CUNY Master Plan 2012-2016

More documents

Recommendations

Info

THE CUNY MASTER PLAN 2012-2016 Workforce Development During the period of this Master Plan, the community colleges of CUNY will continue to play a leadership role in local economic development efforts through delivery of workforce training programs. For example, given that the tourism industry is a principal driver of the local New York City economy, Kingsborough Community College has been engaged in a number of workforce development programs to prepare both youth and unemployed adults with the skills needed to enter this industry and/or improve their current positions. With a $1M Community Development grant from the U.S. Department of Labor, Kingsborough trained and placed several hundred individuals across New York City for entry-level jobs in restaurants, hotels, and other customer service positions. This is just one example of the extensive work being accomplished by the community colleges of CUNY in the area of workforce development. However, to view these programs as merely short-term training is to ignore their impact and continued potential to serve as yet another access point for individuals who wish to pursue further education. CUNY has been a leader in developing training programs that accrue “banked credit” for those who participate. This means that should a student wish to pursue a degree upon successful completion of the training, he/she would be awarded a designated number of credits toward his/her degree. Faculty have worked hard to develop these bridges from non-credit to credit programs, which have served as a powerful motivator for youth and adults alike who might never have envisioned that they could pursue higher education. This “bridge model” is now being adopted by other community colleges across the country. The CUNY Jobs Task Force The University has always supported continuous assessment and updating of curricula to reflect current practices in the field, and the development of new programs and majors in emerging and evolving areas. Currently and moving forward, these objectives are being furthered by initiatives such as the CUNY Jobs Task Force, appointed by Chancellor Goldstein. This task force has been surveying employers in five industries important to New York City, in order to better understand local labor market trends. This work is grounded in investigation of the following key questions: • What current jobs requiring a college degree are difficult to fill? What are the jobs and skills of the future that require a college degree? • How can CUNY and other institutions of higher education better prepare students for the labor market today and in the future? The Task Force finished its preliminary report in April 2012. Research indicated that employers are looking for the following skills among entry-level workers with college degrees: • An appropriate balance between deep, specific skills and general knowledge referred to as “T-shaped skills”—i.e., immersion in one field and broad knowledge across fields • Creativity and curiosity and a broad understanding of the world that is often obtained from a wellrounded liberal education 72
MISSION PART FOUR • Written and oral communication skills; that is, the ability to effectively articulate and present ideas • Analytical skills, namely the ability to arrange, understand, assess, and interpret increasing amounts of data • Business process skills, including project management, process management, and client management • Learning agility and flexibility, such as the ability to change course and learn on the job • Cultural competence, namely the ability to serve a diverse customer base in the United States and abroad • Previous exposure to work The Task Force presented a range of recommendations, both those specific to certain industries and the following broad recommendations, to CUNY colleges and other institutions of higher education: • Build deeper and more meaningful relationships with industry, including finding ways to invite and use industry input, from student internships to faculty/staff site swapping, and make it easier for industry to access CUNY; • Provide career guidance by assisting students in exploring their interests and aptitudes, as well as career pathways, and by providing job search skills training; • Facilitate work experience before graduation by arranging internships and summer employment opportunities; and • Simulate workplace conditions that will help students acquire business skills. The immediate next step of the Task Force will be to gather comprehensive information about existing activities and practices at the CUNY colleges. Center for Innovation and Entrepreneurship As noted earlier in this plan, during the Decade of Science CUNY has built significant capacity in research, especially in science and engineering, positioning the University as a major regional resource for economic development. During the period of this Master Plan, the University will expand on its burgeoning entrepreneurialism and increasing number of collaborations with business and industry through the establishment of a CUNY Center for Innovation and Entrepreneurship. The University has received $2 million in capital funds from the New York City Council for this initiative. This center will encourage the development and commercialization of novel and cutting-edge research. It will fast-track new technologies from the laboratory into the marketplace. Training will be provided to assist faculty inventors in a variety of areas including developing business plans, performing market research, launching spinoff companies, and applying for Small Business Innovation Research and Small Business Technology Transfer grants. The entire University will benefit from a flourishing culture of entrepreneurship. Faculty involvement 73
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
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 and 76: MISSION PART THREE Results to date
Page 77 and 78: MISSION PART THREE SEEK and CD SEEK
Page 79: THE MISSION PART FOUR: The Universi
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
show all

CUNY Master Plan 2012-2016

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?