Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success.
Current Snapshot. Students come to City Tech because they are attracted by its workforce preparation mission and the excellence of its professional and technical programs. As an institution with an open admission policy at the associate level, we face challenges to retention and student success, and we are committed to moving students more quickly and effectively to genuine college readiness. Strategies to support retention and graduation have expanded significantly. Since 2008, following two strategic plans, City Tech has:
- Identified obstacles and worked to reduce them by clarifying requirements, sharing information effectively, and streamlining systems, often through collaboration between Academic Affairs and Student Affairs;
- Implemented CUNY’s Accelerated Study in Associate Programs (ASAP) program and improved access to services such as advisement, articulation and transfer, academic support, counseling, internships and job placement; and
- Focused explicitly on students needing developmental education, increasing student success in developmental reading and writing. CUNY is embarking on a major change in math remediation, long a serious obstacle, and a comprehensive revision to mathematics requirements and instruction will be fully implemented by Fall 2018.
Future Focus: City Tech will focus even more sharply on retention and graduation outcomes, bringing current efforts to scale: 1. using assessment data to identify those interventions demonstrated to be most successful and scalable, we will incorporate them into a comprehensive, collaborative, coherent system to support student success; 2.using technology to improve reach and effectiveness, we will ensure timely access to a full range of academic and student support services from pre-enrollment through articulation and transfer to post-graduation education and career opportunities.
CONTEXT: (click to expand)
Since 2006, enrollment at City Tech has risen from 13,368 to 17,282 (Fall 2016 Enrollment Report) students, a significant increase of 29%. Founded as a career and STEM-focused associate degree institution in 1946, the college began adding bachelor’s programs in 1980. In Fall 2017, for the first time, baccalaureate enrollment of matriculated students exceeded that of associate degree students and the number of baccalaureate degrees awarded has exceeded the number of associate degrees awarded (Degrees Awarded_Chapter4). Throughout, the student population has remained extremely diverse in its ethnic makeup. As of Fall 2016, 33% of students were Hispanic/Latino, 30% were Black or African American, 20% were Asian, 11% White, 4% were Nonresident Alien, and 2% were other. (Fall 2016 IPEDS Ethnicity). While these percentages have fluctuated somewhat over the past ten-year period, the actual number of Hispanic and Asian students has increased significantly given the overall growth in student population (Enrollment by Ethnicity, Transfer Students by Ethnicity). Slightly over half (55%) of students are male, an increase from 2006 when male/ female enrollment was nearly equal. The median age is 21. City Tech is a commuter school, serving New York City residents almost exclusively; the greatest number reside in Brooklyn, but 56% come from outside the borough. At the same time, the college is internationally inflected, with 35% of students born outside the United States. Students report 110 countries of origin, and they are extremely diverse linguistically, with 73% reporting languages other than English spoken at home (College Fact Sheet).
Many City Tech students struggle economically. With 61% reporting a household income of less than $30,000, it is unsurprising that 80% of incoming freshmen and 67% overall receive need-based aid. One quarter of all students report working more than 20 hours per week, typical of CUNY. Employment affects the rate at which students progress in their academic programs, and 37% of students attend part-time. Only one third of students list their parents as college graduates, with an undetermined percentage of parents having had some college. It is safe to say that the majority of City Tech students are among the first generation in their families to attend college.
As a “comprehensive” senior college granting both associate and bachelor’s degrees, City Tech is committed to providing a high-quality education to all students. In the past ten years, the percentage of matriculated students in baccalaureate degree programs has increased from 30% to just over 50%, including both external transfers and those from our own associate programs. The increase in bachelor’s programs and students brings with it profound changes in the college’s culture and priorities; however, associate degree programs remain important. Although many students arrive at City Tech with a record of academic success, students with developmental needs—approximately 60% of Fall 2015 entering first-year students—or those who lack the requirements for their desired program may not qualify for a bachelor’s program initially. Therefore, many students enroll in an associate degree program while they work on CUNY proficiency requirements for baccalaureate programs or complete prerequisites for their degrees. City Tech’s many 2+2 degree programs thus provide a seamless pathway into four-year degree programs.
For the Fall 2009 entering class, the graduation rate of associate full-time first-time freshmen was 7.9% after three years, 14% after four years, and 21.6% after six years. It is important to note that the graduation rate methodology required by IPEDS reflects the completion of the associate or baccalaureate degree (highest degree earned is reported). The graduation rate of baccalaureate full-time first-time students entering in Fall 2011 was 5.9% after four years, whereas the six-year graduation rate for the same pool of students was 29.5% (2015-16 PMP Report). Assertively pursuing a completion agenda, as the discussion below documents, is vital. City Tech’s implementation of CUNY’s successful Accelerated Study in Associate Programs (ASAP) in Fall 2015 marked a significant step toward this goal.
In 2014, 74.8% of all students graduating from associate degree programs continued in baccalaureate programs, while 76.2% of graduates from career and technical education programs in 2015 were employed within six months (Research Brief Graduation Trends 2009 to 2014). Moreover, two recent studies dramatically validate the importance of what is done at City Tech. A distinguished group of researchers who studied social mobility ranked City Tech ninth among more than 2,000 colleges and universities nationwide, and fifth among public colleges, in graduates who advanced two income quintiles or more above their starting economic position. A second study, conducted by PayScale, a company that studies compensation, ranked City Tech third in the nation in the earning potential of its associate degree graduates (and ranked us first last year) (City Tech College Mobility Ranking). These numbers attest to City Tech’s effectiveness in providing graduates with programs leading to employment and continued education. The challenge is to increase completion, thereby making these benefits available to a greater number of students.
Criterion 1. Clearly stated ethical policies and processes to admit, retain, and facilitate the success of students whose interests, abilities, experiences, and goals provide a reasonable expectation for success and are compatible with institutional mission.
a. accurate and comprehensive information regarding expenses, financial aid, scholarships, grants, loans, repayment, and refunds;
City Tech complies assiduously with its policy to admit and provide services for students without regard to “race, color, creed, national origin, ethnicity, ancestry, religion, age, sex, sexual orientation, gender identity, marital status, legally registered domestic partnership status, disability, predisposing genetic characteristics, alienage, citizenship, unemployment status, military or veteran status or status as a victim of domestic violence in its student admissions, employment, access to programs, and administration of educational policies.” (Catalog 2017-2018). Because so many students are first generation students (62%) whose families lack experience in higher education and are unfamiliar with college processes, we employ repeated and varied strategies to increase awareness of benefits and expectations of college attendance, offer guidance in navigating the processes, and improve compliance with dates and procedures (College Fact Sheet).
The College Catalog covers information on tuition and fees, the refund policy, financial aid, grants, loans and scholarships (Catalog 2017-2018). Prior to each semester, the CUNYfirst schedule of classes posts information on the cost of textbooks and other course materials. [Instructor guide to textbook information]. A robust effort to develop online educational resources (Open Education Resources (OER)), led by the Library and financed by New York State through CUNY, reduces costs while also providing readily available academic support and enrichment.
City Tech participates in all federal and state financial aid programs offering grants, loans, and work-study. The Office of Enrollment and Student Affairs assumes major responsibility for administering financial aid and keeping students apprised of their status. The staff implements a comprehensive management plan, including a detailed schedule for communications to students. (Enrollment and Student Affairs Strategic Project Management Plan 2016-2017). The Office of Scholarships and Residency Services offers information and assistance for students to locate and secure other sources to fund their education (Financial Aid – Information Guides).
Participants in one of several large City/ State-funded programs, (ASAP, Early College, and SEEK, all discussed in more detail below), receive both intensive guidance and financial support. ASAP, focused on students in associate degree programs, makes up the gap between financial aid and tuition and fees, and provides some assistance for books and supplies and a free Metrocard. Students in City Tech’s two partner Early College High Schools, City Poly and P-TECH, can earn an associate degree at no cost in designated degree programs. SEEK, first implemented in CUNY senior colleges in 1965, offers a comprehensive academic preparation, support, and advisement program as well as supplemental financial assistance for educational expenses such as transportation, books, supplies, and college fees to students who are economically eligible.
b. a process by which students who are not adequately prepared for study at the level for which they have been admitted are identified, placed, and supported in attaining appropriate educational goals;
For admission to baccalaureate programs, CUNY policy requires that students meet proficiency standards in reading, writing, and mathematics, but associate degrees are “open admission,” accepting all students with a high school diploma or equivalency. Incoming first-year students can demonstrate college readiness based on SAT, ACT, or New York State Regents test scores. Those lacking the requisite indicators take CUNY Assessment Tests in reading, writing and mathematics. Accuplacer, authored by The College Board, is used for reading and mathematics; a university-wide writing test is scored centrally. All students test for placement in the math curriculum. To help students perform at their best, CUNY offers test prep resources and permits students close to passing to re-test.
Of 3,405 first-time freshmen in Fall 2015, 60% (2,018) had developmental needs. CUNY requires that students meet proficiency within the first year. According to the University Performance Management Process (PMP) 2015-16 Year-End Report, 52.9% of students who entered City Tech in Fall 2014 initially needing some remediation were fully proficient by the end of the first year (2015-16_PMP_Report). Students who do not meet college readiness requirements at entry have several options:
- To enroll in a free CUNY summer immersion managed by the First Year Summer Program (FYSP);
- To enroll in City Tech’s developmental/remedial courses in reading, writing, ESOL, or mathematics while they begin to take a limited roster of credit courses; or
- To defer enrollment while they participate in a free or very low-cost program such as CUNY Start or Math Start, the CUNY Language Immersion Program (CLIP), or the Brooklyn Educational Opportunity Center (BEOC).
Forty-five percent of Fall 2016 entering students with remedial needs (n=1043) selected the first option, registering for a free First Year Summer Program (FYSP) developmental course (CUE Report 2015-2016). Perhaps because participation is voluntary, pass rates for these classes generally meet or exceed their regular semester counterparts, with pass rates in the summer of 2016 at 56% overall for developmental mathematics (46% for MAT 063, covering arithmetic and elementary algebra, and 60% for MAT 065, elementary algebra), 62% for developmental reading, and 67% for developmental writing.
During the academic year, the English Department oversees developmental reading and writing courses. The Departmental Self-Study reports that enrollment in developmental reading dropped from 333 in Fall 2010 to 208 in Fall 2015; developmental writing enrollment dropped from 840 in fall 2010 to 354 in Fall 2016 because more students arrive from NYC high schools having met the proficiency criteria (Grade Distribution Reports). At the same time, developmental pass rates have improved. Developmental Reading has introduced the use of reading software to support student learning and self-assessment, as well as providing test preparation workshops. The Data Dashboard Grade Distribution Report for Fall 2016 shows a pass rate of 55.8% for upper level developmental reading; Developmental Writing revised its curriculum, offered expanded professional development for faculty, and began to experiment with blending remedial instruction with the credit-bearing English Composition. Pass rates in writing have averaged over 50% for several years. Comparisons between the First Year Summer Programs (FYSP) and the developmental reading and writing offered to enrolled students during the fall and spring are difficult to draw because while the former serves first-time students attending voluntarily, the enrollment in the latter is mandatory and consists of students who registered too late for the summer program, declined the opportunity, attended but were unsuccessful in the summer, or are repeating from a previous semester. Furthermore, the completion rate for the summer is higher, averaging 97-98% in Reading and Writing and 88% in Math, compared to 53.9% for MAT 063 and 62.6% for MAT 065 in the fall.
Across CUNY, the number of degree-seeking students enrolled in English for Speakers of other Languages (ESOL) has declined for some time; nevertheless, New York City remains a point of entry for immigrants, and services are eagerly sought. CUNY’s Language Immersion Program (CLIP) offers intensive instruction for 25 hours a week at very low cost. Students admitted to the college who lack proficiency in English can defer enrollment in the college for a semester or a year while they study English, thus improving their chances of success while saving financial aid until they begin their degree programs. Total CLIP enrollment at City Tech for FY17 was 624. Both the 2016 valedictorian and the 2017 salutatorian, who spoke no English on their arrival in the US, began their college careers in CLIP. City Tech also offers non-credit ESOL classes through the English Department for students who elect to begin their degree programs while learning English. About half of ESOL students use academic support funded by CUE. The program has a referral and follow-up system enabling instructors to set up targeted interventions on an individual basis. ESOL provides advisement for students each semester with follow up via phone and email to ensure proper placement for the next semester.
In summary, the number of students needing remediation in English has declined, while at the same time, the pass rates in developmental reading and writing have improved. Math, however, remains critical.
It is particularly essential to improve success in developmental mathematics classes, where pass rates have been persistently low. Depending on their placement level, remedial students currently take one of two versions of developmental mathematics classes. Math 0630 (0 cr., 7 hrs.) provides basic mathematics review along with elementary algebra, whereas Math 0650 (0 cr., 5 hrs.) focuses on elementary algebra. In Fall 2015, for example, of 699 students who completed Math 0630 only 27.3% passed. This is even more concerning given that the completion rate for the course was only 53.9%. In the same semester, Math 0650 had a completion rate of 62.6%. Out of the 1137 students completing this course, 48.6% passed it. In 2016, the Office of Assessment and Institutional Research conducted an item analysis of the CUNY Elementary Algebra Final Exam, which is required to successfully exit from remediation. This evaluation was utilized by the Mathematics Department to review the developmental math courses and improve student outcomes (CEAFE Research Brief).
The college has piloted many strategies to improve performance in math, including pre-testing and pre-course workshops, classroom-based support, learning communities, self-regulated learning, electronic tools, and Peer-Led Team Learning. In 2016-2017 the Math Department introduced a mandatory 60-minute orientation session for all remedial math students, covering study habits, classroom demeanor, and the support systems offered by the college. The College Learning Center offers tutoring, as does an effective and popular Math Department tutoring program supported with ASAP and Perkins funding (a schedule of all tutoring is posted on the website (Tutoring Schedule); however, we struggle to meet the demand. Clearly, a comprehensive effort is needed, one that incorporates the best current thinking about the teaching of math, achieves consistency across the multiple sections of these courses, and provides academic support for most students within the course structure. Fortunately, several factors now make it more possible to do that.
To address a university-wide need to strengthen preparation in mathematics and facilitate degree completion, as part of its newly announced Momentum Campaign, this year CUNY revised its developmental math policy. Colleges now must offer multiple math pathways related to students’ degree programs, streamline existing pathways, and revise the remedial exit criteria to include multiple measures rather than a single test. During the 2017-2018 academic year, the Math Department will pilot revised sequences both in quantitative reasoning for non-STEM students and in a STEM-focused sequence leading to calculus. This effort, to be brought to scale in Fall 2018, incorporates online tools and extensive professional development activities that faculty members are designing and piloting with support from a Title V grant, Opening Gateways. Developmental students who participate in one of the support programs such as SEEK or ASAP have additional resources. Remedial SEEK students (10-15% of SEEK) receive an extra hour of support when enrolled in specially designated SEEK sections of remediation. All incoming SEEK students attend a weekly seminar during their first semester and receive at least 12 hours of mandated academic support. ASAP students attend a special orientation and regular workshops and advisement. Tutoring is mandatory for students who are falling behind.
While working toward proficiency, developmental students may choose from a subset of credit-bearing courses to maintain the academic progress requirements for financial aid. However, students who must repeat developmental courses risk using up so much of their limited financial aid that once they pass the developmental coursework they no longer have the financial resources to complete the degree requirements. Thus, students with substantial remedial or ESL needs may be well advised to defer enrollment at the college and take advantage of City Tech’s CLIP program, the college prep program at the BEOC, or CUNY’s successful CUNY Start or Math Start (CUNY Start). City Tech piloted Summer Math Start 2017 and has begun discussions with CUNY to develop a year-round program. Students who succeed in one of these programs are eligible to begin at City Tech in the following semester with their financial aid eligibility intact.
c. orientation, advisement, and counseling programs to enhance retention and guide students throughout their educational experience;
The one-year retention rate for full-time first-time freshmen for the Fall 2015 cohort was 77.3% for baccalaureate programs and 56.8% for associate programs. The one-year retention rate of baccalaureate full-time transfers for Fall 2014 was 70.7% (2015-16_PMP_Report). After the first year, however, retention declines. Close attention is needed to ensure that obstacles are removed and better supports provided. According to the Noel-Levitz Student Satisfaction Inventory in 2015, student satisfaction was 4.9 out of a possible 7 for academic advising effectiveness, 4.8 for campus support services, 4.3 for admissions and financial aid effectiveness, 4.5 for registration effectiveness and 4.6 for service excellence (2015-16_PMP_Report). Partially in response, efforts to increase student retention as well as improve the student experience are evident through the orientation, advisement, and counseling programs at the college.
Orientation is central to the new student’s experience. In response to assessment data from post-event surveys, over the past four years under faculty, academic affairs, and student life collaboration, the process of new student orientations has undergone redesign. Events are scheduled by school/major with participation from all departments. All new students, both first-time freshmen and transfers, are invited to a daylong event incorporating general student information and a structured introduction to students’ academic departments. The new process takes into account student adjustment needs, focusing on clarification of expectations. Currently, about half of incoming students participate; online orientation is being introduced to expand participation (Fall 2016 Student Orientation Survey Report). Collaboration with the First Year Peer-Mentor program provides added support during the first semester. The goal of extending first year experiences beyond a one-day event into a full-year program informs future plans.
The New Student Center advises all first-time students. After the first semester, advisement is handled at the departmental level by faculty, with support from the advisement office and via the online degree audit system, DegreeWorks, available through the CUNY Portal. Results from the past two administrations of the Noel Levitz Student Satisfaction Inventory indicated that advising satisfaction ratings remained relatively constant until 2015 ( =4.5 on a 7-point scale). A change in leadership occurred in 2015, which reflected a positive impact on student satisfaction. In 2016, the CUNY Student Experience Survey indicated only 22% of the students were dissatisfied with academic advising, in general (CUNY 2016 Student Experience Survey NYCCT Advising Results).
The recent student survey conducted by City Tech’s Office of Assessment and Institutional Research shows that 45% (931) of the students surveyed (N=2081) agreed that their “program of study is clearly and accurately described in the College Catalog and on the College Website” and 44% (856; N=1957) agreed to being “familiar with the range of programs that City Tech offers.” Yet in open-ended questions, students reported not having sufficient information to succeed in achieving their education goals at City Tech because of inadequate or confusing/conflicting information. Therefore, with funding support from CUNY, clear, uniform advisement materials including redesigned degree maps are under development for use in Fall 2017 advisement, along with expanded training for faculty advisors (Academic Momentum Proposal, Degree Map Samples). CUNY introduced an updated version of DegreeWorks in summer 2017.
The Counseling Center focuses on the academic and personal support of the entire student body offering workshops, crisis intervention, academic probation/dismissal support, career/life planning, and personal counseling and referral services. Services are well utilized, with approximately 5000 student contacts per year. Efforts to increase utilization of services are conducted through tabling, classroom visits, and department meetings. Evaluation of services and student satisfaction is conducted on an ongoing basis with adjustments made as appropriate. The College has been monitoring the satisfaction of the counseling services, and overall, the satisfaction ratings have remained relatively constant as indicated by the Noel-Levitz Student Satisfaction Inventory since 2013 ( =4.2 on a 7-point scale) (2015-16_PMP_Report).
d. processes designed to enhance the successful achievement of students’ educational goals including certificate and degree completion, transfer to other institutions, and post-completion placement;
The University goal to ensure that students make timely progress toward degree completion makes credit accumulation an essential focus. Associate full-time first-time freshmen earned an average of 19.7 credits, close to the University average of 20.7. On the other hand, baccalaureate full-time first-time freshmen earned an average of 22.8 credits in the 2014-2015 academic year, significantly lower than the University average of 26.1 credits. In fact, only 9% out of 2,595 full-time first-year students in associate degree programs and 23% out of 537 in baccalaureate degree programs earned at least 30 credits that year, significantly lower than the University averages of 16.2% for associate and 32.1% for baccalaureate students (2015-16_PMP_Report). The combination of low family income and skills gained from career-focused programs, especially at the bachelor’s level, make employment imperative or at least an enticing option (College Fact Sheet). There is also an academic rationale for advising “at-risk” students to take a lower credit load. To accelerate progress without overloading students, the college is focusing on increasing summer and winter enrollment. At the same time, we are examining scheduling patterns to ensure course availability.
The College employs varied academic support structures to foster student success. Specific program offerings differ, but typically include structured academic support services, including tutoring and advising. These programs perform laudable work as evident from retention rates that exceed that of the general population of the college. We consider them pilot projects to be studied and evaluated; effective components will be examined to ensure scalability so they can be institutionalized to benefit all students.
TABLE IV.1 Selected Support programs
Program | Funding | # served | Focus | Services | Assessment/results |
Comprehensive programs | |||||
CUNY (New York State and City) | Implemented at City Tech Fall 2015. Currently 1152; 1300 by 2019 | Associate degree, esp. STEM. Raise 2 and 3-year graduation rates. | Tuition waiver, book support, advisement, academic support, MetroCard, block scheduling | CUNY monitors retention, graduation, credit accumulation, and participation in advisement.
Results Cohort 9 (Fall 2015). N=234. Graduates 31- Spring 2017; 19- projected Summer 2017 Total 2 years—48 (20%) Projected Total 2.5 years—111 (47%) |
|
Early College (City Poly High School, P-TECH) | CUNY (New York City); New York State Education Dept. —Smart Scholars, New York City Dept. of Education | Approximately 500/ yr. per school | Pre-college through associate degree | Free 6 yr. program leading to an associate degree; college readiness; workforce readiness | P-TECH’s first cohort completed in 2016-2017. Of 97 students, 47 (51%) received an AAS degree. City Poly initiated 6-yr model in 2015, and will complete cycle in 2021. |
SEEK | CUNY (New York State) | 1,043 in 2016-2017 | Incoming students who meet financial criteria | The program prescribes “benchmarks” for students, as determined by their academic status (e.g Freshmen, Probation, Continuing). Data gathered through the “SEEK Management System” is used to improve programmatic initiatives. | |
Pre-college or support programs | |||||
BMI (Black Male Initiative) | CUNY | 528 (2016-2017) | Black and Hispanic men, focused on STEM, but open to all | Tutoring, peer-mentoring; workshops; community service | # of participants, graduates, awards, honors |
Center for Student Accessibility | College budget (Full-time staff); Perkins | 516 (2016-2017) | Self-identification/ presenting disability documentation that speaks to the students’ needs and history of academic adjustments and reasonable accommodations. | Academic adjustments and reasonable accommodations are specific and individualized to each student. Other services include a computer lab, assistive technology, English and Math tutoring, academic workshops, extended testing time in a separate loction, and employment support through the CUNYLEADS program. | As the bulk of the CSA work is directed by outside documentation, there is no formal assessment of individual students. CSA staff meet students to review academic adjustments and progress and suggest assistive technology or other supports.
A formal assessment of program goals is in design. |
CLIP (CUNY Language Immersion Program) (CLIP One Page Site Reports, CLIP Matriculation_scores_by_site, CLIP Student Demographic Profile, CLIP College Graduation, CLIP Fall_Matriculation_Memo) | CUNY | 624 (2016-2017) | English Language Learners who defer enrollment | Intensive day or evening instruction | 66.5% of 1,221 City Tech CLIP students who entered CLIP between fall 2008 and summer 2012 matriculated at CUNY within two years |
College Now (College Now FY16 Final Report) | CUNY | 375/yr. | Pre-College | College courses; college readiness | CUNY mandates a 90% completion with 75 % receiving a C or higher. In response to assessment, college readiness activities have been added. |
CSTEP | New York State Dept. of Education | 262 | Transfer/STEM/degrees leading to licensure | Advisement, workshops, undergraduate research, | Persistence, graduates, GPA, credit accumulation |
CUNY EDGE
In FY17 CUNY EDGE (formerly COPE) (CUNY EDGE flyer, COPE Final Report FY 2013-2014) |
New York City Human Resources Administration | Spring 2017- Fall 2017 = 500 | Matriculated CUNY students with active cash assistance cases with the NYC Human Resources Administration (Limited number of students, eligibility determined by HRA Limited Intersession tuition assistance) | Advisement – academic, personal, professional; Career Development Services; Personal and Professional Development Seminars; HRA Administrative Compliance Duties – enrollment verification classroom attendance, attendance verifications; Paid Work-Study opportunities | Contractual Outcomes: Graduation Rate 35% percent will graduate on-time (3 years for Associate; 6 years for Bachelors) Yq1
Retention Rate At least 75% of students retained after Y1; at least 65% after Y2; 60% after Y3. Employment At least 200 participants employed each fiscal year Internships At least 210 students will participate in an internship each fiscal year |
First Year Programs (CUE) | CUNY CUE, Perkins | USIP + LCS + | First, second year | Summer Immersion, First year Learning Communities, Writing across the Curriculum Faculty Professional Development |
SI- enrollment, % eligible enrolled, pass rates; FYLC – enrollment – persistence, pass rates; WAC – assessment of learning outcomes; # of participants; FPD – # of participants |
Veterans Support Services
(Veterans Support Services Additional Information) |
Fall 2016 N=211
|
Counseling for VA/DOD benefits and financial aid, academic assistance, advising, mentorship programs, career advising, mental health counseling and social events
|
The Director of the center monitors progress of the veterans and is working with the Office of AIR to develop a formal assessment plan in addition to maintaining retention, GPA, credit hours accumulation, and graduation statistics.
|
Although City Tech’s graduation rates for both bachelor’s and associate degrees need improvement, the number of degrees conferred continues to rise. In 2016-2017, 1,256 students received bachelor’s degrees and 1,212 received associate degrees (Degrees Awarded_Chapter4). The 2016 Student Exit Survey reported 87.6% of graduating respondents (N=145) planned to continue their education (2016 Exit Survey Further Study Plans). In the same survey, 66.5% of the graduating respondents (N=166) sought full-time work (2016 Exit Survey Employment Related). City Tech is well positioned to support students seeking further study and employment opportunities with its Professional Development Center (PDC), launched in Fall 2015. Nearly 53% of graduating students who indicated they were seeking employment reported utilizing the PDC. The PDC provides individualized assistance in person, via telephone, and/or email as well as group-based workshops to both students and alumni. It promotes career and graduate school related events on and off campus. A career service management system, CityTechConnect, links students and alumni with employers for internship and jobs. In addition to the PDC, graduates took advantage of faculty members in their department (~40%) and other college faculty and staff (~38%) to identify employment opportunities. As befits the growing bachelor’s population, guidance for graduate and professional school application has expanded, with an annual graduate school fair with over 170 student attendees in 2016 and assistance in preparing for the GRE and other standardized tests required for admission.
Criterion 2. Policies and procedures regarding evaluation and acceptance of transfer credits, and credits awarded through experiential learning, prior non-academic learning, competency-based assessment, and other alternative learning approaches;
City Tech’s career-focused programs make it a logical and attractive transfer destination. With the addition of new baccalaureate programs, the flow of transfers into the college, both intra-CUNY and from outside (72% during the past ten years, see: Transfer In Trends). City Tech employs several strategies to reduce obstacles, smooth the process, and ensure that transfer students receive the maximum number of credits contributory to their degrees: implementing CUNY Pathways, strengthening articulation with sending institutions, and establishing a Transfer Office with processes well integrated with the academic programs.
The Pathways initiative implemented throughout CUNY in Fall 2013 established a framework for a 30-credit general education Common Core based on shared learning outcomes. Bachelor’s students take another 6-12 credits of general education through the College Option (the number of credits depends upon whether students transfer with the associate degree). Pathways has smoothed the transfer process of the general education requirements within CUNY because all colleges honor general education requirements satisfied at one of the other CUNY institutions. (CUNY Pathways, Pathways Credit Transfers)
Formal articulation agreements facilitate movement into bachelor’s degree programs. CUNY requires that all new bachelor’s programs have at least one executed articulation agreement with an associate degree program; however, City Tech has gone well beyond that, developing multiple robust agreements. The provost’s office maintains the roster of articulations and encourages programs to update existing agreements and develop new ones. Articulation agreements between its colleges are listed in the CUNY Chancellor’s University Report (CUR) (CUNY Chancellors University Report Guidelines) and all articulation agreements are posted on college websites (Articulation Agreements). Through participation in large collaborative grants with Borough of Manhattan and LaGuardia Community Colleges, we have begun to expand on the agreements to develop deeper relationships with sending programs and connect with potential transfer students earlier. The college is seeking a grant opportunity to develop as a transfer hub and increase collaborative activities with sending institutions. Meanwhile, however, several essential components of such a program, including degree maps, advisement protocols, and articulation templates, are under development. CUNY’s implementation of an upgraded DegreeWorks, its degree audit system, in Summer 2017 provides a valuable tool, as well.
To handle the influx of transfer students, the college has added staff in its Transfer Office, further supported through a CSTEP grant from the NYS Education Department. Closer collaboration between the Transfer Office and the academic programs has shortened the time needed for the evaluation of transfer credits (CSTEP Outcomes and Goals 2016-2018). The Transfer Office conducts general education transfer credit evaluations, while academic programs evaluate major courses. Overall, decisions about the evaluation of transfer credits consider course equivalencies, including expected learning outcomes. Incoming transfer students can obtain information on their awarded transfer credit prior to registering in classes. As publicized on the college website, students who want their transfer credit evaluated prior to making a decision about coming to City Tech can email transfercreditappeals@citytech.cuny.edu.
Because of the nature of our professional programs and the requirements of their accrediting bodies, the awarding of credits for prior learning must be thoroughly vetted. Students seeking credit for prior learning come primarily from three sources: CTE high schools, labor unions, or the military. Several departments have formal articulations with both CTE schools and unions to award advanced standing to students who have completed specified learning outcomes. The Office of Veterans Affairs collaborates with departments to determine the best application of military credits to students’ degree programs (Veterans Support Services Additional Information).
Criterion 3. Policies and procedures for the safe and secure maintenance and appropriate release of student information and records;
As a branch of CUNY, the college adheres to all university-wide written procedures regarding the protection of student privacy. This includes CUNY Security Policies & Procedures and City Tech FERPA Policies, see specifically CUNY IT Security Procedures. To protect the privacy of students, faculty and staff, protocols cover: limiting access to information only to individuals with a strict need to know; review of this list at least once each semester; acknowledgement of University policy by those individuals; severance of access upon termination; authentication, individual user IDs and passwords; disclosure policies; safeguarding of portable devices and records; maintenance of data; vulnerability assessments; and security incident reporting. The college safeguards student information and records conscientiously and endeavors to clarify for students and parents the Family Educational Rights and Privacy Act (FERPA), directory information, directory information waivers, and when/why to submit these forms.
Several administrative offices are devoted to maintaining student information and records, in particular the Registrar’s office, under the aegis of Enrollment and Student Affairs, and the Office of the Special Counsel, which addresses legal and compliance issues. In addition to policies, guidelines, and official forms that govern the business processes necessary to maintain student records, two software programs are critical to maintaining the flow of operations that ensure compliance. CUNYfirst is the macro level record repository and purveyor of business processes (the student record, registration, financial aid, tuition). The calendar of CUNYfirst business processes is managed by the Office of Enrollment and Student Affairs, which also is the conduit for information from CUNY Central to relevant business offices at City Tech. Degree Works, a CUNY-wide software program managed locally by the Registrar, is a degree audit system that maintains the official record of a student’s degree progress.
Criterion 4. If offered, athletic, student life, and other extracurricular activities that are regulated by the same academic, fiscal, and administrative principles and procedures that govern all other programs;
Student affairs professionals play essential roles with students of all majors and disciplines at all stages of their undergraduate experience. It is well documented that student learning occurs both within and outside of the classroom environment. City Tech’s Office of Student Life and Development (SLD) has worked with the Office of Assessment and Institutional Research to gain an understanding of institutional outcomes and student progress to attain these outcomes (SLD General Brochure). As a result, SLD develops, coordinates, and manages a comprehensive program of activities and events, each designed to achieve specific learning outcomes, support student persistence and success, and ensure compliance with CUNY’s fiscal management and effectiveness principles.
As mentioned above, in 2014 under a newly appointed director, SLD undertook a comprehensive assessment of its co-curricular program model to better align SLD’s learning outcomes with the college’s general education and program learning outcomes. In keeping with City Tech’s career-focused academic programs, significant changes were made to Student Life’s programming to support students’ acquisition of workforce readiness skills.
The extra- and co-curricular programs offered by SLD are consistent with City Tech’s mission, goals and objectives. Leadership development activities, a major pillar of SLD programming, build skills such as communication, time management, and teamwork that employers value. SLD works with student leaders and campus activity participants to increase students’ ability to recognize, reflect upon, and communicate the value of their extra and co-curricular experiences by articulating the specific skills learned from their involvement. Participation in the programs developed by SLD utilizes specific strategies such as peer-advising, skill-focused work-study employment, and collaboration with academic affairs leadership and departments. Three of the four pillars of the SLD programming model directly align with City Tech’s General Education Competencies: Intercultural Knowledge (or Diversity Education), Teamwork, and Civic Engagement. The Director provided an update of the status of the learning outcomes supported by SLD at the college’s newly expanded Fall 2017 Assessment Forum, which for the first time included participation from student support units.
The college acknowledges that classroom approaches alone cannot achieve many important learning and student development outcomes. Student Life seeks to expand interdisciplinary collaborations between academic and student affairs and will make continued assessment of student learning in the co-curriculum a priority. [Student Life Mission, Student Life Brochure, Student Life Document, Club Information Brochure, Student Organization Manual, Peer Involvement Advisor Guide, Fiscal Accountability Handbook, Student Government Election Guidelines, Student Government Special Election Handbook]
Criterion 5. If applicable, adequate and appropriate institutional review and approval of student services designed, delivered, or assessed by third-party providers;
Not Applicable
Criterion 6. Periodic assessment of the effectiveness of programs supporting the student experience;
Following the 2008 reaccreditation visit, City Tech implemented a massive and successful effort to create a culture of assessment in its academic programs. As is detailed throughout this self-study, the college has now expanded the focus of assessment institution-wide. CUNY’s systematic collection and analysis of data through the Performance Management Process have been of enormous value in this effort, instituting an annual evaluation cycle and providing tools to assess virtually all policies, practices, and outcomes related to faculty, staff, operations, and students.
Both the overarching issues of retention and completion and the various programs and mechanisms in place to address them are regularly assessed. A prime example of a program whose existence came about due to the assessment of low graduation rates in associate degree programs, ASAP provides students with financial resources, structured pathways to support academic progression, and academic support services. The goal of the program is to graduate at least 50% of students within three years. Since ASAP was initiated at City Tech in Fall 2015, students from its first cohort have just graduated. (See Table IV.3) Early data based on the academic progression of the first cohorts of ASAP students indicates that the 2-year, 2.5 year and 3-year graduation rates of associate degree students in the ASAP program will be substantially higher than that of the general student population at our college. In particular, 88.7% of the first cohort of 234 students who entered the program in Fall 2015 were retained into the Spring 2016 semester. The two-year graduation rate for this cohort is 21%; the projected 2.5-year rate is 55%.
In addition to ASAP, with the goal of improving retention and graduation rates, the college has successfully implemented other CUNY programs focused on improving access and success: CLIP (CUNY Language Immersion), CUE (Coordinated Undergraduate Education), College Now, Early College, SEEK, CUNY EDGE (supporting public assistance recipients). Aware of the well-demonstrated effectiveness of CUNY Start/Math Start in addressing developmental math needs, we are in the pilot/ planning stages of introducing that program to City Tech as well. Institutional grant applications have been guided by assessment. For example, analysis of data related to the role of math in college completion led to a successful Title V proposal, Opening Gateways.
Sound assessment practices now inform both macro-level institutional policies and a large and growing number of academic and student support programs. For example, the Learning Center surveys students at the end of their tutoring sessions (Implementation Schedule for Accutrack). Learning Center personnel also evaluate staff, periodically observe tutoring sessions, and collect student pass rates. The assessment of tutors has led to upgraded tutor eligibility requirements. Student Life administers student satisfaction surveys after student orientations and workshops (Student Orientation Survey). The First Year Program academic support tracks student retention rates as well as student improvement in basic skills proficiency (CUE Report 2015-2016). Counseling Services administers student surveys after their workshops and counseling sessions (Evaluation of Individual Counseling Services, Workshop Evaluation Fall 2015, All Evaluations Fall 2015), which helps guide their further development each semester. Outcomes assessment of CUE programs, such as the successful outcomes of a mathematics preparatory workshop, is leading to curricular developments.
Analysis of the demonstrably successful efforts to improve the student experience and increase success, as well as of more critical data such as that from the Noel-Levitz, NSSE, and CUNY Student Experience Survey (AIR Surveys) has led us to several conclusions that will direct our future focus. These include:
- Adopt a broad, comprehensive perspective, beginning with college access and pre-college information and preparation and extending through articulation and transfer to post-graduate education and career;
- Continue efforts to integrate goals, programs, and productive relationships between Student Affairs and Academic Affairs to increase impact;
- Without sacrificing efficiency and compliance, cultivate student-focused practices in all offices and operations, including academic departments, as well as academic affairs, student affairs, and business offices;
- Because most processes that cause students the greatest difficulty cross organizational boundaries, continue to analyze each process to remove obstacles and to improve hand-offs and information sharing;
- Engage faculty and encourage them to take a leading role, as they have in planning the new orientation, development of OER, and degree mapping; and
- Incorporate technology such as the OpenLab, City Tech’s innovative online learning platform, to increase reach, improve communication, and increase effectiveness in ways that cannot be achieved through face-to-face processes alone.
Conclusion and Future Focus
City Tech will focus even more sharply on retention and graduation outcomes, bringing current efforts to scale: 1. using assessment data to identify those interventions demonstrated to be most successful and scalable, we will incorporate them into a comprehensive, collaborative, coherent system to support student success; 2.using technology to improve reach and effectiveness, we will ensure timely access to a full range of academic and student support services from pre-enrollment through articulation and transfer to post-graduation education and career opportunities. As funding permits, we will seek to acquire software that will support these processes.
Increasing student engagement and enhancing the student experience is another important point of focus. Continued growth of structured activities in Student Life and Development, the expansion of the new Orientation and First Year Experience and of Project Wayfinding will help to make the City Tech environment feel more engaging and more student-focused.
Recommendation 1
Implement a comprehensive, cross-institutional plan for student retention and success.
(Standard IV)
City Tech’s goals are at least to double the rate at which associate degree students either complete their degrees in three years or transfer to baccalaureate programs, and to achieve a six-year graduation rate of 50 % for bachelor’s students. Over the next eight years, City Tech will make measurable progress towards this goal by:
- Coordinating extant retention and completion programs under a single cross-institutional student success effort;
- Identifying and implementing financially viable means of scaling particularly successful programs, like CUNY ASAP and orientation that focus on retention of first year and associate degree students;
- Implementing CUNY’s recent policy on developmental math and streamlining the math sequences to remove a major obstacle to student progress and instead make learning math a path to success;
- Securing resources through grants and other means to acquire digital analytical and communication tools and further support student success programs.
- Effectively communicating to all students, faculty, and staff a broad understanding of student support resources and a shared vision of the student success agenda.
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Questions about the report or review process? Contact Kim Cardascia at KCardascia@citytech.cuny.edu
Questions about the OpenLab? Email the OpenLab team at openlab@citytech.cuny.edu.