CUNY Master Plan 2012-2016

More documents

Recommendations

Info

THE CUNY MASTER PLAN 2012-2016 in applied research with ties to industry will receive increased research funding from private companies, and there will be greater involvement, donations, and investment by alumni in the University. Recruitment of top-notch faculty will become easier as productive researchers, who are interested in commercializing their inventions, will be attracted to CUNY. University-industry collaboration will also encourage the creation of startup companies that will both generate a new source of revenue for CUNY and have a positive impact on local economies. Faculty working with private companies will be able revitalize career-oriented graduate programs and contribute to the development of new professional programs. Opportunities for student involvement in internship and research programs in the private sector will increase, thus enhancing CUNY’s ability to expand career prospects for its graduates, and consequently increasing student recruitment and retention. In its initial phase, the core function of the center will be as a business incubator for CUNY faculty— offering its tenants a physical infrastructure, professional mentorship, opportunities for collaboration, and a host of supportive and administrative services. The Center will have a CUNY-wide scope and will embrace entrepreneurship in science and engineering as well as in non-science based companies. The Center will initially occupy approximately 6,000-10,000 square feet at an external commercial site, and is expected to house between 15-25 companies when fully operational. This Center will integrate several existing University-wide services that facilitate entrepreneurship, including technology transfer, intellectual property, and legal assistance, as well as research administration. The CUNY Technology Commercialization Office will provide direct support on issues related to technology transfer, agreements and contracts, and licensing to Center tenant companies. Such integration of different functional domains is vital for creating an effective system capable of expediting legal and financial transactions with investors, companies and the business community. This initiative recognizes the need to establish a CUNY Innovation and Entrepreneurship Fund. This fund will be used to attract external financial support for CUNY’s efforts in generating, sponsoring, and/or incubating companies. Such a fund would provide an excellent mechanism for creating and developing interest among alumni and other private investors. CUNY will leverage internal resources to set up this fund and help raise external resources. CUNY’s strength has always been in the talent and expertise of its faculty. In scaling up innovation and entrepreneurship, CUNY will be broadening the University’s rich tradition of research that benefits the colleges and the University, as well as the local and state economies. Educating Teachers and Early Childhood Educators for New York As is well known, CUNY occupies a historic place as a training-ground for New York’s teachers. Currently, pressing questions are being raised on the quality of teacher education programs across the nation. These challenges have been largely fueled by two issues: (1) persistent achievement gaps (disparities in performance on achievement measures) across white and black students, wealthy and poor students, and U.S. versus non-U.S. students (in terms of international comparisons); and (2) the fact that a large percentage of students graduate from high school unprepared to do college-level work. 74
MISSION PART FOUR In New York State, the Regents have initiated education reform on many fronts, and CUNY has participated in several reform efforts. For example, CUNY participated in the committee to revise the New York State Teaching Standards. Also, CUNY participated in the task force that the Regents have established to recommend the new process for evaluating in-service teachers and principals. Further, the New York State Education Department (NYSED) is providing CUNY with a multimillion dollar award to lead faculty professional development efforts (for University faculty) at CUNY and at private universities in New York City in the areas of the Regents Reform agenda. The New York Regents Reform Agenda also includes changes in teacher certification requirements and tests. To meet these changes and to ensure that CUNY education schools and departments continue to prepare high-quality teachers, during the period of this Master Plan, CUNY will place added emphasis in teacher preparation in four areas: • Enhancement of preparation of teacher education students related to their clinical skills in the classroom; • Enhancement of preparation of teacher education students related to understanding and managing data on K-12 student learning and using such data to drive instruction of K-12 students; • Enhancement of preparation of teacher education students relating to teaching diverse learners, including English Language Learners, students with disabilities, and racial and ethnic minority students; • Integration of the national Common Core State Standards (CCSS) of K-12 student learning into candidate preparation, particularly related to the preparation of mathematics and English teachers. This will require collaboration with college departments beyond teacher education, e.g., mathematics, social studies, English, etc. Moreover, CUNY will be taking significant steps to increase evidence-based teacher preparation. CUNY will embark on an analysis, unprecedented in scale, of the performance of its teacher education graduates. In 2011, CUNY amended its data sharing agreement with the NYCDOE (wherein student performance data is exchanged between the two systems) to include DOE transfer of teacher performance data to CUNY. Data for graduates from CUNY’s teacher education programs teaching in the city school system, from 2005 onward (and comparison data on non-CUNY teacher education graduates), will be transferred to CUNY. These data will include information on retention of teachers, placement in highneed schools, and value-added scores. Value-added scores estimate the impact of a teacher on student learning and achievement by statistically controlling for the effect of all other variables and looking at the test scores of the teacher’s students. Each student’s past test performance is used to project the student’s performance in the future. The difference between the child’s actual and projected results is the estimated “value” that the teacher added or subtracted during the year. This DOE database on teachers will be brought together with CUNY’s data on these same persons when they were CUNY students. Analyses will then be conducted, e.g., on the relationships among teacher candidate characteristics, teacher education program features, and job performance. Informa- 75
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 and 80: THE MISSION PART FOUR: The Universi
Page 81: MISSION PART FOUR • Written and o
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

Create successful ePaper yourself

Delete template?

Save as template?