CUNY Master Plan 2012-2016

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THE CUNY MASTER PLAN 2012-2016 individuals, businesses, the economy and taxpayers. Increasing the number of community college students who graduate will not only make it easier for employers to find qualified workers, it will dramatically raise the employment prospects of graduates and put them on a career track with significantly higher earning potential. And, of course, with higher earnings comes more spending in the local economy, higher tax receipts and more effective public investments in the form of operating aid and grants.” 8 Each of the community colleges of CUNY has developed programs on its campus that have shown positive results in improving retention and graduation rates. From the development of learning communities at Kingsborough, to the establishment of curricular academies at Queensborough, to the use of e-portfolios at La Guardia, faculty and staff are consistently assessing their work to ensure that students are achieving greater levels of success. Many of these interventions have been part of large nationwide efforts to impact student success and have been rigorously evaluated by organizations such as MDRC and the Community College Research Center of Columbia University. Major foundations including Gates, Robin Hood, Helmsley, Hecksher, Walmart and others have reinforced the good work of CUNY’s community colleges with large grants that invest in the best practices that have been implemented on CUNY campuses. Over the next four years, CUNY will continue to play an active role on the local and national stage, sharing with colleagues those practices that have proven successful, as well as continuing to support faculty and staff innovation to improve graduation rates. In September 2011, CUNY hosted “Reimagining Community Colleges: A National Colloquium.” Educators from 26 states and the District of Columbia gathered to examine the mission, structures, and practices of community colleges. In opening remarks Chancellor Goldstein said, “If we don’t reimagine community college education, and convince the marketplace of its tremendous value to our future, our country’s entrepreneurial capacity and its educated workforce—that is, our social and economic front line—will be seriously compromised.” Two CUNY initiatives, described below, are leading the way in rethinking community college education in support of significantly increased student success. Accelerated Study in Associate Programs (ASAP) ASAP has proven to be one of the most successful community college programs in CUNY’s—as well as the country’s—history. Created in fall 2007 with funding from the Mayor’s Center for Economic Opportunity (CEO), the program is designed to help students earn their associate degrees as quickly as possible, with a goal of graduating at least 50 percent within three years. The fall 2007 cohort exceeded the goal and achieved a 55 percent three-year graduation rate versus 24 percent for a comparison group. The ASAP graduation rate was three times the national urban community college three-year rate of 16 percent. The fall 2009 cohort, primarily low-income students with developmental education needs in one or two courses, realized a two-year graduation rate of 28 percent versus 7 percent for a comparison group, and will likely meet the 50 percent target by next summer after three years in the program. 8 Center for an Urban Future. Mobility Makers. November 2011 52
MISSION PART TWO ASAP Three-Year Associate Degree Graduation Rates Accelerated Study in Associate Programs (ASAP) 55% Matched Sample of CUNY Community College Students 24% National Average, Urban Community Colleges 16% 0% 10% 20% 30% 40% 50% 60% ASAP program elements include required full-time study, a cohort model with block scheduled courses, a limited number of majors, consolidated class schedules, small class size, comprehensive advisement, academic and career development services, and special programs to support student success. Students with developmental needs take these courses immediately and continuously and attend tutoring. The program aggressively promotes winter and summer course taking to increase credit accumulation momentum. Financial resources provided to remove the barriers to full-time study include waiver of any balance between financial aid and tuition/fees, free use of textbooks, and monthly Metrocards. Students also report that close, personal relationships with program staff and structured support are instrumental in helping them complete their degrees. ASAP is now at six community colleges and current enrollment is 1,338. Student demographics mirror those at other CUNY community colleges. The students are largely minority and low income. Most work, and many have children and are the first in their families to attend college. Many are also overcoming challenging personal circumstances, but ASAP students are nevertheless succeeding in previously unimaginable ways. The program employs a rigorous evaluation agenda that includes quantitative and qualitative data analysis. Data, including student outcomes, are constantly examined to assess program efficacy and to make adjustments if appropriate. ASAP is currently involved in a random assignment experiment led by MDRC, one of the most respected independent organizations conducting research in higher education. Students with one or two developmental needs have been randomly assigned to either ASAP or traditional community college education at CUNY. The first results of this experiment are being released by MDRC in spring 2012. A complete financial analysis of ASAP, including determination of the cost per graduate as compared to the cost per student, is also being conducted in spring 2012. Initial funding from the CEO has now been baselined into the regular operating budget of the University. ASAP has become a model both within and outside of CUNY. The program is regularly cited in major publications on community colleges, at national higher education forums, and by respected funding and policymakers as a successful evidence-based program. 53
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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
Page 25 and 26: MISSION PART ONE Student: Full-Time
Page 27 and 28: MISSION PART ONE Diversity Percenta
Page 29 and 30: MISSION PART ONE The University has
Page 31 and 32: MISSION PART ONE and Learning, and
Page 33 and 34: MISSION PART ONE one of the most im
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
Page 41 and 42: MISSION PART ONE Professional Scien
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
Page 49 and 50: MISSION PART ONE room space. This i
Page 51 and 52: MISSION PART ONE institutions prior
Page 53 and 54: MISSION PART ONE Strengthening the
Page 55 and 56: MISSION PART ONE grams, campuses mu
Page 57 and 58: THE MISSION PART TWO: Maintain the
Page 59: MISSION PART TWO successively highe
Page 63 and 64: MISSION PART TWO policy have been d
Page 65 and 66: MISSION PART TWO arts with Baruch
Page 67 and 68: THE MISSION PART THREE: Expanding A
Page 69 and 70: MISSION PART THREE health insurance
Page 71 and 72: MISSION PART THREE • Develop and
Page 73 and 74: MISSION PART THREE Developmental Ed
Page 75 and 76: MISSION PART THREE Results to date
Page 77 and 78: MISSION PART THREE SEEK and CD SEEK
Page 79 and 80: THE MISSION PART FOUR: The Universi
Page 81 and 82: MISSION PART FOUR • Written and o
Page 83 and 84: MISSION PART FOUR In New York State
Page 85 and 86: MISSION PART FOUR Associate (CDA) c
Page 87 and 88: MISSION PART FOUR at Hunter College
Page 89 and 90: MISSION PART FOUR SPH shares this b
Page 91 and 92: MISSION PART FOUR office space and
Page 93 and 94: MISSION PART FOUR CUNY TV has recei
Page 95 and 96: MISSION PART FOUR In June 2011 Sust
Page 97 and 98: MISSION PART FOUR database. CUNYfir
Page 99 and 100: MISSION PART FOUR equipped with cur
Page 101 and 102: MISSION PART FOUR • CUNY Law Scho
Page 103 and 104: MISSION PART FOUR Unlike the 1972 s
Page 105 and 106: MISSION PART FOUR junction with the
Page 107 and 108: MISSION PART FOUR computer-based mo
Page 109: CONCLUSION: CUNY— A Dynamic Unive
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