

Brands and Their Companies

Business Rankings Annual, 2000 through Present

Consultants and Consulting Organizations Directory

Encyclopedia of American Industries

Encyclopedia of Associations: National Organizations of the U.S.

Encyclopedia of Associations: Regional, State, and Local Organizations

Encyclopedia of Associations: International Organizations

Encyclopedia of Emerging Industries

Encyclopedia of Global Industries

Graham and Whiteside Major Company Series

International Directory of Company Histories

Market Share Reporter

Notable Corporate Chronologies

Publishers Directory

Telecommunications Directory

Ward's Business Directory of U.S. Private and Public Companies

Ward's Business Directory of Private and Public Companies in Canada and Mexico World Market Share Reporter

HEALTH

Gale Virtual Reference Library (E-Books)

Gale Encyclopedia of Alternative Medicine

Gale Encyclopedia of Cancer

Gale Encyclopedia of Genetic Disorders

Gale Encyclopedia of Medicine

Gale Encyclopedia of Nursing and Allied Health

Health Reference Center Academic

Provides articles on fitness, pregnancy, medicine, nutrition, diseases and all other areas of health, drugs, and medicine. An excellent resource for consumer health and patient education information. Articles are indexed from 1980 to the present.

Health and Wellness Resource Center

Previously known as Heath Reference Center-Academic and available since January 2005. Full-text access to articles, books, pamphlets, and newsletters on health, medicine, and consumer/patient education information.

HISTORY

Gale Virtual Reference Library (E-Books)

American Revolution Reference Library, 4 volumes plus index

American Civil War Reference Library, 4 volumes plus index

History Behind the Headlines, vol. 1-6 set

Major Acts of Congress, 1^st ed., 3 volumes

LITERARY ANALYSIS

Twayne’s Author Series

Contains literary critical interpretation and discussion, and over 600 books comprised of United States Authors, English Authors and World Authors.

GENERAL TOPICS

Funk & Wagnall’s New World Encyclopedia

Indexes over 25,000 records on various topics. Contains full-text information, brief biographies, and images. Updated annually.

?Informe!

Spanish-speaking users have access to ?Informe!. !Informe! is an electronic library of more than 117 full-text Spanish language and bilingual magazine articles, reports, and maps which are updated daily. Subjects cover news, politics and currents events, cultural and lifestyles issues, health and parenting, literature, history and science. The core titles include: Anales de la Literatura Espanola, E Semanal, National Geographic en Espanol, Revista Latin Trade, Nexos: Sociedad, Ciencia, Literatura. English-speaking users can change the interface to appear in either English or Spanish.

General Science Collection

Users can retrieve full-text information on various topics within the science field from over seventy-three popular science publications.

MasterFILE Select

Over 2,000 full-text journal articles are accessible and include topics in general reference, social sciences, business, health, general science and current events.

Primary Search via Searchasaurus

Reference collection of sixty-four full-text materials geared toward school-aged audiences, but useful for the limited English proficient and English as a second language student. User-friendly and easy reading format make this a beneficial resource for English language practice.

TOPICsearch

Full-text database containing 1662 full-text titles on social, political and economic subjects. Suited for middle school students and above, and a good resource for teachers and librarians.

NEWSPAPER INDEXES

InfoTrac Custom Newspapers

Holds 150 full-text newspapers to 7 New York State newspapers and the last year of the New York Times.

InfoTrac Junior

News articles from Knight-Ridder/Tribune News Service information are available, in addition to more than 300 full-color Rand McNally maps.

National Newspaper Index

Current events and retrospective news stories from five leading newspapers: the New York Times, the Wall Street Journal, Christian Science Monitor, the Los Angeles Times, and the Washington Post are indexed from 1977 to the present.

Consumer Health and Patient Education Resources:

MedlinePlus http://www.nlm.nih.gov/medlineplus/

Consumer health and patient education database that links users to government sponsored health information. Access articles, dictionaries, directories, clinical trials, organizations, and the MEDLINE database for the health professional. MedlinePlus also provides health information in Spanish.

New York Online Health (NOAH) http://www.noah-health.org/

New York Online Access to Health is a bilingual Spanish consumer health database that holds information to various diseases and disorders. It is user-friendly and easy to find information through its alphabetical listing of various health topics. Resources to New York City and New York County resources are also indexed. Users can link to articles from other government sponsored sites and associations.

New York State Department of Health (NYSDH) http://www.health.state.ny.us/

Government sponsored website to information on vital records, directories, and other statistical data within the New York State region.

Computer Science

The library is exploring the feasibility of acquiring the following list of computer databases: the ACM Digital Library and The Guide to Computing Literature from academic organizations such as the Association for Computing Machinery, Books24x7 (ITPro Collection), and EBSCO databases, which include Computer Source, Computer Science Index, and Information Science Abstracts, to add to its electronic computer science database.

Citation: "The library collections in all business disciplines are deficient”.

Response:

Business Collection

The Chair of the Business Department and its faculty, recommend titles for purchase in the areas of accounting and finance, taxation, advertising, economics, marketing, management, labor and human relations, and general business reference. A comprehensive list of titles for purchase is continually developed by the Chair of the Business Department and its faculty, and submitted to the Director of Library and Information Services. About 300 titles have been purchased since late November 2004, on topics covering: collection development of business resources, encyclopedias, handbooks, directories, periodical literature, and books for circulation in the recommended areas.

Citation: "Basic reference books such as the GAAP Guide, Internal Revenue Code and Regulations are not present. The absence of tax codes is an important omission”.

Response: Basic Reference Books

Basic reference books such as the Miller GAPP Guide 2005 (REF HF5629 .M54 2005) were recently purchased and are now available in the reference collection. The 2005, 22^nd edition of West’s Internal Revenue Code has been ordered and we are awaiting receipt. Some examples of basic business reference books that have recently been purchased and are now available at the Globe Library are: The Ultimate Accountant’s Reference: Including GAAP, IRS, SEC Regulations, Leases, and More; Understanding Federal Income Tax; Code of Federal Regulations, Title 4, Accounts; Concepts in Federal Taxation 2005, and the Directory of Business Information Resources 2005.

Resources for graduate entrance exams, for example, such as the GMAT and GRE, and guides to graduate and professional programs, are available within the reference collection. The current edition of The Enhanced Occupational Outlook Handbook is available in the career/job information collection.

Reference Books and Professional Journals

The current reference collection consists of specialized encyclopedias, dictionaries, and other resources in the areas of business, computer science, art, music, education, psychology, political science, history, black studies, women’s studies, health and medicine, collection development, classic and contemporary literature, drama, style manuals, and career and job information. The Journal of Accounting Research and Monthly Labor Review. Value-Line Investment Survey, Online Classroom, and ED-Tech Reports are the most recent additions to the business periodical collection .

As an on-going process, the Business Department has additional suggestions for professional periodical subscriptions that are essential to the library’s business collection and that support the Business Department’s curriculum. The library currently subscribes to professional journals such as: Harvard Business Review, the Economist, Employment Management Today, Internal Auditor, American Libraries, Library Journal, Choice, and has access to several professional journals online via Business & Company Resources Center and the Gale Thomson and EBSCO databases.

The Globe Library is investigating the possibility of adding Proquest databases that will include ABI-INFORM Complete, Proquest Research Library, National Newspapers, and publications from the American Medical Association for inclusion into the library’s online journal collection.

Interlibrary Loan and other Professional Support Services

The Globe Library provides interlibrary loan services as well as referral services through the Metropolitan Library New York Council (METRO) Consortia. Therefore, students have access to other library collections within the METRO network when a particular item is not available at the Globe Library. Blue Title cards and Yellow Subject cards for library privileges at METRO members’ libraries are available at the Globe Library.

Suggestions

Citation: “Purchase texts to assist in library development…”

Response: Suggestions for Purchase of Books in Library Development

Several books in the area of collection development for academic libraries were purchased and are available in the Globe Library collection. They are as follows: American Reference Book Annual, Reference Collection Development: A Manual, Business: The Ultimate Resource, and The Basic Business Library: Core Sources.

Citation: "Develop and monitor procedures to insure that department chairs review current holdings and submit requests for books and other publications in their field on an annual basis”.

Response: Departmental Review of Current Library Holdings & Requests for Books and other Publications

The Director of Library and Information Services participates in monthly Curriculum Committee meetings and also meets with Department Chairs and faculty individually to discuss the purchase of titles or other materials that will be required for the curriculum and/or for supplemental research. A Reserve List of all courses and required texts is submitted to the library every semester so that the library will have at least one copy of each required course textbook in the Reference collection. In addition, the Director of Library and Information Services prepares and maintains a Library Collection Development Report each budget year of materials that Department Chairs and faculty request for purchase and inclusion to the library collection. Criteria have been developed for collection development. It includes: 1) Title of material 2) Type of material (Reference or Circulation) 3) Justification for inclusion to the collection 4) Cost 5) Status of order and 6) Number of copies. It should also be noted that in consideration of the financial situation of our students, Globe purchases textbooks, which it gives to students at no cost to them. In the period from July 2003 to June 2004 the total amount spent on the textbooks was $202, 528. The amount for books from July 2004 to February 2005 amounts to $194,546.

Citation: "Funds need to be allocated for staff to obtain and /or hone professional skills”.

Funds for Professional Development

Globe offers reimbursement of courses, workshops, seminars, lectures, and conferences attended for professional development purposes. For example, the Director of Library and Information Services attended the ALA Annual Conference in Orlando, Florida the week of June 24-27, 2004 and attended the pre-conference on Creating a Comprehensive Plan for Information Literacy. The Library Director will be attending the ALA Annual Conference in Chicago the week of June 23-29, 2005, and will be attending the pre-conference on Business Librarianship 101: Core Competencies for Business Librarianship, which is scheduled for June 24, 2005. The Library Director will also be attending a professional development seminar at METRO on Information Literacy and Assessment: A Look at the Middle States Commission on Higher Education’s New Characteristics of Excellence on April 29, 2005.

Citation: “A second professional librarian/information specialist position will be required to make the vision of serving all students enrolled in classes at Globe a reality”.

Response: Second Professional Librarian

Globe is looking into hiring a second professional librarian who would work extended evening hours on weekdays.

Recommendations:

Recommendation 23 - Page 16-17: "Determine a rule of thumb and best practices, re: hard copy and virtual collections supporting 'an accredited, specialized institution of higher education offering baccalaureate, associate, and certificate programs in business and information technology' the size of Globe Institute, by contacting such organizations as:

· The Association of College and Research Libraries, ACRL, the largest Division of the American Library Association, or ALA, based in Chicago, IL.

· The Special Library Association, SLA, based in Washington DC."

Response:

Globe continually seeks to expand its collection to meet the needs of its students and faculty. The primary goals of collection development at the Globe Library is 1) to build a collection that will support the needs of the students, faculty, and staff 2) that will reinforce the goals that are stated in the mission statement of Globe Institute of Technology 3) that will recognize its responsibility to respond to the needs of the students, faculty, and staff by providing access to services, which include online databases and an electronic catalog, document delivery and interlibrary loan, library card privileges, access to computers, study areas, reference help, access to books and periodical literature, and hours of operation and 4) that will meet the “Standards for Libraries in Higher Education” that has been approved by the Association of College and Research Libraries. The Library regularly encourages cooperative collection development agreements with other libraries in the metropolitan area and with libraries in the New York State region.

To meet the aforementioned goals, representative materials in the needed area of study are collected in depth, in a collaborative effort between the librarian and the faculty. The quality of content and fulfillment of academic curricular requirements are the first criteria against which any potential item will be evaluated. Considerations given when choosing individual items include some or all of the following:

1) Demand

2) Need

3) Lasting value of content

4) Appropriateness of level of treatment

5) Strength of present holdings in same or similar subject areas

6) Suitability of format to content and compatibility with Institute-owned equipment

7) Authoritative author or reputation of publisher

8) Use of review sources

9) Cost

Other guidelines include the following:

· Duplicate copies will be purchased if they are considered highly essential to the collection.

· The majority of the selections are current publications. The Library recognizes the need for retrospective purchases; however, it is more important to allocate funds for items of perceived long-term value.

· Popular fiction and titles on temporarily popular subjects will be collected sparingly. Requests for such materials will be met either through interlibrary loan, rental collections or referral to public libraries.

Selection Tools

Books: Collection Development titles that are basic to the selection process include:

· American Reference Books Annual

· Basic Business Library

· Choice’s Outstanding Academic Titles

· Reference Collection Development: A Manual by (RUSA) Reference & User Services Association.

Catalogs: Publishers’ catalogs, university press catalogs and small press catalogs are used for selection purposes. In addition, bibliographies, interlibrary loan requests, and suggestions from students, faculty, and staff are also considered. A wide range of periodicals are examined for selection purposes, which include:

§ American Libraries

§ Booklist

§ Choice: Current Reviews for Academic Libraries

§ Library Journal

§ The New York Times Book Review

§ Publisher’s Weekly

Periodicals: Periodicals also known as (journals, magazines, serials, and newspapers) represent an ongoing commitment to maintain a core academic collection. Some or all of the following criteria will be used to evaluate the acquisition of or cancellation of periodical material:

§ Support of the curriculum

§ Collection balance

§ Availability in electronic format

§ Amount of current use or projected use

§ Reputation of the periodical

§ Cost and availability of funds

Computer Technologies: Computer Technologies, in all formats (software, CD-ROMS, online databases), are essential to the collection. These materials are evaluated on the same basis as monographs with the emphasis on the suitability of the format and the quality of the production. Resources that are available are as follows:

§ Textual files

§ Bibliographic files

§ Graphic and multimedia files

§ Courseware/instructional files

§ Electronic journals or serials

§ Online bibliographic or full-text databases

§ Internet resources

Recommendation 24 - Page 17: "Develop activities including training for faculty that reinforce MLA or other appropriate bibliographic standards to be used in evaluating the writing assignments of Globe's students."

Response: We have extensively covered this issue above. In addition, each instructor that brings a class for a Library Skills and Information Instruction session to the library is encouraged to fully participate. Faculty and staff can schedule an appointment with the Library Director to have individual library skills and information training where citation styles will be covered in depth. The Library Director will make a presentation on information literacy at one of Globe’s upcoming Faculty Professional Development Seminars.

Recommendation 25 - Page 17: "Develop a plan and budget relating to the library, information resources and services needs to upgrade the depth and breadth of the collection especially in information technology, computers, business and journals for the development of print as well as electronic sources."

Response: Collection Development Plan and Budget for the Library, Information Resources & Services

A comprehensive collection development report was prepared as a collaborative effort between Department Chairs, Faculty, and the Library Director. This report will be revised, updated, and maintained each library budget year by the Library Director. A budget for the library is prepared every year and includes expenses incurred on a quarterly basis.

Conclusion

The Globe Institute of Technology Library makes every effort to continuously expand its collection and services to meet the needs of its students and faculty by providing resources and services that meet the requirements of higher learning and professional objectives. The librarian collaborates with the faculty through direct communication or by participating in Curriculum Committee meetings to learn about the type information that will be essential to include in the library’s collection. The library’s current holdings are readily accessible in print, electronic, and nonprint formats. The library provides teaching material for its faculty, and also makes its facility available for teaching students techniques in how to use the library and perform searches. The librarian coordinates with faculty to extend coursework to include Library Information Literacy, which is taught in the library’s computer room by the Librarian.

The total scope and aim of the Globe Institute of Technology Library’s collection development endeavor is to increase the number of volumes in the business and computer science collections to reflect current and useful information, and to develop a scholarly collection within all subject areas that support the programs of study at Globe. Globe was recently visited by two independent parties. At the end of The Middle States Commission on Higher Education’s visit, the team concluded that the “Information Resources requirement appears to be met. The availability and accessibility of learning resources including library holding and student support (ESL, tutoring, advising, counseling are adequate. The team recognizes the challenging nature of a diverse ESL population and applauds Globe for its efforts and successes in this critical area.” Another independent evaluator from Yale University found Globe’s library to be “adequate to the task, given interlibrary loan and various electronically available resources, as well as the presence of a great public library in New York City. The collection is designed to support the curriculum, and therefore reflects the strengths of the college.”

The Library continues to strive for the maintenance of a collection that supports the needs of its faculty and students through growth and depth, and to be a contributor to institutional effectiveness and student learning assessment outcomes.

Attached is EXHIBIT 23 – Sample of Library documents

Standard: Fiscal Capacity

Positive comments:

The current financial statement indicates that the institution is fundamentally sound and financially healthy.

Findings:

“… the Institute has an unusually high accounts receivable of $2.9 million and it seems as though there was a similar amount in the prior year with no note of explanation for that amount.

The institution appears to have recovered from the prior financial difficulties it faced due primarily to post 911 circumstances.”

Suggestion:

“Provide clarification of the makeup of the outstanding accounts receivables and their collectability.”

Response: An explanation of the makeup of the outstanding accounts receivable and their collectability is included as Exhibit 24.

Recommendations: NONE

Standard: Administration

Positive comments:

”There is a clear organizational chart, evidence of faculty governance (primarily through the curriculum committee), an active student governance structure and appropriate policies and student records that lend evidence that the institution is meeting this requirement."

"In addition, after reviewing Transcript Audits for Graduation of select students, it appears as if students are being correctly advised as to course selection and sequence."

"A very comprehensive faculty handbook articulates policies for full-time and part-time faculty. Evidence collected at the site visit indicates that policies and practices are adhered to."

Recommendations: NONE

Standard: Support Services

Recommendations: NONE

Standard: Admissions

Recommendations: NONE

Standard: Consumer Information

Recommendations: NONE

Standard: Student Complaints

Recommendations: NONE

Standard: HEA Title IV Program Responsibilities

Positive comments:

"The Financial Aid Office has a comprehensive policies and procedures manual."

Recommendations: NONE

Standard: Teach-Out Agreements

Recommendations: NONE

Standard: Public Disclosure of Accreditation Status

Recommendations: NONE

TO:	Committee on Higher Education and Professional Practice
FROM:	Johanna Duncan-Poitier
SUBJECT	Institutional Accreditation: Globe Institute of Technology
DATE:	April 22, 2005
STRATEGIC GOAL:	Goal 2
AUTHORIZATION(S):

Committee on Higher Education and Professional Practice

Executive Summary

Issue for Decision

Background Information

Timetable for Implementation

IV. Commissioner’s Review and Recommendation. Globe Institute of Technology did not appeal the Advisory Council’s recommendation. Therefore, pursuant to Subpart 4-1, the Commissioner adopted the Advisory Council’s recommendation as his recommendation to the Board of Regents.

Globe Institute of Technology

John M. Anderson, Ph.D.

Allen J. Burdowski, Ph.D.

Mary Chance

Madeline J. Kiely-Eng

Standard: Assessment of student achievement (Regents Rules, Section 4.4(b))

Curricular goals and objectives

Findings:

Program length, credit, and other requirements for degrees

Findings:

Competence and credentials

Findings:

Adequacy to support programs and services

Findings:

Suggestions:

Evaluation and professional responsibilities

Findings:

Recommendations:

Facilities, equipment, and supplies

Findings:

Recommendations:

Library and information resources

Findings:

Fiscal capacity

Findings:

Suggestion

Responsibilities

Findings:

Published policies

Findings:

Findings:

Currency of Globe’s IT Resources

IT Services: Online Registration, Online Degree Audit, Wireless Environments

Standard: Assessment of Student Achievement

Standard: Curricula

Standard: Resources

Technology Strategy

Data Projectors

Response: As indicated in the previous citation and response, Globe has a plan to replace hardware and software according to schedule. Copies of Globe’s five-year plan and eight-year strategic technology objectives are included in Exhibit 28.

Standard: Library and Information Resources

RESPONSE TO LIBRARY FINDINGS

Standard: Fiscal Capacity