CUNY Master Plan 2012-2016

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THE CUNY MASTER PLAN 2012-2016 Excellence in Undergraduate Education CUNY’s future achievement will rely significantly on the ongoing efforts of the 19 undergraduate campuses to improve student outcomes for all students. Research on student success has identified promising practices aimed at improving course completion, as well as retention and graduation rates. CUNY is committed to promoting high-impact, evidence-based educational practices and policies across the continuum of a student’s experience, including pre-enrollment services, acceleration through remediation, first-year programming, intensive engagement in general education and the major, and maintaining momentum through graduation. Only an ambitious and well-integrated set of approaches can significantly improve retention and graduation rates. For example, the quality of the first-year experience is critical to improving first-to-second year retention rates. All CUNY campuses have implemented some combination of evidence-based practices in the first year, such as cohort-based learning communities, freshman seminars focusing on college success strategies, early-warning systems, and supplemental instruction, particularly for courses with high failure rates. The challenge is to sustain the learning gains demonstrated through high-quality first-year experiences, which can dissipate after the second year. High-impact practices must span the entire student experience, across levels and across the curriculum. A growing body of literature supports the strategy of integrating services across academic affairs, student affairs, and enrollment management—with student engagement at the center. Central to this strategy is designing engagement, enrichment, and support services linked to the classroom or other natural points of contact. CUNY campuses are implementing and evaluating a wide range of integrated services, including experiential learning such as internships and field work, service learning and community-based projects, and academic support services such as supplemental instruction and tutors embedded in targeted courses. Academic support services in particular will be an area of Universitywide focus over the coming years, for example, by bringing together directors of learning centers to identify and expand best practices related to the training and professional development of peer tutors. $70,000,000 $60,000,000 $50,000,000 $40,000,000 $30,000,000 $20,000,000 $10,000,000 0 Total External Research Awards at CUNY Colleges, 2000–2010 2000 2005 2010 BARUCH BROOKLYN CCNY HUNTER JOHN JAY Source: CUNY Research CUNY is well positioned to contribute significantly to the literature of student engagement and success, and will support efforts to evaluate programs and services with the aim of bringing to scale those that demonstrate the capacity to improve student outcomes. This includes an ongoing commitment to faculty development, and to providing opportunities for sustained collaboration, inquiry, and experimentation aimed at improving teaching and learning. Through CUNY’s fourteen Centers for Teaching 22
MISSION PART ONE and Learning, and the many faculty development initiatives offered through departments across the campuses, CUNY is committed to promoting pedagogical excellence and innovation. The Decade of Science There are many specific areas in which faculty expertise, student learning, and University investment converge in the pursuit of excellence. One of the most notable is the University’s Decade of Science initiative. The importance of enhancing study in the areas of science, technology, engineering, and mathematics (known as the STEM fields) was apparent when CUNY prepared its previous Master Plan, which prominently featured the University’s Decade of Science initiative (2005-2015). The national call for attention to these subjects has grown still louder in the years since then. CUNY has made much progress in this area since the 2008-2012 Master Plan was submitted and will achieve still more in the next four years. All of the efforts mentioned here exemplify CUNY’s commitment to creating a first-class research environment in order to educate the next generation of scientists and engineers, and to attract and retain research faculty of national prominence. The Decade of Science also broadens the University’s rich tradition of research, fostering discoveries that benefit society and enhance economic development in the city and state. CUNY will continue to leverage the strength of the University to encourage cutting-edge research throughout the colleges by upgrading laboratories across the campuses, intensifying faculty recruitment efforts, and building or modernizing facilities. LEHMAN MEDGAR EVERS NYCCT QUEENS STATEN ISLAND YORK BMCC BRONX HOSTOS KINGS- BOROUGH LaGUARDIA QCC GRADUATE SCHOOL Advanced Science Research Center Perhaps the most visible manifestations of the University’s investment in the Decade of Science are the construction of new science facilities and the renovations of existing ones on eight campuses. Central to this effort has been the planning and construction of the CUNY Advanced Science Research Center (ASRC), a shared facility that will foster the development of a University-wide integrated research network. The Advanced Science Research Center will be operational in 2014, and plans for staffing and outfitting the ASRC are accelerating. During the next few years, the University will recruit and hire distin- 23
Page 1: Investing In Our Future The City Un
Page 5 and 6: Table of Contents INTRODUCTION: The
Page 7 and 8: TABLE OF CONTENTS Responding to Bas
Page 9 and 10: INTRODUCTION: The CUNY Context, Mis
Page 11 and 12: INTRODUCTION The CUNY Context Overv
Page 13 and 14: INTRODUCTION University Funding per
Page 15 and 16: INTRODUCTION launch of “Invest in
Page 17 and 18: INTRODUCTION Projections suggest gr
Page 19 and 20: INTRODUCTION 2011, enrollment excee
Page 21 and 22: INTRODUCTION munity colleges, 83 pe
Page 23 and 24: THE MISSION PART ONE: The Universit
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Page 29: MISSION PART ONE The University has
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Page 35 and 36: MISSION PART ONE them to make conne
Page 37 and 38: MISSION PART ONE The task force als
Page 39 and 40: MISSION PART ONE In general, as sta
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Page 43 and 44: MISSION PART ONE explore judiciousl
Page 45 and 46: MISSION PART ONE Enhancing Student
Page 47 and 48: MISSION PART ONE Finally, in the co
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Page 53 and 54: MISSION PART ONE Strengthening the
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Page 57 and 58: THE MISSION PART TWO: Maintain the
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Page 77 and 78: MISSION PART THREE SEEK and CD SEEK
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MISSION PART FOUR • Written and o
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MISSION PART FOUR In New York State
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MISSION PART FOUR Associate (CDA) c
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MISSION PART FOUR at Hunter College
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MISSION PART FOUR SPH shares this b
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MISSION PART FOUR office space and
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MISSION PART FOUR CUNY TV has recei
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MISSION PART FOUR In June 2011 Sust
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MISSION PART FOUR database. CUNYfir
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MISSION PART FOUR equipped with cur
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MISSION PART FOUR • CUNY Law Scho
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MISSION PART FOUR Unlike the 1972 s
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MISSION PART FOUR junction with the
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MISSION PART FOUR computer-based mo
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CONCLUSION: CUNY— A Dynamic Unive
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CUNY Master Plan 2012-2016

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