CUNY Master Plan 2012-2016

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THE CUNY MASTER PLAN 2012-2016 Remediation Average Percentage Increase in Basic Skills Test Scores after Summer Immersion Fall 2010 23% 17% 12% 12% 13% 14% 15% 13% 14% 20% 18% 15% 18% 18% 20% 20% Writing Reading Pre-Algebra Algebra Senior College Comprehensive College Community College University Percentages are based on admitted first‐time freshmen who did not meet the basic skills requirement on their initial test attempts and subsequently re‐tested during the summer. Percentages were derived by taking the change in test score (pre‐and post‐immersion) divided by the possible number of points on each test. The numerator is the average difference between each student’s initial test score and his/her last test score prior to the fall term. The denominator is the maximum number of points that can be earned on each test (10 possible points on the writing test based on a scale of 2‐12, and 100 possible points on each of the other tests based on scales of 0‐100). pilots in contextualized learning in reading, writing, and mathematics; and consider ways to scale up models of intrusive advisement in a cost-effective manner. CUNY will also continue to examine closely the evidence regarding increases in student learning resulting from the course redesign strategies promoted by the National Center for Academic Transformation (NCAT), and will continue to consider using these strategies deemed successful. Improving the results of remedial instruction is central to raising graduation rates. As Bronx Community College wrote, “We have been and will continue to explore and support interventions designed to help developmental students complete their non-credit course sequences more quickly, and to determine how such interventions can be brought to scale while retaining their effectiveness.” CUNY, as a system, is ideally positioned to chart new directions in developmental education. English as a Second Language (ESL) In addition to remedial instruction, CUNY is a leader in serving students with English language needs. Of the roughly 230,000 CUNY undergraduates enrolled in fall 2011, 44 percent spoke a native language other than English. Another 14 percent of CUNY undergraduates report that their families speak a language other than English at home. This means that roughly half of CUNY undergraduates speak a language other than English, with their linguistic diversity encompassing 193 different languages. CUNY will continue to ensure that offering a wide variety of options to English Language Learners is a priority. Programs include full-time courses, one-on-one tutorials, laboratories, as well as services tailored specifically for adult learners at all levels. In particular, the CUNY Language Immersion Program (CLIP) provides full-time immersion for first-time freshmen with English language needs who have not passed their ACT Reading and/or Writing Skills Tests. Upon completion of study in CLIP, students return to their home campuses for placement into college-level courses. 68
MISSION PART THREE SEEK and CD SEEK (Search for Education, Elevation, and Knowledge) and CD (College Discovery) are the two City University long-standing higher education opportunity programs designed to assist high-potential, lowincome students who otherwise might not be able to pursue a college degree because they are not academically well prepared. In July 2011, SEEK was renamed the Percy Ellis Sutton SEEK Program. This change memorializes the contributions of Percy Sutton, who led the New York State legislative delegation that drafted the law creating the SEEK Program in 1966. SEEK and CD will continue to serve as venues for piloting best practices and demonstrating successful collaborative efforts between academic departments and student support services divisions. CUNY is committed to integrating and sharing the benefits of SEEK and CD innovations in instruction, counseling, academic support, student leadership development, advocacy, and professional development within and without the larger CUNY community. SEEK and CD professionals have become increasingly aware, when establishing admission profiles, of the need to consider the programs’ limited budgets and their mission to provide access to students who truly need services. The newly convened SEEK/CD Enrollment Management Task Force is charged with recommending enrollment and budgeting models. The recommendations are expected to be comprehensive and to mark a major departure from previous practice. Under discussion are areas such as transfer, reallocating freshmen, pre-college credits, and financial-aid award components. A newly constituted assessment committee will develop and implement a program-wide assessment plan that establishes standard metrics of effectiveness for SEEK and CD including effectiveness of outof-class activities such as counseling, tutoring, and co-curricular activities. The data will provide objective evidence that will be used to improve outcomes in SEEK and CD programs. Additionally, during the period of this Master Plan, CUNY will develop standardized electronic formats for various reports and will explore database management systems that all campus programs might use in their counseling and academic support components. CUNY will also investigate new ways to use technology (e.g., instructional software, diagnostic instruments, and electronic inventories) to deliver support services. CUNY will also continue to convene two signature biennial conferences for SEEK and CD, “Sharing What Works” and “Tutor Talk,” and will expand participation. Additionally, recognizing that merely earning a degree is not sufficient to guarantee student success, the SEEK and CD programs have increasingly been expanding initiatives designed to improve students’ soft skills. Coursework is being supplemented with co-curricular activities such as internships, community service, community reads, and study abroad. Ongoing professional development activities, including an increase in support of program professionals who present at regional and national conferences, will help staff envision and promote such programs. CUNY is in the process of organizing a CUNY-wide SEEK/CD student organization, an initiative that could potentially embrace thousands of students. By 2016, this organization will energize and mobilize SEEK and CD students who are passionate about their studies and their historic roles as members of the nation’s first higher education opportunity programs, created when local and state civil rights agendas were being enacted. Members of the organization will have the opportunity to interact with SEEK and CD students from all of 69
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Investing In Our Future The City Un
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Table of Contents INTRODUCTION: The
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TABLE OF CONTENTS Responding to Bas
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INTRODUCTION: The CUNY Context, Mis
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INTRODUCTION The CUNY Context Overv
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INTRODUCTION University Funding per
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INTRODUCTION launch of “Invest in
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INTRODUCTION Projections suggest gr
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INTRODUCTION 2011, enrollment excee
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INTRODUCTION munity colleges, 83 pe
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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 and 60: MISSION PART TWO successively highe
Page 61 and 62: MISSION PART TWO ASAP Three-Year As
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: MISSION PART THREE Results to date
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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CUNY Master Plan 2012-2016

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