CUNY Master Plan 2000 | II. Vision for the Future

Faculty Professional Development in Teaching and Technology

CUNY-wide opportunities will begin in the summer of 2000 with a two-way mentoring project involving teams of graduate students and faculty who will construct websites for highly enrolled courses. This pilot project will pair, by discipline, graduate students with expertise in creating webpages with professors who teach highly enrolled courses. The products to result from this pairing are:

Other activities relevant to professional development are or will be available as well.

College-initiated professional development programs for faculty in teaching and technology should be enhanced by the CUNY-wide efforts. Each element in the program will be evaluated and refined as necessary.

The individual CUNY colleges are also deeply involved in instructional technology efforts. The following examples illustrate ongoing initiatives at specific campuses and plans for the future.

Baruch College

The Zicklin School of Business offers its students a resource unmatched by any other business school in the New York area: the advanced high-technology Subotnick Financial Services Center (SFSC). This instructional facility features a fully equipped trading floor where students gain the type of hands-on experience ordinarily available only in positions at leading financial services firms. High-end networked computer workstations, live data feeds, real-time market quotes, and computerized trading models enable students to evaluate both real and simulated market information, make split-second decisions, and analyze the results. Data and software tools give participants opportunities to apply performance measurement and risk management principles. Combining academic theory and financial services practice, the Center permits simulation of complete trading floor activities and serves as a living laboratory for software and systems development and research by faculty and students. The Center also provides the financial community with a test site to evaluate the performance and effectiveness of new products and technology. Major technology vendors and financial services firms can use the facility for corporate training events on a regular basis.

Borough of Manhattan Community College

The CISCO Academy program will continue to provide high tech education that culminates in CISCO certification and gives students employment opportunities in a very competitive field. The first CISCO class was offered in Fall 1999. An intensive six-month training program began at that time in Northern Manhattan's Empowerment Zone, offering community residents a no-cost opportunity to receive CISCO's first certification. BMCC's Continuing Education Program will build on its partnership with CISCO Systems, Inc. to deliver higher levels of CISCO certification in the Upper Manhattan Empowerment Zone. BMCC has partnered with CISCO Press and Arizona State University to provide education leading to the second level CISCO Certification in the year 2001.

BMCC's library services will be guided by a notion of "just in time" information service over the Internet. Currently, the library's main focus is to complete and expand the virtual library database and to provide a quality print service for its extensive list of electronic journals. A number of initiatives are planned over the next 12-24 months.

BMCC's Title III Program, over the course of a five-year period, will fund the creation of a number of computer-intensive classrooms and labs that will help to meet the ever-expanding demand for computer facilities at the college. The grant also funds once-a-term weeklong intensive institutes and weekly workshops in which some forty-five faculty participants over the life of the grant discuss pedagogical applications of the latest educational technology. In these workshops and institutes, participants develop projects to bring the benefits of technology - ranging from the Web to teleconferencing - to their classes. Participating faculty also assume the responsibility of serving as mentors for colleagues in their department to widen the circle.

Bronx Community College

Plans to complete the campus network infrastructure are 95% complete. Fiber has been connected to each building. Approximately 75% of full-time faculty have PC's connected to the campus network, with plans for 100% connectivity in the near future.

By the end of 2001, the College plans to increase the number of distance learning courses, establish an Instructional Technology Lab (funded with Borough President and Title V funds) and complete a comprehensive 5-year Technology Plan The Title V grant, "Hispanic-serving Institution Development," will also fund faculty development activities designed to improve student performance and persistence. Multi-functional skills centers will support students in attaining basic skills and high level writing and computing skills.

Brooklyn College

"Project Preview," supported by a FIPSE grant, is a three-year partnership with Kingsborough Community College to develop an online early transfer identification and advisement system to improve the two-year to four-year college transfer process, and provide KCC students with access to the Brooklyn Online Learning Center. The College plans to seek FIPSE funding to expand the faculty development and online tutoring and advisement components of "Project Preview" to a consortium, including three other New York area senior colleges and their principal feeder community colleges.

Virtual Core, another FIPSE supported project, has enabled development of partially virtual versions of the College's acclaimed Core Curriculum courses in which highly interactive Web modules replace one third to one half of actual class time.

The City College

City College is developing a comprehensive plan to network the entire campus and provide desktop computing and technical support to the entire college community by 2004. The major components of this effort include the networking of the North Academic Center, rewiring the network in the Science building, and upgrading the engineering network in Steinman Hall.

Hunter College

Hunter College's Distance Learning Center at the School of Social Work is one of the premier video conferencing facilities in New York City. It allows Hunter faculty to provide courses using the latest in live, two-way audio video technology. Currently, New York City employees are able to take Social Work courses at their worksites; courses can be provided to other CUNY campuses as well.

John Jay College

"John Jay College On-line" has been set up for the web-based delivery of courses. Approximately 50 faculty have opened accounts for 80 courses. The College will now consider exploring degree programs online through the Web. They will also increase training and technical support for students learning online.

Faculty development training in distance education has been offered through a range of formats: by satellite, through a seminar on the WWW and twice weekly through demonstrations and workshops. About 90 faculty have been trained to develop web pages and an additional 60 to develop course information. This training will continue and be expanded.

A successful "live via satellite" series of five criminal justice professional development lectures were delivered to 13 sites, including police departments, government sites and colleges with criminal justice majors. Topics included: international terrorism tactics, police hostage negotiations, and forensic DNA analysis. The College will continue and expand this live satellite professional development series to include customized programs for criminal justice and law enforcement agencies.

John Jay hosted a series of outreach programs to NYC high school students via interactive videoconferencing. They also partnered with Hunter College to team-teach a course through interactive videoconferencing. The College plans to expand outreach programs to New York City schools via interactive videoconferencing; the goal is to reach all 17 high schools that are connected to the videoconferencing network.

John Jay is planning to set up a one-stop virtual campus for serving students' academic, advisement, and administrative needs.

Kingsborough Community College

Every classroom in a permanent building is currently wired for access to the Internet and all full-time members of the faculty have PCs in their offices with access to the Internet and e-mail. There is a facility in the Kibbee Library dedicated to distance learning and a mobile distance learning unit utilized by Continuing Education off-site programs. There are 20 general purpose laboratories with over 600 PCs, 14 specialized facilities with approximately 100 PCs, and about 1,100 PCs in faculty and administrative offices. In order to stay as current as budget limitations will allow, the College plans to upgrade 25% of these each year and, in some cases, to rewire existing computer laboratories.

Kingsborough plans to complete fiber optic connectivity throughout the campus. They are experimenting with Intelligent Blackboards, high resolution flat monitors which allow instructors to enrich their teaching with Web-enhanced demonstrations without intrusive equipment in their classrooms. They are also studying the feasibility of creating "docking stations" which will provide power and connectivity to the Internet for student use.

New York City Technical College

New York City Technical College has entered into an agreement with the New York City Department of information Technology and Telecommunications and Sun Microsystems to provide Sun certified training for DoITT and other city employees. Sun Microsystems is establishing a special computer workstation laboratory at the College for this program.

Queens College

Queens College is updating its training curricula to help faculty and staff improve their use of technology in classrooms, as well as to use other forms of communication with students, such as web-based course materials, notes, and exercises. Students are equipped with e-mail accounts and with computer storage on central campus servers on which they can store personal material (class notes or papers), can share files with peers or with teachers, and can establish personal web sites.

The College will soon establish IT kiosks throughout the campus that will allow students with laptops to plug into the College's network in order to make use of IT resources wherever they happen to be. They are also developing servers that will allow access to audio and video materials (language lab exercises) from anywhere on campus or at home.

Queensborough Community College

For a number of years, distance learning participation has been available to students in the External Education for the Homebound program. These students communicate with their on-campus instructors and classmates through two-way telephone (audio) connections and home computer screens connected to "whiteboards" in the classroom. Currently, segments of other classes at the College are being offered through website connections and through e-mail.

All full-time faculty members have personal computers in their offices which provide access to the Internet and e-mail and there are web-enabled kiosks throughout the campus for student use. Queensborough is planning to offer complete courses through distance learning; in summer 2000, a math course will be offered through a textbook website.

In spring 2000 the College's first distance learning lab will open. Funded through a grant developed by a member of the Social Sciences department, it will be equipped to perform the following functions: computer research via the Internet; multi-media presentations from audio/video/computer sources; video conferencing, and distance learning through synchronous links with other sites such as colleges, public schools and civic group centers.

Supporting Academic Achievement Through K-16 Collaboration and Innovative College and Outreach Programs

The quality of a CUNY education depends as much on the preparation and support of its students as it does on the excellence of its program offerings. The University has a vested interst in assuring that all students arrive on its campuses ready to perform college-level work and receive the kind of support - educational, financial, and personal - that is needed to enable them to persevere, do good work, and earn their degrees. Above all, if access to CUNY is to be meaningful, the University must assure that the nature of its entrance requirements, programs, and expectations are clearly understood by prospective students so that they can prepare adequately and enter college with a sense of confidence.

Over the next four years, the University will focus intellectual and financial resources on a number of initiatives designed to improve the preparation and support of its students as they move from school to college and beyond.

College Now

The introduction of new, more demanding requirements for high school graduation (including the gradual introduction of new Regents examinations and higher passing standards), and the adoption by the University of higher admissions standards for entrants into baccalaureate programs, have made the academic achievement of high school students the most pressing common concern of the City's two large public educational systems. The recent appointment of a special Deputy to the Chancellors reflects the shared commitment of both institutions to do all that is necessary to make high achievement the norm for those students.

The centerpiece of the University's collaborative efforts will be the expansion of College Now over a three-year period. Through the active involvement of every college in the system, the Program will provide services in every public high school and will provide enriched instruction to students in every high school grade.

The goals of College Now are:

The two systems have agreed on an expansion plan that will be fully implemented by 2003-2004.

During 2000-2001, with the involvement of six of the University's colleges, eighteen pilot programs for entering ninth graders will be established in high schools across the city. Each high school will enroll 100 students. In each of the following years, services will continue to be provided to those enrolled as ninth graders and a new cohort of entering ninth graders will be added. In addition, new high schools will be included. High schools will be selected and instructional priorities identified in close consultation with the high school superintendents.

As instructional activities for students in lower grades are introduced, the overall program will integrate the curricular and instructional practices of the services provided across all grades. At the conclusion of the expansion, an integrated program will afford high school students a broad range of enriched educational opportunities. These will range from intensive language instruction for English Language Learners and literacy skills enhancements, through Regents Preparation and SAT Preparation, and will culminate with college credit coursework at the high schools and on the college campuses.

Enrollment projections for College Now are as follows:

Year Number of High Schools Enrollment by Grade Total Enrollment

9th 10th 11th 12th
2000-2001 150 1,800
2001-2002 All 7,000 1,800 28,500
2002-2003 All 12,000 7,000 1,800 24,200 45,000

In support of this expansion:

Other Collaborative Programs

The University will continue to support and strengthen other collaborative programs, described below.

Affiliated High Schools

The University will support the development of new charter schools at Hostos Community College and, in partnership with the United Federation of Teachers, at City College. (LaGuardia Community College already hosts two charter schools: Middle College High School and International High School.) It will also work towards the transformation of the existing affiliated high schools into "lab schools" where innovative instructional practices across the disciplines can be introduced and evaluated. Whenever possible, those schools will also become professional development schools linked closely to the University's schools of education so that they can provide enriched opportunities for student teaching and the ongoing development of all staff members (through means such as school-based graduate coursework).

Center for Teaching & Learning

The University will reconstitute its Instructional Resource Center as a Center for Teaching and Learning. The Center will coordinate the professional development activities for all high school and college teachers involved in collaborative programs. The Center's staff will coordinate special projects in different disciplines, promote cross-disciplinary dialogues in areas such as Writing Across the Curriculum, sponsor conferences and publish a variety of materials related to teaching in the high schools and colleges. In addition, it will support the introduction and strengthening of the use of advanced technology to ensure the active participation of thousands of teachers in the generation of new practices and the effective replication of proven ones.

Center for Pre-College Education

The University will establish a new Center for Pre-College Education at City College. This new Center will build upon the remarkable record achieved by the Gateway to Higher Education Program of the CUNY Medical School. The program currently enrolls students in seven public high schools and has opened two free standing new schools, one in Queens and the other in Manhattan. The new Center will: continue to support the existing programs and high schools; expand the program to other schools in all five boroughs; produce and disseminate curriculum materials related to cutting-edge science (in areas such as DNA technology); provide support for the establishment of state-of-the-art science labs in high schools; and conduct research on topics related to the promotion of high achievement by all New York City high school students.

Special Opportunities for Special Needs

In a city as diverse as New York education must take many forms. While the traditional student still advances from high school to college, many others take more circuitous paths to higher education. Whether they are returning to school, taking classes through professional organizations, brushing up their skills, or pursuing an avocation, CUNY is eager to welcome and support these students as they work toward their personal or professional goals. The University has developed a wide range of program options to serve them. In the coming years these options will be strengthened and expanded.

Certificate Programs

Ongoing changes in technologies and workplace organization (in settings as varied as new media start-up companies, hospitals and schools), as well as the increased prevalence of career changes, have created the need for new forms of postsecondary study. Individuals need opportunities to enter college, or to return, for the acquisition of specialized knowledge and technical proficiency. Often, this is as true for a paraprofessional as for a professional.

Over the next four years, the University will re-tool itself to offer a wide variety of certificate programs at all levels of postsecondary study. A number of colleges have already identified programs to be developed. They include a graduate program in professional studies at Brooklyn College, a certificate program in interactive technology and pedagogy at the Graduate School, a masters level certificate program in Geographic Information Systems at Hunter College and a certificate program in Day Care Assistant at Queensborough Community College.

The new certificate programs will be designed in ways that are fully articulated with the appropriate level of degree study so that credits acquired during certificate studies can be easily applied for degree requirements for those who decide to pursue further study.

Each college will be asked to identify and develop at least three new certificate programs. In many cases, the campus division of continuing education will be designated as the administrative entity responsible for conducting field-based research for new programs and, in cooperation with appropriate academic departments, for initiating the necessary curriculum development and course piloting, and for overall program coordination. It is anticipated that many of the certificate program offerings will be provided on-site - at corporate offices and plants, in nonprofit agencies and in health care and educational facilities - and/or through online course taking.

Continuing Education

Over the last ten years, registration in continuing education courses at the University has consistently exceeded 150,000. Those registrations reflect the desire and commitment of many thousands of the City's residents to improve their skills, to prepare for new careers, to pursue avocational interests or simply to learn more about topics or issues that matter to them.

In the next five years, the University will move to coordinate the offerings of the campus-based divisions of continuing education by launching a University-wide marketing campaign. That campaign will utilize the print media, web-based information delivery models and CUNY-TV to highlight the remarkable variety of offerings and the relatively low cost of coursework at the University. The same coordinated marketing approach will be extended to the promotion of contract-based training in both the private and non-profit sectors.

The University will also utilize the flexibility provided by a continuing education program to expand delivery of on-site coursework to individuals who enroll through corporate sponsored tuition payments and union sponsored tuition vouchers.

The University will continue to rely on the divisions of continuing education for the development and maintenance of effective partnerships with community organizations and governmental organizations. In the case of New York City, governmental partnerships will include ones with the Human Resources Administration, the Department of Employment and the New York Police Department. In the case of New York State, partnerships will include the State Education Department and the Department of Labor. The University will also be an active participant in the operation of the new One-Stop System envisioned by the Workforce Investment Act.

The University will continue to support the work of the campus-based adult literacy and language programs in order to provide essential learning opportunities to many thousands of individuals with limited skills and to prepare many of them for entry into the University's degree granting programs.

Outreach and Provisions for Special Populations

CUNY students bring with them a vast array of backgrounds and experiences, a diversity as broad and exciting as the City itself. Their educational experiences vary widely and their needs - educational, emotional, and financial would be challenging in any context, but must be met within the system. CUNY not only reaches out to all of these groups but provides a wide range of services throughout their educational careers.

Special Programs

The SEEK Program (Search for Education, Elevation and Knowledge) and the College Discovery(CD) Program are the higher education opportunity programs of CUNY's senior and community colleges, respectively. For three decades these programs have provided access to higher education for students who are academically and economically disadvantaged. They provide, on each campus, a permanent and structured program of special assistance and a range of intensive supportive services. As the senior colleges phase out remedial courses the particular mandate of SEEK will be to focus on those support activities and curricular initiatives that have been found to be most effective in maximizing students' academic success and persistence.

In response to the mandate to phase out remedial coursework in baccalaureate programs the colleges submitted implementation plans that describe how each expects to provide for the developmental needs of its Special Programs students. Over the next four years, the Colleges and the SEEK and CD Programs will update and revise these plans, as appropriate. While differences exist, many college strategies focus on: strengthening admissions criteria; redoubling pre-freshmen and freshmen year initiatives; implementing and/or strengthening block programming; and redoubling efforts to provide supplemental tutoring and supplemental instruction.

The plans also include evaluation components to determine "best practices." A baseline for these evaluations was obtained by comparing the Fall 1992 and 1996 Special Programs and regularly admitted entering classes on the basis of preparation and first-year outcomes. These comparisons suggest, however tentatively, that policy changes following the restructuring of Special Programs in 1995 were already strengthening the Programs and contributing to improved student retention and performance.

Areas of major focus for Special Programs during the period of the new Master Plan will be: enrollment management, innovative curriculum initiatives and student support services.

Enrollment: It is expected that students admitted to Special Programs will continue to be better prepared as regularly admitted students are held to stronger admissions criteria. We will, nevertheless, continue to monitor the impact of admissions criteria on the performance and retention of students admitted via Special Programs.

Enrollment initiatives will include: Program-wide recruitment events; collaboration with the campus programs to improve the show rate of allocated students; and strengthening articulation between the two-year and four-year programs by conducting program-wide transfer fairs.

Curriculum: One purpose of Special Programs has always been to explore, develop and demonstrate innovative educational techniques and processes for providing intensive remediation in basic skills. Many CUNY colleges are involved, through Special Programs, in innovative curriculum initiatives.

Currently, two SEEK Programs (Queens and John Jay) are participating, with the SEEK Program from Brooklyn College, in a FIPSE dissemination grant, "Developmental Education: Making the CORE a Reality for Disadvantaged Students in New York State." In the next two years, five other programs, including three in CUNY and two in the State University of New York, will join the grant.

The SEEK Program at New York City Technical College, in partnership with the Graduate School, has been piloting Self-Regulated Learning (SRL) methodologies to improve the academic performance of its students. The effectiveness of the SRL approach has been demonstrated in four studies over a two-year period. The Program has gradually increased the number of students who participate. All personnel are extensively trained and supervised, and program materials undergo significant revision with each program iteration. The Program is ready to begin work with the entire first time freshman class in Fall, 2000.

A summer pilot project, Gateway to Engineering, will be reestablished for Summer 2001. This project brings together two-year and four-year Special Programs students who are interested in science and engineering, establishes a mentoring relationship between faculty and students at both levels, and provides students with enhanced academic experiences and hands-on field experiences. This project sets in place a natural articulation between the two-year and four-year faculty and their programs.

Support services: The students in SEEK and CD include the University's most economically and academically disadvantaged population. Like other CUNY students they bring with them a variety of traditions, cultures and experiences. To meet the needs of this diverse community, SEEK and College Discovery provide developmental education programs consisting of college coursework, supplemental instruction and tutoring, and counseling. Because of the students' economic and educational disadvantages, and the considerable obstacles they often face when they encounter college level study, supplemental instruction and counseling have become critical programmatic interventions.

Supplemental instruction embraces concepts that support students through basic skills, general education courses, and major course requirements. Described more fully in the section on "Advising/Counseling and Tutoring/Supplemental Instruction," it is an adjunct to college courses, not a replacement. Supplemental instruction and counseling strategies, in individualized sessions and group workshops and seminars, provide SEEK and CD students with the social and academic tools that they need to achieve a sense of integration in the college community and persist in their academic studies.

The Office of Special Programs, in the Office of Academic Affairs holds monthly meetings of the Council of SEEK and CD Directors, Council of SEEK and CD Counseling Coordinators, Council of SEEK and CD Tutoring Coordinators, and Council of SEEK and CD Financial Aid Coordinators. These groups will continue to assess the effectiveness of current student support services and explore new strategies for delivering essential services to students. Expanded academic support initiatives will be phased in across the University through 2004.

A broad array of tutoring support services will continue to be offered, including individual, group and classroom tutoring, study groups, course review and computer assisted tutoring. Special Programs will collaborate with the academic departments and programs to broaden the number of courses to which supplemental instruction is attached. The Council of Tutoring Coordinators will continue to explore more effective means of providing academic support to various populations of students (e.g. the learning disabled student); and to explore the use of technology in providing this support.

The Council of Counseling Coordinators is reassessing the roles and responsibilities of the personnel providing counseling support services within Special Programs in order to ensure that the students receive the most extensive and meaningful assistance. They will continue to explore approaches to providing meaningful support services for a larger, increasingly diverse student body facing shifting academic expectations.

The financial aid and academic counselors, with the tutoring personnel, will continue to develop and strengthen their team approach to assisting students with financial planning to meet the cost of their education and to keep students aware of how their academic performance is tied to financial assistance. The Financial Aid Coordinators will continue to play a leadership role in refining financial services for all students through their participation in a variety of relevant activities including the annual Conference of Financial Aid Personnel.

Efforts to expand the services available during the prefreshman summer program and the freshman year are underway. Programs acknowledge that student bonding to the college and to Program faculty and staff, as well as a firm academic skills foundation, is pivotal in maximizing student retention.

SEEK and CD Programs are being asked to develop profiles of the successful student and to implement activities that would encourage students to pursue academic honors and graduate school plans. In addition, there is heightened interest in identifying successful alumni and developing Program-housed alumni databases.

The Office of Special Programs in the Central Office continues to provide leadership, supervision, and support to the SEEK and CD Programs. Current plans, in coordination with The Council of Special Programs Directors call for: revision of the SEEK and the College Discovery Guidelines; development of a Special Programs alumni association; institutionalization of yearly Transfer Fairs and Recruitment Fairs; and preparation of a Program-wide Honors Ceremony. The Office of Special Programs will also continue to play a leadership role in the Tri-State Consortium of Opportunity Programs.

The goals and benchmarks for Special Programs for 2000-2004 are shown as an attachment to this document.

Services to Students with Disabilities

As noted, The City University has implemented a wide range of programs designed to meet the needs of special populations, many of whom, because of social, economic or other circumstances, have been historically limited in educational attainment. As the impact of Section 504 of the Rehabilitation Act (ADA) has broadened, the demand for services by students with a wide variety of disabilities has significantly increased. Since 1985, the number of students attending CUNY who have identified themselves as disabled has quadrupled. The University currently supports approximately 7,000 enrolled students, making students with disabilities one of the fastest growing segments of the student population. CUNY has been a pioneer in the development of high quality, innovative programs, which improve access and ensure that students with disabilities receive the same opportunities as other students to attend college based on their scholastic qualifications. Each CUNY campus has a coordinator of services for disabled students. University-wide programs shared by all CUNY colleges include:

As the enrollment of students with disabilities grows each year, the University will implement new approaches for providing high quality academic accommodations and services to its students with disabilities. Plans for the next four years are in place as follows.

Year 1

Year 2

Year 3

Year 4

The City University of New York