CUNY Master Plan | II. Vision for the Future

Student Support Services: Tutoring and Supplemental Instruction, Advising and Counseling

This Master Plan has emphasized that, as the largest urban university in the country, The City University of New York enrolls an extraordinarily diverse population of students who present special challenges. Some of these are academic, and a result of educational deficits. Others may be more personal, resulting sometimes from nothing more complicated than the transition from a high school to a college setting. Many CUNY students are older than the average college student. Many are immigrants and many are juggling job and family responsibilities with college study. It is the rare student who proceeds from his or her freshman to senior year, and to graduation, without need for some kind of academic or emotional support. The success of our students depends on these supports being firmly in place. They are described below along with plans for strengthening and enhancing them through 2004.

Tutoring and Supplemental Instruction: Tutoring and supplemental instruction are different strategies that accomplish a similar goal: both enhance academic support for the student learner. Tutoring takes place with an instructor, an advisor or a peer guiding a single student or a small group of students through a topic or subject. The traditional model of Supplemental Instruction (SI) targets difficult academic courses and provides regularly scheduled, out-of-class, peer-facilitated (or instructor-facilitated) sessions that offer students an opportunity to discuss and process course information. SI identifies high-risk courses and focuses both on subject content and learning/study strategies. Both tutoring and SI provide a safe environment within which students can discuss and process course materials with others. Both allow students to make adjustments, discuss what they do not understand, and discover strategies that unlock the mystery of learning at college.

As we learn more about what works these models are being intensified. For students who need particular kinds of help there will be tutors in the classroom, one-on-one tutoring situations and computer-assisted tutorials. Many colleges are moving to formalize training and certification for tutors. We have plans to enhance supplemental instruction to include closer collaboration with the academic departments and to identify additional courses to which supplemental academic experiences can be added. Some colleges are providing opportunities for faculty to receive training in supplemental instruction from the University of Missouri, the pioneer in supplemental instruction.

The colleges are also committed to a number of curriculum strategies which contribute to supporting academic achievement. These include block programming and integrated learning communities. Freshman year programs will continue to be enhanced and student progress will be closely monitored using academic portfolios. We will continue to link basic skills to general education requirements and will provide underprepared students with an opportunity to develop background knowledge along with the communication skills necessary to succeed in college level work. Throughout the year skills immersion workshops or cooperative learning groups targeting specific subject areas or student sub-populations will be available.

Advising and Counseling: Student academic and social preparedness for college are key factors in retention. Persistence in college requires students to adjust socially and intellectually to the new and sometimes strange setting that college may be. Academic advising and counseling are critical to student adjustment and retention. Too often students, especially those who are deemed at-risk, experience a sense of being marginal to the social and intellectual climate of the college. Academic advising is one of the most significant mechanisms available on most college campuses for helping students to overcome social and emotional barriers and increase their chances for persistence. Advisors play an important role in helping students formulate sound educational and career plans based on their values, interests, and abilities, thus increasing the students’ chances for academic success and satisfaction.

In an effort to address the counseling needs of CUNY students effectively, CUNY psychological counselors and advisers provide high quality services to students in the areas of personal development, crisis intervention and referral, early college major selection, and career advisement. In addition, most colleges provide modest peer counseling programs. Changing demographics within the CUNY student population, coupled with fiscal constraints, demand that the University find cost-effective means of expanding existing services.

Over the next four years, CUNY will seek to develop an effective CUNY counseling model that utilizes a holistic, integrative approach to addressing student counseling needs. It will incorporate trained professional counselors and advisers on each campus as well as the use of emerging technological resources. The proposed plan for the next four years will include:

Year 1

Year 2

Year 3

Year 4

Use of Technology in Student Support Services: Over the next four year period, technology will have an increasingly important role in the delivery of academic support services. Some of the projected uses of technology include: developing and expanding the use of e-tutoring and OWLS (on-line writing labs); expanding computer centers; developing online learning centers; increasing the use of distance learning; expanding the availability of assistive learning technology; developing advisement labs; expanding and refining the use of advisement degree audit systems; and providing greater technical support for academic departments.

Child Care Services

Since nearly 60,000 CUNY students are parents, child care plays a crucial role in retention and graduation. CUNY colleges operate certified, early childhood education programs, that serve children in culturally-diverse pre-kindergarten, infant-toddler and after-school programs, with a strong emphasis on parental involvement. Many centers are open during the daytime, evenings and on weekends, to accommodate parents’ college schedules. Child care centers also provide programs that address student-parent needs, including nutrition education, health resource referrals, and early intervention and prevention services. In addition, many early childhood centers contribute to the education of other members of the college community ( i.e., field placement students in majors such as education, psychology and nursing), under the guidance of experienced staff.

Over the past three academic years, CUNY has served between 1,505 and 2,049 children annually at its 16 certified, campus-based, early childhood education centers. Still, large numbers of children remain on child care center wait lists. Over the next four years, University plans include the following:

Year 1

Year 2

Year 3

Year 4

Enhancing Student Life

The City University of New York enrolls a diverse population of non-traditional students, most of whom commute to CUNY colleges each day. Many of these students hold full time and part time jobs, and a significant number are also parents. In order to enrich the academic and co-curricular experience for these students, the following initiatives will be further explored for implementation:

Writing Across the Curriculum

In 1999 the University initiated a major effort to ensure that CUNY graduates bring fully developed communication skills into the workplace and into graduate and professional school. In January of that year, the Board of Trustees had passed a resolution committing the University to enhancing student writing skills through a Writing Across the Curriculum (WAC) program. This new effort would ensure that writing would be regarded as a common responsibility and that the development of writing proficiency would become a focus of the entire undergraduate curriculum. It recognizes that advanced writing ability represents the hallmark of a quality college education and can only be developed through extensive writing practice, promoted across a wide spectrum of academic experiences. The Writing Across the Curriculum initiative is linked to a new CUNY Writing Fellows Program that has placed specially trained CUNY doctoral students on undergraduate campuses. The Writing Fellows have the opportunity to be mentored by faculty members while assisting in a variety of capacities in support of intensive writing instruction. WAC is thus a program that benefits and supports all CUNY students, and enhances, in different ways, their value in the marketplace of jobs and ideas.

The Writing Across the Curriculum program will be intensified and extended over the next four years. The emphasis will be on classroom and college based activities including the following:

The University Proficiency Examination

As the University has taken steps to ensure that entering students have skills adequate for full engagement in academic work, it has also focused attention on students’ development of enhanced academic literacy and communications skills as they progress through the college curriculum. The Writing Across the Curriculum initiative will greatly increase students’ opportunities to read and write in meaningful contexts. A new University Proficiency Examination has been developed, in response to a Trustee mandate, by a faculty committee with technical assistance from the Educational Testing Service. This exam, based on typical academic tasks, replaces the Freshmen Skills Assessment Tests for movement into the upper division of senior colleges, and will replace the CUNY WAT as a graduation requirement for associate degree students.

Articulation and Transfer

Approximately 24,000 students a year currently transfer into the City University’s colleges with advanced standing. About half of these represent undergraduate students transferring within the University from one college to another. Upward transfer – transfer from associate degree programs to baccalaureate degree programs – is the predominant mode of transfer consisting of slightly over half of all internal transfers.

University policies governing the transfer of credit and the movement of students from associate to baccalaureate degree programs have been in place since the early 1970s. In November 1999 the Board of Trustees approved a resolution which reaffirmed its commitment to established University transfer policies and, at the same time, strengthened these policies. The resolution guarantees students that, upon transfer with the Associate of Arts (AA) or Associate of Science (AS) degree, the liberal arts and science coursework they completed at a community college, or at a senior college, will be deemed to have fulfilled lower division liberal arts and science distribution requirements pertaining to a baccalaureate degree. To ensure the removal of barriers that might impede intra-University transfer the resolution also chartered a revised set of Administrative Guidelines that, combined with the CUNY Transfer Information and Program Planning System (CUNY TIPPS), will provide students with more clearly defined transfer paths and proper recognition of all coursework.

CUNY TIPPS is a transfer information website that will assist students and faculty in navigating the articulation and transfer process and will insure consistent quality within the liberal arts component of all CUNY degrees. This major initiative, designed for users with a minimum of computer experience is expanding the availability of transfer information to the widest possible audience. As of April 2000, CUNY TIPPS provides current and potential students with online information on: transfer from an associate to a baccalaureate degree program; transfer policies; guidance in making transfer decisions; hotlinks to CUNY college websites; and online applications.

All information in regard to course equivalencies is updated on a 24-hour turn-around basis once the new information is entered in the mainframe course database maintained by the Office of Academic Affairs. This easily accessible website will aid students and advisers in early planning and transfer within the University system. CUNY TIPPS, along with regular auditing of student records and a Chancellor’s Advisory Committee, will aid in the enforcement of University transfer policy. CUNY TIPPS will also help student retention within CUNY, and will encourage faculty cooperation in working toward course equivalencies.

The future of CUNY TIPPS is bright. We anticipate the following:

Academic Year 2000-2001

Academic Year 2001-2002

Academic Year 2002-2003

Discussions continue on the possibility of importing transcripts into CUNY TIPPS for evaluation. This is a complex process involving many software programs. It is likely to be ready for trial around June 2002.

A University-wide conference on "best practices" for encouraging high standards and cooperation between all college disciplines will be scheduled for the 2000-2001 academic year. The focus will be on discipline council processes that work and will include presentations by CUNY faculty as well as outside experts.

Facilities

Capital Budget Program

CUNY’s capital program addresses the major new construction, rehabilitation and capital equipment needs of its colleges and is developed in accordance with the University’s established priority system. The capital program ensures that projects contribute to the achievement of the University’s academic, research and administrative goals, conform to University design and construction standards, and make the most efficient use of resources.

Funding for CUNY's capital program is requested based on established University priorities which, beginning with the highest, are assigned to projects that:

The Master Plan for 2000-2004 reflects new academic and student-related policies; the corresponding University Facilities Plan reinforces the Colleges’ missions, and requires periodic reevaluations to ensure that University facilities continue to address new developments.

Summary of the Current Five-Year Capital Plan

As the University formulates its long-range academic plan for 2000-2004, it intersects the capital building program’s second year of implementation under the approved and funded plan for FY 1998-99 through FY 2002-03. Funding distributions for the first two years of the five-year plan have been received in amounts totaling approximately $345 million in bonded projects and $10 million in minor rehabilitation projects.

The University’s FY 2000-2001 capital budget request, as with past requests, includes a rolling five-year capital plan for FY 2000-01 through FY 2004-05. The first three years of the rolling plan reflect previous recommendations by the State; projects that appear in the fourth and fifth years of the new rolling plan (2003-04 and 2004-05) represent a new funding term, not yet approved or funded.

A complete list of projects, and construction costs that span the next five years, are described in the attached document, Capital Outlay Program 2000-01; Five Year Capital Plan 2000-01 through 2004-05.

A sample of major projects currently requested by the senior colleges (some previously approved and partially funded) are:

Establishing a CUNY-wide economic development initiative

Over the next four years, the University intends to significantly increase its role in fostering the New York region’s economic development by taking full advantage of the State’s new “Jobs 2000” program, especially the Strategic Training Alliance Program and the Office of Science, Technology and Academic Research. In order to ensure that the University is positioned to provide the necessary infrastructure to support a variety of economic development activities, the University plans to establish a CUNY Economic Development Consortium. The Consortium will provide the system-wide strategic planning and coordination required to utilize State and other economic development resources most effectively. In this role, the consortium will

In addition to these activities, the University plans to undertake a number of specific, targeted initiatives under the aegis of the CUNY Economic Development Consortium. Several of these initiatives began in 1999-2000 and will build incrementally to 2004.

Business Incubator Project

In response to an opportunity created by New York State in the Jobs 2000 legislation enacted in 1999, The City University of New York and the New York City Investment Fund (NYCIF) have worked jointly to develop a University-wide business incubator network. Beginning in Fall 1999, NYCIF has worked with CUNY to conduct a feasibility study and develop a business plan for this network. A conclusion of this study is that investment in an extensive incubator program is essential if the University is to meet the challenge of preparing students for jobs in the 21st century’s, knowledge-based economy. A public-private partnership has been structured to enable CUNY to create an incubator network designed to achieve the following goals:

The incubator network will involve development of a series of business incubation facilities to be located on or in proximity to CUNY campuses. Each incubator will be structured as a separate joint venture between a not-for-profit corporation which has a relationship with the local college and a for-profit business incubator holding company, the New York City Accelerator. The holding company will be responsible for overall management of the network and for providing every incubator with management, venture capital expertise and operating funds. It will also provide the business development services and seed capital required to attract the most promising entrepreneurial ventures to locate in CUNY-based incubators.

The business model for the incubator network has already been established through a pilot project on the campus of the Borough of Manhattan Community College. On March 1, the first incubator - the New York TeleMedia Accelerator - opened at a BMCC building at 30 West Broadway. The TeleMedia Accelerator is a state-of-the-art business incubator that will provide a hothouse environment for startup companies developing content and technology for broadband applications. The Accelerator’s management, comprised of seasoned investment professionals and venture capitalists, is selecting companies that will be incubated in the facility, in return, in part, for giving the Accelerator equity in their company. BMCC entered into an agreement to provide space, maintenance and access to equipment and research facilities to a new non-profit development corporation that in turn sublicensed these facilities to the Telemedia Accelerator. The Accelerator pays the development corporation a use fee and will provide internships and research opportunities for BMCC students and faculty. In addition, the development corporation received a Board seat and an initial allocation of 5% of the Accelerator equity. Any payments received by the development corporation as a result of its equity in the Accelerator will be used to further its purpose of developing new and technologically innovative businesses and in connection therewith advancing the educational and research mission of BMCC.

NYCIF is currently working with Hunter College on development of a second incubator project on their campus at 1st Avenue and 25th Street. The model will be structured along the same lines, where Hunter will provide space indirectly through a separate not-for-profit entity in return for opportunities for faculty and students to engage with the business development activities of the incubator. Conversations have been held with the College of Staten Island, City College and LaGuardia Community College regarding similar ventures. It is contemplated that there are opportunities and a pressing need for incubators modeled after the TeleMedia Accelerator with focus on such specialized areas as software, New Media, digital film and streaming video, biotechnology, communications and Internet-based financial services.

The business plan for the Accelerator anticipates that both the holding company and the individual incubators will realize venture capital returns for investors. With respect to the holding company, there is significant potential for an IPO in less than three years (along the lines of such incubator companies as Internet Capital Group and CMGI). NYCIF and Psicon have already provided more than $4 million to establish and subsidize operations of the TeleMedia Accelerator at BMCC and will commit an additional $25 million to a seed venture fund to support client companies. To the extent additional operating subsidies are required to build the network, these will also be provided through NYCIF directly or strategic investors that it is responsible to attract.

To maximize the educational benefits of the New York City Accelerator to CUNY and its colleges, an Advisory Council comprised of employers in growth industries that are the focus of the incubator network will be convened. This council will focus on the on-going faculty training, curriculum upgrading and other requirements that CUNY must address to establish its graduates as the preferred first source for the city’s rapidly expanding employment opportunities in technology-related industries.

New academic programs developed at the colleges in support of the University’s economic development initiative play an integral role as described below.

Baruch College is a major locus for small business development in the University. The College is home to The Lawrence Field Center for Entrepreneurship and Small Business, which assists small businesses and conducts research in the field. To better serve the small business community, the College has developed a BBA program in Small Business Management and Entrepreneurship for current and prospective owners of small businesses and will be expanding these efforts over the next several years. Through its School of Public Affairs, the College is instituting two new centers of key importance to local government and public education: The Center for Government Transition and Leadership, and The Center for Educational Leadership. The first center will focus on the needs of municipal governments to formulate transition policy, and to provide training in key areas to new officials. The second will focus on research and training in support of innovative leadership for the City’s public schools.

The establishment of doctoral and master’s programs in Biomedical Engineering at the Graduate Center and City College, and in Biotechnology at Hunter College will make the University a center of applied research in these areas over the next several years.

City College’s new Bachelor of Engineering program in Computer Engineering will help address the region’s need for qualified professionals to staff the growing number of companies involved in the development of new computer systems and software.

The previously mentioned programs at Hunter and City Colleges will help establish CUNY as a photonics research center of the first importance to science and industry in the region. Another important part of the University’s photonics initiative is the planned New York State Center for Advanced Technology in Polymer Thin Films and Nanocomposites to be located at the College of Staten Island. The center will build upon CSI’s state-of-the-art facilities for the preparation of organic polymeric materials for photonics.

The faculty and staff at Eugenio Maria de Hostos Community College have been working collaboratively with the Cisco Corporation in order to establish a Cisco Lab at the school. This initiative will be a collaborative effort among the Computer Information Technology Unit, the Continuing Education and Workforce Education Units and the Academic Computing Center. It will include curriculum development for a credit-bearing certificate and an eventual degree program in the area of Networking which will be a model college to career program integrating academic and vocational curriculum.

Hostos is also involved in a project designed to provide current Bronx Lebanon Hospital Medical Laboratory Technicians with retraining on-site as Medical Coders to work in the outpatient billing department. Seventy-five hours of instruction is provided in the International Classification of Diseases – 9th Clinical Modification - and in the Common Procedural Terminology.

Bronx Community College is working jointly with the Bronx Zoo, a major employer in the borough, to develop programs that will fill a local need for staff trained in the latest safety and care techniques that are used in zoological facilities.

Brooklyn College recently received a $100,000 grant from the Kauffman Foundation to provide stipends to 40 students, in 2000-01,who will take business courses while working directly with Chief Operating Officers or founders of small for-profit businesses. Students will study how entrepreneurs start businesses, how to obtain financing, small business marketing and advertising, financial and cash management and using the Web as a business tool.

LaGuardia Community College, working with the New York New Media Association, is developing a new media program that would serve the recently designated Long Island City Technology District. Also, a major grant from the Alfred P. Sloan Foundation has enabled the College to expand the professional courses and other services offered to manufacturers through the creation of an Industrial Management Resource Program.

New York City Technical College plans to expand the scope of services provided through its Small Business Institute to include assistance for small business to assess and incorporate cutting edge technology, productivity tools, and integrated solutions for their offices. The College’s Business and Industry Training Center will become part of the New York City network of service providers to manufacturers. It will continue to nurture working relationships with New York Industrial Retention Network, the Department of Employment Food Industry Advisory Council, the LaGuardia Center for Economic Development, Con Edison’s Food Groups, and ITAC. Through its Manufacturing Resource Center and Quality Management Center, BITC will tap into the expertise of college faculty to provide training and consultation on technology and management issues for manufacturers.

York College plans to develop the Center for Remanufacturing Technology Transfer, in collaboration with the Rochester Institute of Technology. The Center will help local remanufacturing businesses deploy state-of-the-art technologies and business practices that will lead to the production of commercially profitable end products. The Center seeks to encourage the growth and development of New York State's economy by supporting the development of small businesses that bring remanufactured products to the commercial market. It will facilitate access by local businesses to a network of state, federal, university and industry laboratories with expertise in remanufacturing technology and licensed commercialization procedures.

The York College Small Business Development Center provides services to the small business community in southeast Queens. One of four Small Business Development Centers in New York City, the York College Center is funded by the U.S. Small Business Administration and the City of New York. The Center provides a variety of services to small businesses, and has helped local businesses secure over $40 million in business financing during its twelve-year history.

A proposal to develop a skills training center in Far Rockaway is also being developed by York, in collaboration with elected officials from Far Rockaway and the Queens Borough President's office. Instruction in basic skills and ESL, allied health professions, and information-related technical skills will be among the initial programs offered at the Center. The goal of the Center is to provide educational opportunities to local residents for the jobs that exist and those that will be created in Far Rockaway over the next five years.

Workforce Development

No other institution has a greater responsibility for the preparation and retraining of the workforce in New York City than The City University of New York. Two challenges are especially acute - the challenge posed by enormous changes in technology and the intensifying globalization of production and commerce and the challenge posed by the need to deliver services essential to the city's human, institutional and structural functioning. The development of the necessary individual talents requires both sophisticated technical knowledge and a capacity for critical thought. The University will work closely with partners in the city's private, nonprofit and governmental sectors to ensure that new programs are developed and that all who need to acquire skills and credentials are provided with a sound opportunity to do so.

The University will coordinate the efforts of campus-based staff with links to various occupational sectors and its centralized admissions and planning staff to ensure that both management and employees in large and small firms are aware of the opportunities for study that already exist at the University and to identify additional needs.

In the commercial and technical fields, the University will work closely with private firms, professional organizations and trade organizations to identify needs for new programs of study and/or opportunities for graduates in high demand occupations, such as those addressed by the new Software Institute at the Graduate School. The University will build upon several promising initiatives to establish an array of effective partnerships to provide interested students, in both degree and non-degree areas, with high quality technical instruction. One of these is the new contract, described in the section on Technology, that Borough of Manhattan Community College has with Cisco Systems to provide training. Another is a contract with Sun Microsystems that will enable the Computer Systems Sciences Department at New York City Technical College to provide training to New York City workers under an agreement with New York City's Department of Information Technology and Telecommunications.

The newly established John F. Kennedy, Jr. Institute for Worker Education will coordinate efforts in the health, human services and educational fields. The Institute's staff will initiate and support campus-based efforts in the following areas:

The University will seek to fully integrate its workforce development efforts with the One-Stop System being introduced under the provisions of the Workforce Investment Act and with the city and state's welfare-to-work initiatives. CUNY will work closely with labor unions already involved with worker education at the University, including member unions of the City and State, AFO-CIO and related entities.

Public Assistance Recipients

As the city and state move forward with the full implementation of changed welfare policies affecting eligibility and work requirements, the University will continue to cooperate with the Human Resources Administration and the New York State Department of Labor to provide educational opportunities to public assistance recipients. As in the past, those opportunities will include literacy and language instruction for those in need of basic skills, short-term occupational training for those ready to enter new occupations and supported degree study for those qualified to enroll.

The University will expand and diversify the voucher-based InVEST Program in order to provide additional opportunities for recipients already in the workforce to improve their basic skills and to acquire technical ones. In the last two years, that program has been in operation on fourteen campuses and has offered thirty programs of study. In its pilot phase, results have been especially promising and the two governmental agencies have expressed strong interest in providing additional resources. In the next five years, the University will expand the program to all campuses, will support the development of new programs and will intensify its outreach and recruitment efforts.

The University will also continue to provide specialized academic support, counseling and job placement assistance to matriculated recipients to insure that they are able to balance the demands of family life, work obligations and academic coursework.

The University will develop new programs of study for recipients with unique circumstances or needs, such as those who are pregnant, those with very young children, teen parents or those with physical or emotional disabilities.





The City University of New York