A Resource Guide for Programs in the NYC-Metro Area to...
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1 A Resource Guide for Programs in the NYC-Metro Area to Promote College Access, Success, and Completion —A Joint Publication of the Carroll and Milton Petrie Foundation, New York University & Graduate NYC!—
Transcript of A Resource Guide for Programs in the NYC-Metro Area to...
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A Resource Guide for Programs in the NYC-Metro Area to Promote
College Access, Success, and Completion
—A Joint Publication of the Carroll and Milton Petrie Foundation,
New York University & Graduate NYC!—
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Table of Contents I. How and Why We Developed This Resource Guide ................................................................ 8
II. Who This Guide Is For ................................................................................................................ 9
III. Programs to Promote College Access, Success, and Completion Offered By Contributing Colleges in the NYC-Metro Area ......................................................................... 9
1. Baruch College, City University of New York ............................................................................... 10
College Now at Baruch College ............................................................................................................ 10-11
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Baruch College ............ 11-12
The Student Academic Consulting Center (SACC) at Baruch College ........................................................ 12
SACC English as a Second Language (ESL) Speech Lab ......................................................................... 12-13
SACC Intensive Supplemental Mathematics ............................................................................................. 13
SACC Immersion Programs for Language and Mathematics Remediation ............................................... 13
The Writing Center at Baruch College ....................................................................................................... 14
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 14-15
2. Borough of Manhattan Community College, City University of New York ................................. 15
Upward Bound .......................................................................................................................................... 15
The Science and Technology Entry Program (STEP) at BMCC/CUNY ................................................... 15-16
College Now at BMCC ............................................................................................................................... 16
Freshman Learning Academy .................................................................................................................... 17
Getting Prepared to Start (GPS) Orientation ............................................................................................ 17
“Out in Two” Scholarship Program ........................................................................................................... 17
Pre-Freshman Summer/ Winter Immersion Programs ............................................................................. 18
Sister2Sister Mentoring (S2S) ................................................................................................................... 18
Academy of Leadership and Service .................................................................................................... 18-19
Peer Mentoring Program .......................................................................................................................... 19
Accelerated Study in Associate Programs (ASAP) ................................................................................ 19-20
Accessibility Services ................................................................................................................................. 20
College Discovery (CD) Program .......................................................................................................... 20-21
College Opportunity to Prepare for Employment (COPE) Program .......................................................... 21
Student Veterans Services ........................................................................................................................ 21
The Writing Center at BMCC ................................................................................................................ 21-22
Urban Male Leadership Academy ............................................................................................................. 22
BMCC Single Stop ................................................................................................................................. 22-23
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 23-24
3. Brooklyn College, City University of New York ............................................................................ 24
Brooklyn College Educational Talent Search Program (BCETSP) ............................................................... 24
College Now at Brooklyn College .............................................................................................................. 25
Brooklyn College Academy................................................................................................................... 25-26
Science, Technology and Research (STAR) Early College High School ...................................................... 26
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Brooklyn College’s “BC Bound”: GED to Degree Program ........................................................................ 27
The First College Year Program at Brooklyn College ............................................................................ 27-28
Brooklyn College’s Peer Mentoring Program ............................................................................................ 28
The Black and Latino Male Initiative, BLMI .......................................................................................... 28-29
TransferNation .......................................................................................................................................... 29
Pre-Health Professions Program .......................................................................................................... 29-30
Research Initiative for Scientific Enhancement Program (RISE) ............................................................... 30
Teacher Academy at Brooklyn College (TABC) and TABC-Noyce Scholars ................................................ 31
Urban Community Teachers (UCT) Program ........................................................................................ 31-32
CUNY Pipeline Program ............................................................................................................................. 32
Mellon Mays Undergraduate Fellowship at Brooklyn College .................................................................. 33
Coordinated B.A.-M.D. Program (Brooklyn College and Downstate College of Medicine of the
State University of New York at Brooklyn, SUNY Downstate).............................................................. 33-34
Brooklyn College/SUNY Downstate College of Nursing Agreement ......................................................... 34
Brooklyn College/New York College of Podiatric Medicine Agreement ................................................... 35
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 35-36
4. City College of New York, City University of New York ............................................................... 36
The Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at City College of New
York (CCNY) .......................................................................................................................................... 36-37
College Now at The City College of New York ...................................................................................... 37-38
The City College of New York Science Technology Engineering and Mathematics Career
Development Institute (STEM-CDI) ...................................................................................................... 38-39
City College Academy for Professional Preparation (CCAPP) .................................................................... 39
Bounce Back Retention Program, CCNY Student Affairs ...................................................................... 39-40
Dreamkeepers® at The City College of New York .................................................................................... 40
President’s Community Scholars Program ........................................................................................... 40-41
Retention, Achievement, Professionalism - Success Institute (RAP-SI) .................................................... 41
Student Support Services Program/TRIO ............................................................................................. 41-42
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 42-43
5. College of Staten Island, City University of New York ................................................................. 43
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at CSI ............................... 43-44
Liberty Partnerships Program (LPP) at CSI ......................................................................................... 44-45
New Student Orientation (NSO) at CSI ................................................................................................. 45-46
Black and Latina Women’s Initiative (BLWI) ............................................................................................. 46
College of Opportunity to Prepare for Employment (COPE) ................................................................ 46-47
CSI Internship Stipend Program ................................................................................................................ 47
Hispanic Educational Technology Services (HETS) .................................................................................... 47
The College Success Initiative: Learning By Teaching Program (formerly Black Male Initiative) ......... 47-48
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 48-49
6. The Cooper Union for the Advancement of Science and Art ....................................................... 49
The Cooper Union, School of Art Saturday and Outreach Pre-College Programs ................................ 49-50
The Cooper Union’s Summer STEM Program ........................................................................................... 50
The Carroll and Milton Petrie Student Emergency Fund .......................................................................... 51
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7. Hostos Community College, City University of New York ....................................................... 51
College Now at Hostos Community College ......................................................................................... 51-52
Hostos Lincoln Academy of Science ..................................................................................................... 52-53
Liberty Partnerships Program .............................................................................................................. 53-54
Proyecto Access at Hostos Community College ........................................................................................ 54
CSTEP Program ..................................................................................................................................... 54-55
College Discovery (CD) Program ............................................................................................................... 55
Accelerated Study in Associate Programs (ASAP) at Hostos Community College................................ 55-56
CUNY Start at Hostos Community College ................................................................................................ 56
CUNY Language Immersion Program (CLIP) at Hostos Community College ............................................. 56
College Opportunity to Prepare for Employment (COPE) Program .......................................................... 57
Student Success Coaching Unit (SSCU) ................................................................................................ 57-58
The Honors Program ............................................................................................................................ 58-59
HCC Single Stop ......................................................................................................................................... 59
The Allied Health Career Pipeline Program .......................................................................................... 59-60
Hostos CUNY CareerPATH Community Health Worker Program .............................................................. 60
Empowering Student Parents (ESP) Program ........................................................................................... 60
DoVE (Domestic Violence Empowerment) Program ................................................................................. 61
Office of Student Programming for Veterans and Reservists ................................................................... 61
Hostos Academic Learning Center (HALC) ........................................................................................... 61-62
HERO (Health, Education, and Research Occupations) High School at Hostos Community College ........ 62
Summer Bridge Program ...................................................................................................................... 62-63
The Carroll and Milton Petrie Student Emergency Fund .......................................................................... 63
8. Hunter College, City University of New York ............................................................................... 63
College Now at Hunter College ............................................................................................................ 63-64
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Hunter College ............ 64-65
Black Male Initiative (BMI) ................................................................................................................... 65-66
The Reading & Writing Center .................................................................................................................. 66
Veteran Student Services .......................................................................................................................... 66
Office of AccessABILITY ........................................................................................................................ 66-67
International Student Office ..................................................................................................................... 67
Science Mathematics Opportunities Network (SciMON) ..................................................................... 67-68
Pre-Health Advising ................................................................................................................................... 68
Career Development Services (CDS) ......................................................................................................... 68
Instructional Computing Services ............................................................................................................. 69
Pre-Law Advising ....................................................................................................................................... 69
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 69-70
9. John Jay College of Criminal Justice, City University of New York .............................................. 70
Percy Ellis Sutton Search for Education, Elevation and Knowledge (SEEK) at John Jay College ........... 70-71
College Now at John Jay College: The Law and Criminal Justice Summer Institute ............................. 71-72
The First Year Experience (FYE) at John Jay College ............................................................................ 72-73
Pinkerton Fellowship Initiative ............................................................................................................. 73-74
The Writing Center at John Jay College ..................................................................................................... 74
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The CUNY Justice Academy (CJA) ......................................................................................................... 74-75
Urban Male Initiative (UMI) at John Jay College .................................................................................. 75-76
The Pre Law Institute at John Jay College ............................................................................................ 76-77
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 77-78
10. Kingsborough Community College, City University of New York ................................................ 78
Liberty Partnerships Program ................................................................................................................... 78
Kingsborough Early College Secondary School (KECSS)/IS 468 ............................................................ 78-79
College Now at Kingsborough Community College.............................................................................. 79-80
Freshman Year Experience ........................................................................................................................ 80
Learning Communities at Kingsborough Community College .............................................................. 80-81
Access-Ability Program ............................................................................................................................. 81
College Discovery ................................................................................................................................. 81-82
Student Support Services: TRiO ................................................................................................................ 82
Black Male Initiative (Men’s Resource Center) ......................................................................................... 82
Collegiate Science and Technology Entry Program (CSTEP) ...................................................................... 83
College Opportunity to Prepare for Employment (COPE) ......................................................................... 83
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 83-84
11. Lehman College, City University of New York .............................................................................. 84
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Lehman College .......... 84-85
Engaging Latino Communities for Education (ENLACE)/Bronx Institute .............................................. 85-86
The Freshman Year Initiative (FYI) Program at Lehman College .......................................................... 86-87
Sophomore Year Initiative (SYI) at Lehman College ............................................................................. 87-88
STEM Scholars Program at Lehman College .............................................................................................. 88
Adult Degree Program (ADP) at Lehman College ...................................................................................... 89
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 89-90
12. Medgar Evers College, City University of New York .................................................................... 90
Medgar Evers College Preparatory School (MECPS) ............................................................................ 90-91
The Smart Science Scholars (S3) Early-College High School ................................................................. 91-92
The Carroll and Milton Petrie Student Emergency Fund .......................................................................... 92
13. The New School ............................................................................................................................. 93
Parsons Scholars Program, Parsons the New School for Design ............................................................... 93
Global Citizen Year, Eugene Lang College The New School for Liberal Arts .............................................. 94
Tutorial Advising, Eugene Lang College The New School for Liberal Arts ............................................ 94-95
I Have a Dream, Eugene Lang College The New School for Liberal Arts .............................................. 95-96
The Carroll and Milton Petrie Student Emergency Fund ..................................................................... 96-97
14. New York City College of Technology, City University of New York ............................................ 97
Pre-Freshman Summer Program at City Tech ........................................................................................... 97
The Peer-Led Team Learning (PLTL) Leadership Program at City Tech ................................................ 97-98
Learning Communities at City Tech .......................................................................................................... 98
The Brooklyn Educational Opportunity Center (BEOC) at City Tech ......................................................... 99
The Carroll and Milton Petrie Student Emergency Fund ...................................................................99-100
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15. New York University .................................................................................................................... 100
National College Advising Corps (NCAC) at NYU ..............................................................................100-101
NYU College Access Leadership Institute (NYU CALI) .............................................................................. 101
The Science and Technology Entry Program (STEP) at NYU .............................................................101-102
Building Excellence in Science and Technology (BEST), a joint program with STEP at NYU.................... 102
The Girls' Science, Technology, Engineering, and Mathematics (GSTEM) Summer Program at NYU................102-103
The Central Brooklyn STEM Initiative (CBSI) at NYU Engineering ....................................................103-104
Science of Smart Cities (SoSC)—A Summer Program Offered by NYU Engineering ........................104-105
Applied Research Innovations in Science and Engineering (ARISE) at NYU Engineering .................105-106
Collegiate Science Technology Entry Program (CSTEP) at NYU ............................................................... 106
Upward Bound at NYU .....................................................................................................................106-107
The Higher Education Opportunity Program (HEOP) at NYU ...........................................................107-108
Community College Transfer Opportunity Program (CCTOP) at NYU ..................................................... 108
Martin Luther King Jr. Scholars Program at NYU .............................................................................109-110
The Academic Achievement Program (AAP) at NYU ............................................................................... 110
NYU Partnership Schools Network College Access/Success Initiative at NYU .................................110-111
The Carroll and Milton Petrie Student Emergency Fund .................................................................111-112
16. Purchase College, State University of New York ........................................................................ 112
Baccalaureate and Beyond Community College Mentoring Program .............................................112-113
Purchase College Academic Internship Program .................................................................................... 113
Freshman Seminar at Purchase College ...........................................................................................113-114
Freshman and Transfer Student and Parent Orientation ................................................................114-115
Sophomore and Junior Days at Purchase College ................................................................................... 115
Residential Learning Communities (LCs) and Freshman Interest Groups (FIGs) ..............................115-116
The Carroll and Milton Petrie Student Emergency Fund .................................................................116-117
17. Queens College, City University of New York ............................................................................ 117
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Queens College .......117-118
Freshman Year Initiative (FYI) at Queens College ............................................................................118-119
Queens School of Inquiry (QSI) ............................................................................................................... 119
Adult Collegiate Education (ACE) ............................................................................................................ 119
Undergraduate Research and Mentoring Education (UR/ME) ............................................................... 120
Veteran Support Services (VSS)............................................................................................................... 120
Women and Work (W&W) ...............................................................................................................120-121
Mellon Mays Undergraduate Fellowship Program ................................................................................. 121
Sophomore Initiative at Queens College .........................................................................................121-122
Project ExCEL ........................................................................................................................................... 122
Minority Access to Research Careers (MARC-U-STAR) ........................................................................... 122
The Louis Stokes Alliance for Minority Participation (LSAMP) ................................................................ 123
Minority Affairs and Pre-Professional Advisement ................................................................................. 123
The Carroll and Milton Petrie Student Emergency Fund .................................................................123-124
18. Queensborough Community College, City University of New York .......................................... 124
Queensborough Academies .............................................................................................................124-125
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Accelerated Study in Associate Programs (ASAP) ............................................................................125-126
Project PRIZE ........................................................................................................................................... 126
College Discovery .................................................................................................................................... 126
Port of Entry (POE) Program ................................................................................................................... 126
Center for International Affairs, Immigration & Study Abroad ............................................................... 127
CUNY Language Immersion Program (CLIP) ............................................................................................ 127
College Opportunity to prepare for Employment (COPE) Program ........................................................ 127
Collegiate Science and Technology Entry Program (CSTEP) .............................................................127-128
Senior College Transfer Office................................................................................................................. 128
Services for Students with Disabilities (SSD) ........................................................................................... 128
QCC Single Stop ................................................................................................................................128-129
Military and Veterans Services................................................................................................................ 129
Men Achieving and Learning in Excellence and Success (MALES) .......................................................... 129
NIH Bridges to the Baccalaureate Program .....................................................................................129-130
19. York College, City University of New York.................................................................................. 130
The First Year Experience (FYE) Program ................................................................................................ 130
The York College Mentoring Program ..................................................................................................... 131
The York College Male Initiative Program ........................................................................................131-132
The Carroll and Milton Petrie Student Emergency Fund .................................................................132-133
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I. How and Why We Developed This Resource Guide: Today there is growing consensus among policy makers, education analysts, economists, and private foundations that the U.S. is facing a crisis in college attainment rates. Only 54% of first-time U.S. college students successfully graduate and earn a higher education degree within 6 years. By the six year mark, 30% have dropped out of school, while another 16% are still working to finish their degree.1 College degree-attainment rates also remain heavily skewed along income, race, and ethnic lines.2 As these statistics indicate, acceptance and enrollment in college is just the first of many hurdles that students now face in the quest to attain a higher education degree. The long term cost of failing to earn a degree and graduate, for both the individual and society, is enormous. Students who fall short fail to gain the educational, employment, and salary advantages associated with a college degree, diminishing their own and their families’ future prospects. Our nation suffers as well, losing an educated workforce which is so crucial in today’s highly competitive, global, knowledge-based economy. The Carroll and Milton Petrie Foundation is playing a leadership role in highlighting the importance of this issue, and addressing it through both advocacy and philanthropy. The Foundation recently convened a series of meetings with many of its grantees, representing a wide range of colleges and universities in the New York City region, to discuss how institutions of higher education could play a more vigorous role in reversing these trends. The following organizations, in addition to all of the colleges listed in the guide, contributed to these discussions:
Graduate NYC! The Charles Hayden Foundation
Goddard Riverside Community Center & Options Institute
NYC Department of Education, Office of Postsecondary Readiness
The following Resource Guide is a product of these discussions. In this Guide, readers will find a list of some of the many programmatic efforts that the contributing New York City-area colleges and universities have made in recent years to improve the rates of college access, success, and completion. While most of the programs included in this Resource Guide are offered at no additional cost to participants, there are some that do require additional fees, which are noted in the Guide.
If you would like to contribute in this Resource Guide, please contact:
Lisa Castillo Richmond, Director of Graduate NYC! [email protected]
(718) 254-7172 The Guide features a short description of each school’s high-impact college access and success programs, including a website and contact information for anyone who is interested in learning more about the programs. The most up-to-date version of the Resource Guide can always be found on www.NYCCollegeLine.org.
1 Catherine Rampell, “Only Half of First-Time College Students Graduate in 6 Years,” Economix column, New York Times, February 26, 2013. Data drawn from the National Student Clearinghouse, “Signature Report,” 2013, available at: http://www.studentclearinghouse.info/signature/4state/ 2 Lumina Foundation, “A Stronger Nation Through Higher Education,” March 2012, available at: http://www.luminafoundation.org/states_landing/a_stronger_nation_through_education/ Also see: Advisory Committee on Student Financial Assistance, “The Rising Price of Inequality: How Inadequate Grant Aid Limits College Access and Persistence,” Report to Congress and the Secretary of Education Advisory Committee on Student Financial Assistance, Washington DC, June 2010, available at: http://www2.ed.gov/about/bdscomm/list/acsfa/rpijunea.pdf
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II. Who This Guide Is For This Resource Guide is primarily intended for high school students, transfer students, families, high school guidance counselors, high school teachers, and anyone else who may have an interest in helping a student apply for and successfully complete college. The Resource Guide, which we intend to be a “living document” that can grow in scope and substance, identifies many distinctive and valuable college-affiliated programs that exist here in the New York City-metro region to assist students seeking to navigate the various distinct phases of the college-going process. These phases include preparing for and accessing college, staying in college, succeeding in college, graduating from college, and finding gainful employment and/or advancing to higher-degree program after college. In publishing this Resource Guide, the Carroll and Milton Petrie Foundation, New York University and Graduate NYC! hope to bring further awareness, recognition, and support to these valuable programs. We also hope this Resource Guide will inspire faculty, administrators, and others to think creatively and constructively about how to continually improve college preparation, access, retention, and completion programs on their own campuses. We strongly encourage all readers to learn more about these programs.
III. Programs to Promote College Access, Success, and Completion Offered
By Contributing Colleges in the NYC-Metro Area U.S. colleges and universities have long provided students with a broad array of traditional support services designed to help them apply for and enroll in college, accomplish their goals in college, and successfully transition into graduate-level academic and professional programs and/or the job market after college. These more fundamental supports include: Admitted Student Orientation Days and Workshops; College Advising Services; Financial Aid Assistance; Tutoring Centers; Internship Programs; and Career Development Services. Traditional supports such as these, which nearly all colleges and universities provide, in one form or another, are important and vital. However, for the purposes of this Resource Guide, we have chosen to focus on more specialized programs and interventions that go “above and beyond” these traditional supports to address the needs of students who may be at greater risk of not being able to access and/or successfully complete college. In the following pages, readers will find descriptions of programs that serve students at four key phases to help them access, persist, succeed, and successfully graduate from college. These phases are:
Phase 1: “Transition from High School to College” Phase 2: “From Enrollment to Declaration of Degree” Phase 3: “From Program Entry to Completion of Program/Degree” Phase 4: “From Degree Completion to Post College Life”
What phase(s) each program addresses is indicated in parenthesis. For example: Percy Ellis Sutton Search for Education, Elevation, and Knowledge, SEEK (Phases 1, 2, 3 & 4) and College Now (Phases 1 & 2)
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1. Baruch College College Now at Baruch College (Phases 1 & 2)
A Brief Overview of the New York City-area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are seventeen college-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information regarding their own campus-based College Now programming. College Now at Baruch College: The College Now program at Baruch College offers:
An Early College Awareness program for students in the 9th grade
College-Credit Courses in business, public administration, foreign languages, social sciences, and mathematics
Non-credit workshops in the sciences and creative writing Baruch College also runs a College Now Liberal Arts Institute, during the summer, which
enables students to step into the shoes of a college student and experienced college life firsthand. Qualified students are invited to enroll in courses in Black Studies, Business, English Writing, Journalism, Personal Finance, and Psychology. The Liberal Arts Institute offers access to a comprehensive range of courses and corresponding workshops that are focused on the completion of a culminating project. Each course awards either three or four college credits. Attendance in the afternoon workshop is mandatory in order to receive credit for the morning course. The summer Liberal Arts Institute is free. MetroCards, textbooks, and lunch vouchers are provided. More details and eligibility criteria for the program are posted at https://www.baruch.cuny.edu/collegenow/ce.htm.
Students who enroll in college-credit courses at Baruch College are also free to use the following facilities:
Athletic and Recreation Complex Computer Lab
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William and Anita Newman Library Program Website: http://collegenow.cuny.edu/colleges/baruch-college/ Program Contact: Tony Davis, Director; Phone: 646-312-4297; Fax: 646-312-4296; Email: [email protected]
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Baruch College (Phases 1, 2, 3 & 4)
A Brief Overview of the New York SEEK Program: The Percy Ellis Sutton SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The SEEK program is offered by all 11 of the senior (four year) City University of New York (CUNY) colleges. Here in this guide, some of the individual CUNY colleges have contributed additional information about how the SEEK program operates on their own campus. SEEK programs are designed to assist students in meeting the challenges of transitioning to and completing college, and provide a more supportive academic environment in which these students will flourish. In addition to the regular services all CUNY colleges provide to their admitted students, the SEEK program offers an array of supplemental instructional supports, financial services, and counseling. SEEK students are also eligible to receive extended financial support to cover tuition costs through the New York State Tuition Assistance Program (TAP), which provides grants to eligible New York State residents to help pay for tuition at in-state postsecondary institutions. Because TAP is a grant, not a loan, students do not have to pay it back. SEEK students are eligible for up to 10 semesters of TAP funding (non-SEEK students are limited to eight semesters of TAP). In the last forty years, the SEEK programs have enrolled approximately 230,000 low-income students. Students are admitted into the program without regard to age, sex, sexual orientation, race, disability, or creed. CUNY-Wide Program Website: http://www.cuny.edu/academics/programs/notable/seekcd/seek-overview.html The Percy Ellis Sutton SEEK Program at Baruch College: The SEEK program at Baruch College is designed to support students and promote their success throughout their college years and beyond. SEEK students begin their studies at Baruch by enrolling in a six-week summer program before they start their freshman year of college. This program includes academic coursework, enrichment workshops, and field trips.
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The program helps newly admitted SEEK students familiarize themselves with the College, while immersing them in academic coursework so that they are well prepared to begin the fall semester, both academically and socially. The summer session equips students with the study skills they need to succeed academically. It also provides opportunities for students to develop relationships with faculty, staff, and peers that will ease the transition from high school to college. Program Website: http://www.baruch.cuny.edu/studentaffairs/seek/index.htm Program Contacts: Main Office Phone: 646-312 4620; Fax: 646-312-4621; Email: [email protected]
The Student Academic Consulting Center (SACC) at Baruch College (Phases 2, 3 & 4)
The Student Academic Consulting Center (SACC) at Baruch College offers intensive tutoring programs and workshops for students. SACC’s mission is to help undergraduates succeed academically during their college years, as well as later in their chosen profession. SACC tutors teach not only course-specific content but also study skills and learning strategies that last a lifetime. SACC offers multiple academic support programs—including one-on-one and small-group tutoring—in most undergraduate subjects, including math, writing, and various business fields; weekly course-specific review sessions for high risk classes (these classes are known to be challenging, but are necessary to graduate); special workshops based on student needs and demands; and a variety of instructional support materials. SACC received national certification from the College Reading and Learning Association's International Tutor Certification Program in May 2003. SACC also received the National College Learning Center Association's Frank L. Christ Outstanding Learning Center Award for demonstrating a sustained commitment to academic excellence by providing academic support services to its undergraduate student body. Program Website: http://www.baruch.cuny.edu/sacc/index.html
SACC English as a Second Language (ESL) Speech Lab (Phases 2, 3 & 4)
The ESL Speech Lab is a collaboration between Baruch College’s Student Academic Consulting Center (SACC) and its Department of Communication Studies. The Lab offers a variety of software programs on pronunciation, rhythm, intonation, grammar, conversation management, vocabulary development, listening/lecture comprehension and business communication skills. At the Lab, students can work independently or with a Professional Speech Consultant. SACC also offers a “Weekly Conversation Hour” for students to enhance their conversational abilities through practicing American English pronunciation, communication, and listening skills. Here students meet with peers and a trained SACC tutor to discuss topics such as current
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events, culture, business, travel, music, and popular American culture. Finally, SACC offers “Tools for Clear Speech (TfCS),” a set of tutorial services for ESL and nonnative English speakers. The primary mission of TfCS is to provide pronunciation, intelligibility, and general oral communication assistance to students so they may excel at Baruch and beyond. Program Website: http://www.baruch.cuny.edu/sacc/index.html
SACC Intensive Supplemental Mathematics (Phases 2 & 3) SACC at Baruch College recently launched several successful pilot programs to improve the success rates of students in required college math classes. In spring 2012, SACC launched a newly designed, 7-week intensive section of Mathematics 1030 (College Algebra) for students identified as those most likely to fail the course. The course was a great success, with 87% of the students enrolling (20 out of 23) receiving a passing grade. In spring 2013, SACC implemented a Supplemental Instruction program for Mathematics 2003 (pre-calculus), a course that most students must take and that a significant number struggle with. Providing supplemental-instruction tutors for each section, the SACC Intensive Supplemental Mathematics programs have proven highly successful not only because they individualize each student's learning process, but also because they provide a greater degree of personal encouragement and emotional support to students than is commonly available in the classroom. Program Website: http://www.baruch.cuny.edu/sacc/index.html
SACC Immersion Programs for Language and Mathematics Remediation (Phase 1)
For students who have not yet demonstrated college readiness in language and mathematics prior to starting their studies at Baruch College, SACC also offers special Immersion Programs, held during the summer and winter, which are designed to help prepare students to begin college-level coursework. Classes meet daily and are taught by highly trained SACC tutors and professors. Writing classes identify students' weaknesses in grammar and argumentation. Reading classes help students expand vocabulary and strengthen reading comprehension skills. Math classes review topics featured on the standardized exam, including topics specific to Math 0100, 0120 and 1030. Program Website: http://www.baruch.cuny.edu/sacc/immersion.htm
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The Writing Center at Baruch College (Phases 1, 2, 3 & 4)
The Writing Center is designed to help students who want to improve their writing and English language skills and become more competent, confident, and versatile writers. Undergraduate and graduate students from all disciplines and all levels of writing and language proficiency are welcome. The Writing Center offers one-to-one sessions on both a scheduled and walk-in basis, as well as e-Tutoring and small-group workshops. The goal of each session is to strengthen students’ writing and language skills, often by concentrating on a specific writing assignment or project. The Writing Center’s consultants are college-level writing teachers and professional writers. Consultants are experienced and highly trained in working with student writers, including multilingual writers and international students. The Writing Center also publishes i Magazine, an online journal of outstanding student writing. Program Website: http://www.baruch.cuny.edu/writingcenter/index.htm
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick-response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation)
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Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: Petrie Fund Representative, Office of the Vice President for Student Affairs and Enrollment Management; Phone: 646-312-4570.
2. Borough of Manhattan Community College Upward Bound (Phase 1)
The main purpose of Upward Bound at BMCC is to increase the rate at which high school participants complete their secondary education and enroll in and graduate from institutions of postsecondary education. High school students who are low-income and/or potential first-generation college and/or have a high risk for academic failure who meet stated citizenship requirements and attend a target high school or live in a target area in New York City are eligible to apply. After-school academic workshops, interstate and intrastate college tours, SAT/ACT Prep, tutoring, financial literacy workshops, cultural events, parent workshops, financial aid workshops and trips are all part of the Upward Bound program. Program Contact: Antonette McKain, Director; Phone: 212-346-8458; Email: [email protected]
The Science and Technology Entry Program (STEP) at BMCC/CUNY (Phase 1)
The Science and Technology Entry Program (STEP) increases the number of historically underrepresented and economically disadvantaged students pursuing careers leading to professional licensure or professions in mathematics, science, technology and health-related fields. STEP Programs provide students with academic enrichment and research experience in science, mathematics and technology content areas. Programs consist of summer and academic year components including:
Core subject instruction/Regents exam preparation Supervised training in research methods Internships High School and College admissions counseling Standardized test preparation Career awareness/development activities
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STEP program students must be in grades 6 – 12 and meet state-approved economic guidelines. Program Website: http://socrates.bmcc.cuny.edu/CSTEP/ Program Contact: Everton Barrett; Phone: 212-220-8000, Ext. 5059; Email: [email protected]
College Now at BMCC (Phases 1 & 2)
A Brief Overview of the New York City-area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are seventeen college-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information regarding their own campus-based College Now programming. College Now at Borough of Manhattan Community College: College Now at the Borough of Manhattan Community College serves over 700 students annually. Students, who participate in College Now, attain a valuable opportunity to experience the richness of college life while still in high school. While taking free college credit courses, College Now at BMCC not only strives to help students save time and money, but to also help push them ahead of their academic peers. Earning college credit in high school will help to make students’ college applications stand out amongst the best and the brightest. With the chance to take on academic challenges and to participate in a wide range of cultural activities, our students can expect to have an easier transition into higher education, as well as improving their likelihood of graduating from college. Program Website: http://www.bmcc.cuny.edu/collegenow/ Program Contact: Peter Williams, Director; Phone: 212-220-8490; Email: [email protected]
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Freshman Learning Academy (Phases 1 & 2)
Freshman Learning Academy (FLA) offers first-time full-time liberal arts students a seamless transition from high school to college. As members of the FLA program, students are assigned to a designated coordinator through the first year of study. The coordinator helps students navigate the transition to college, including financial aid assistance and referrals, academic success workshops, career and interest exploration, tutoring and learning resources, advisement, registration for courses, and referral to other resources as individual needs require. Students participating in a Freshman Learning Academy will connect with the BMCC campus and their classmates better during their first year. Program Website: http://www.bmcc.cuny.edu/fla Program Contact: Alexandra Pyak, Program Supervisor; Phone: (212) 220-8328; Email: [email protected]
Getting Prepared to Start (GPS) Orientation (Phases 1 & 2)
The Getting Prepared to Start (GPS) Orientation program is designed to provide a glimpse of the resources and services BMCC offers to support students. GPS will assist students in navigating and making a seamless transition to BMCC. GPS will cover information that will ensure the transition to college life is a smooth one. A one-day event, GPS will allow you to: meet members of the BMCC college community; learn more about filing for financial aid; hear from BMCC alumni; receive academic advisement and register for first semester classes. All new and incoming students are strongly encouraged to attend the GPS program to be academically advised and register for courses. Program Contact: Joseph Ginese, New & First Year Student Experience Specialist; Phone: 212-220-8000, Ext. 7321; Email: [email protected]
“Out in Two” Scholarship Program (Phases 1 & 2)
The BMCC “Out in Two” scholarship is an academic program designed to help students graduate BMCC within two consecutive years. Students must be first-time freshmen, be enrolled in an AA, AS, or AAS degree program (excluding Nursing, Respiratory Therapy, Health Information Technology, Paramedic and Engineering Science), and earn a minimum of 15 degree credits and have a GPA of 3.0 or higher in their first semester to be eligible for the program. Students receive a scholarship award of $1,600 in their last three consecutive semesters, provided they meet all the guidelines of the program. Program Website: http://www.bmcc.cuny.edu/advisement/page.jsp?pid=1004&n=Out-in-Two Program Contact: Sussie Gyamfi, Scholarship and Special Services Coordinator; Phone: 212-220-8133; Email: [email protected]
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Pre- Freshman Summer/ Winter Immersion Programs (Phases 1 & 2)
This program is designed for newly admitted students planning to enter or continue college. The program provides an opportunity for students to acquire basic skills, complete their basic skills obligations, and get a head start on their college experience. The program will:
Offer basic skills courses to improve student's proficiency in areas such as English (writing), English as a Second Language, Reading and Mathematics;
Provide students with an opportunity to enroll in one course to reduce or eliminate the number of basic skills courses they will be required to take in the Fall or Spring semester.
Provide counseling, tutoring and other support services Offer students an opportunity to work with concerned and committed faculty in
small class-size settings. Program Website: http://www.bmcc.cuny.edu/academics/page.jsp?pid=1133&n=Pre-%20Freshman%20Summer/%20Winter%20Immersion%20Programs Program Contact: Associate Dean Michael Gillespie, Academic Affairs; Phone: 212-220-81320; Email: [email protected]
Sister2Sister Mentoring (S2S) (Phases 1 & 2)
Sister2Sister Mentoring is a weekly support group facilitated by The Women’s Center staff. S2S provides academic & social support by pairing incoming female freshmen with senior class sisters. Mentors and mentees are expected to meet and to communicate regularly and participate in WRC activities, regular weekly meetings, and activities including community service, workshops and trips. Program Website: http://www.bmcc.cuny.edu/womencenter/index.jsp Program Contact: Deborah Parker, Director; Phone: 212-220-8165; Email: [email protected]
Academy of Leadership and Service (Phases 1 & 3)
The BMCC Academy of Leadership and Service is a one-year program designed primarily for freshman students. Through a series of weekly workshops and activities, students are expected (1) to learn the basic skills required to become an effective leader, (2) to learn what opportunities are available to participate in student life, and (3) to fill student leadership roles at the college. Students will learn the basic tenets of leadership to motivate and support them in their service as club leaders.
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Program Website: http://www.bmcc.cuny.edu/studentactivities/ Program Contact: Melissa Aponte, Assistant Director, Office of Student Activities; Phone: 212-220-5594; Email: [email protected]
Peer Mentoring Program (Phases 1, 2 & 3)
Starting college can be a daunting experience. For new students, choosing a major, locating a classroom, or deciding which student organization to join can be overwhelming. To alleviate much of the confusion when transitioning to college, the Peer Mentor program at BMCC aims to match students with mentors who will provide information, support and guidance toward their degree completion. The Peer Mentor program connects successful continuing students with new students and those in academic difficulty. Mentors and mentees will: meet on their own time, attend events that foster leadership and academic development; discuss resources that aid students in success. Incoming students can also request a Peer Achievement Leaders (PAL). PALs are successful upper class BMCC students who volunteer to provide newly admitted students with information, assistance, and an understanding of how to navigate the journey from admission to the first day of classes. Program Website: http://www.bmcc.cuny.edu/peermentor/ Program Contact: Office of Student Affairs, Room S350; Phone: 212-220-8130
Accelerated Study in Associate Programs (ASAP) (Phases 1, 2, 3 & 4)
Funded by the City of New York and Mayor Bloomberg’s Center for Economic Opportunity, Accelerated Study in Associate Programs (ASAP) is a special program at the City University of New York’s Community Colleges. ASAP at BMCC emphasizes enriched academic support, personal academic advisement and employment services to prepare students to graduate with their associate degree in two to three years, and either transfer to a four-year college/university or enter the workforce with full time employment. Program Perks:
Financial assistance towards any textbook
Free monthly metrocard for the academic year
Free tutoring and other student support services
Priority registration
Personal academic advisement
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Job placement assistance and tuition assistance (if qualified)
Program Website: http://www.bmcc.cuny.edu/asap/ Program Contact: Lesley Leppert-McKeever, Director; Phone: 212-220-1397; Email: [email protected]
Accessibility Services (Phases 1, 2, 3 & 4)
The mission of the Office of Accessibility is to provide a range of reasonable accommodations, academic adjustments, and support services to students with disabilities. The Office of Accessibility fosters independence and self-advocacy. In addition, the office serves as a liaison and resource to members of the BMCC community regarding disability issues. Disability is defined by law as any mental or physical condition that substantially impairs or restricts one or more major life activities, and includes, but is not limited to, such disabling conditions as: visual impairment; psychological/emotional disabilities; speech and/or hearing impairment; mobility impairment and learning disabilities. Students diagnosed with a disability that request services must provide appropriate and current documentation. Program Website: http://www.bmcc.cuny.edu/accessibility/index.jsp Program Contact: Marcos Gonzalez, Director; Phone: 212-220-8182; Email: [email protected]
College Discovery (CD) Program (Phases 1, 2, 3 & 4)
The College Discovery (CD) Program was created as a Special Program of The City University of New York (CUNY). It was established to provide support to students who otherwise might not be able to attend college due to their educational and financial circumstances. Without these programs, many would not have been able to earn a college degree. College Discovery is a sister program to the Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK), which is offered at CUNY senior colleges. By being part of College Discovery, students have access to the following resources: additional financial support for textbooks, travel, and college fees; personal counseling; tutoring and academic support; academic advisement and various student clubs, such as Chi Alpha Epsilon National Honor Society. College Discovery supportive benefits transfer over into senior colleges. At BMCC, the success of College Discovery is reflected in the performance of its students, as retention and graduation rates exceed those of regularly admitted students. CD and SEEK students have been recipients of the Gates Millennium Scholarship Award, the Woodrow Wilson Fellowship, the Mellon Minority Fellowship, and other national, state, and local awards.
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Program Website: http://www.bmcc.cuny.edu/cd/ Program Contact: Dr. Pedro Perez, Director; Phone: 212-220-8154; Email: [email protected]
College Opportunity to Prepare for Employment (COPE) Program (Phases 1, 2, 3 & 4)
The College Opportunity to Prepare for Employment (COPE) Program aims to provide ongoing support to assist students with HRA-affiliation in identifying and defining personal and career goals, to develop effective life management skills, and better utilize services and appropriate systems to promote their long-term self-sufficiency. The main activities of the program are to offer support services; for example, COPE offers employment placement services, which include job readiness, preparation, placement and follow-up. A key goal is for COPE students to obtain meaningful employment that will lead to long-term economic self-sufficiency. Program Website: http://www.bmcc.cuny.edu/cope/ Program Contact: Argenis Rodriguez, COPE/GSI Director; Phone: 212-346-8479; Email: [email protected]
Student Veterans Services (Phases 1, 2, 3 & 4)
The Veterans Resource Center serves the needs of prospective and enrolled service persons, veterans, their dependents, their survivors, and other persons eligible to receive education benefits under various Department of Veterans Affairs (DVA) programs. The Veterans Resource Center provides counseling, program information, and certifies eligible students to receive DVA education benefits while maintaining productive relations with the Veterans Administration and other agencies serving veterans. The purpose of this program is to facilitate a smooth transition from military life to the college experience by providing veterans a strong support system and services. Program Website: http://www.bmcc.cuny.edu/veteranstudents Program Contact: Wilfred Cotto, Veterans Student Services Coordinator; Phone: 212-220-8000 ext. 5363; Email: [email protected]
The Writing Center at BMCC (Phases 1, 2, 3 & 4)
The goal of the Writing Center is to develop student writing skills across the curriculum, using the writing and/or reading assignments they encounter during the course of their studies at BMCC. The Writing Center supports students to become skilled and confident writers, better able to navigate the world of academic, creative, and professional writing. The center
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encourages students to understand writing as a skill that must be developed independently throughout their lives. The aim is to break the mystique of academic writing by addressing key misconceptions about writing requirements and strengthening student knowledge of what represents good writing. Program Website: http://www.bmcc.cuny.edu/writingcenter/ Program Contact: Igwe J Williams, Writing Center Acting Director; Phone: 212-220-8000, Ext. 7939; Email: [email protected]
Urban Male Leadership Academy (Phases 1, 3 & 4)
The Urban Male Leadership Academy (UMLA) at Borough of Manhattan Community College is dedicated to preparing graduates who are ready to conquer the unique challenges of their generation. UMLA seeks to uplift the BMCC community by providing leadership opportunities and support services to underrepresented students in higher education. UMLA's primary goal is to increase the retention, graduation, and transfer rates of underserved student populations, particularly black and Latino males. UMLA is shaping BMCC students into the leaders of tomorrow through various methods such as:
Peer mentoring through the Each One Reach One program, Individual and group staff/faculty mentoring, Career exploration workshops and leadership conferences Social and cultural enrichment activities, such as theatre, book discussions, and self-
exploration workshops, Tutoring programs targeted to students needing academic support, and Bridge programs to senior-colleges (Baruch, NYU, and more) and access to professional
pipeline programs. A targeted program to develop minority males to prepare for teaching in the NYC Public
schools. Program Contact: Ashtian Holmes; Phone: 212-220-8000, Ext. 7276; Email: [email protected]
BMCC Single Stop (Phases 3 & 4)
The Stop Program at BMCC provides students and their families with social services that address barriers preventing them from attending and completing school. These services are provided in collaboration with BMCC and external partners.
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Core services include:
Quick Screening: Single Stop counselors conduct a quick screening to determine
eligibility for health insurance, as well as for the Supplemental Nutrition Assistance
Program (SNAP). If eligibility is established, Single Stop counselors complete and submit
an application on behalf of the student.
Financial Counseling: Financial counselors are available at the Single Stop office to help
students become more financially stable. The counselors teach students how to access
their credit report; review it for discrepancies, develop budgets, and open savings
accounts.
Legal Counseling: Attorneys are present to assist students who may be experiencing
legal problems such as landlord-tenant issues, immigration status, and representation at
a fair hearing for public benefits.
Free Tax Preparation: Tax preparers are on campus for the entire tax season to assist
students and their families complete the necessary paperwork for filing their taxes for
free.
Program Website: http://www.bmcc.cuny.edu/singlestop/ Program Contact: Deborah C. Harte, Single Stop and Special Services Manager; Phone: 212-220-8195; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4)
The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the funds
may assist with:
Overdue utilities bills and shut-off notices
Rent in arrears, at risk for eviction
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Housing assistance for homelessness
Medical and dental bills for uninsured necessary procedures
Destruction of living quarters, due to fire or other natural disaster
Theft of computer, books, clothing, or other essential belongings
Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty
Automobile expenses (if a student’s car breaks down and is their only means of
transportation)
Child care for legal dependents
Travel home for illness or death in the immediate family
Program Contact: Sussie Gyamfi, Scholarship and Special Services Coordinator; Phone: 212-220-8133; Email: [email protected]
3. Brooklyn College Brooklyn College Educational Talent Search Program (BCETSP) (Phase 1) The Brooklyn College Educational Talent Search Program (BCETSP) is a college-access program designed to assist low-income, first-generation college students develop the academic interest and skills necessary to graduate from high school and enroll in college or another postsecondary institution. Students are assigned a Pre-College Counselor who is responsible for regularly following up and identifying student-specific activities that will supplement instruction and college awareness. BCETSP direct counseling sessions also address career research and financial literacy to help students and their families apply for financial aid and address the challenges of paying for higher education. As members of the BCETSP program, students receive access to free programs that simulate college-level work and provide exposure to the college environment. This includes, but is not limited to, SAT-prep courses taught on the Brooklyn College campus, opportunities to shadow Honors students for a day, participation in career-development workshops hosted by the college, and volunteer opportunities with Brooklyn College departments (e.g. Veteran Affairs). These activities are important because they help underserved students persist and succeed, not only in high school, but also in college. Program Website: www.brooklyn.cuny.edu/talentsearch Program Contact: Randall Clarke, Director, Talent Search Program; Phone: 718-951-5593; Email: [email protected]; Alternate Email: [email protected]
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College Now at Brooklyn College (Phases 1 & 2)
A Brief Overview of the New York City-Area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City Department of Education’s secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are 17 campus-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information on their own campus-based College Now programming. The College Now Program at Brooklyn College: The College Now program at Brooklyn College serves 10th through 12th graders in approximately 24 Brooklyn-area public high schools. The program offers a broad array of services centered around a core sequence of courses, with a strong focus on academic, social, and practical preparedness for college. Entry points into the program include college preparatory and discipline specific pre-college classes, college-credit courses for qualified 11th and 12th graders, and community-based service learning opportunities. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/highschool.php Program Contact: Pieranna Pieroni, Director; Phone: 718-951-4412; Email: [email protected]
Brooklyn College Academy (Phase 1)
Brooklyn College Academy is a small, comprehensive 9th through 12th grade Early College High School of approximately 600 students established in 1986 by the New York City Board of Education in collaboration with the City University of New York. The Academy was created for students who can benefit from smaller classes, more individualized attention, and a nurturing environment. Today we offer our students to earn up to 30 college credits through our collaboration with Brooklyn College. The mission of the Brooklyn College Academy is to create and sustain a collaborative community of leaders and learners. Our goal is to expand students' horizons to include postsecondary educational opportunities and career goals. The Academy is composed of two
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sites. Our main site, at 350 Coney Island Avenue, houses our ninth and tenth grades. After completing the tenth grade, students then make the transition to Brooklyn College campus (James Hall) for eleventh and twelfth grade. The opportunity to begin earning college credits through our Early College program begins in the tenth grade. Admission to the academy is open to Brooklyn residents who may apply through the high school application process of the New York City Department of Education. Program Website: http://brooklyncollegeacademy.com Program Contact: Maureen Maloney, Pupil Personnel Secretary, Brooklyn College Academy; Phone: 718-853-6184; Email: [email protected]
Science, Technology, and Research (STAR) Early College High School (Phase 1)
The STAR Early College High School—a collaboration between Brooklyn College, the New York City Department of Education, and the Gateway Institute for Pre-College Education—offers a rigorously challenging, college-enriched curriculum with a science, technology, and research theme designed to equip students to successfully transition from high school to college. STAR accepted its first sixth-grade class in fall 2007 and became a full-service early-college high school, spanning grades 6 through 12, in 2009. STAR’s first graduating class—the class of 2007—saw 98% of its students meet or exceed the assessment and state standards for graduation. STAR currently enrolls 446 students who have achieved a 98% promotion rate and an attendance rate of 94%. STAR Early College High School is one of more than 75 early college high schools launched as part of a National Early College Initiative supported by the Woodrow Wilson Foundation, and previously by the Bill & Melinda Gates Foundation. Starting in the ninth grade, students at STAR have the opportunity to accrue college credits, first through dual-credited courses offered at Brooklyn College and culminating in junior- and senior-year experience programs, where students are enrolled in a variety of freshman college courses with other Brooklyn College students. Students at STAR also gain real-world experiences through special field investigation trips, summer internships, college tours, and science-oriented projects provided through the Gateway lnstitute for Pre-College Education. By the end of their senior year, STAR students generally have earned 30 or more college credits. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/highschool.php Program Contact: Mary Chiusano, Academic Program Manager for STAR; Phone: 718-951-5000 x6496; Email: [email protected]
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Brooklyn College “BC Bound”: GED to Degree Program (Phase 1)
Starting in spring 2013, Brooklyn College piloted a new program that allows eligible General Educational Development (GED) graduates to attend Brooklyn College as first-time freshmen. (The GED is a test offered to people who, for various reasons, did not graduate from high school but who later want to obtain an educational certificate equivalent to a traditional high school diploma.) Students earning their GED, with minimum scores of 500 in the Writing and Mathematics portions, and an overall GED score of 2,700 or more are eligible for BC Bound. BC Bound gives participating GED graduates the opportunity to take full-time coursework toward their completion of a four-year bachelor’s degree. It also provides participants with extra tutoring and peer mentoring through a specially designed Learning Community. In addition, students hold regular meetings with an advisor at least three times per semester. To continue at Brooklyn College, students in the BC Bound program must pass both English 1010 and Math 1011 with a grade of “C” or better. Students who are not successful in earning this grade or better in these core courses are individually counseled on their options at other CUNY colleges. Program Contact: Dr. Sharona Levy, Professor; Phone: 718-951-5000, x6855; Email: [email protected]
The First College Year Program at Brooklyn College (Phase 2)
The First College Year (FCY) program at Brooklyn College works to facilitate the transition from high school to college using a variety of national best practice strategies designed to integrate students into the college community as engaged learners and participants in campus life. While these best practices have been shown to help all students by increasing GPA scores, credits attempted and earned, and retention, research confirms that these programs have an even greater positive impact on students historically underrepresented in higher education, many of whom are strongly represented among the freshman class at Brooklyn College. The FCY program includes Learning Communities, First-Year Seminars, First-Year Thursdays, and the First-Year Common Reading. A first-year Learning Community is a cluster of two-to-three linked courses reserved for first semester students. Participating in a Learning Community makes it easier for incoming first year students to meet new friends, form study groups, share notes, and prepare for exams. The First-Year Seminar is a course which covers vital topics such as time management, the value of the liberal arts, higher-level thinking, strategic learning, social and emotional intelligence, academic and career planning, diversity, and wellness. First-Year Thursdays are a series of events that welcome students to campus and help them discover what Brooklyn College has to offer beyond the classroom. Finally, the First-Year Common Reading, given to all incoming freshmen, provides a starting point for conversations across the campus and introduces students to what it means to be part of a larger academic community. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/first.php
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Program Contact: Nicole St. Clair, Assistant Director of First College Year Programs; Phone: 718-951-5771; Email: [email protected]; Program Email: [email protected]
Brooklyn College’s Peer Mentoring Program (Phase 2)
The Peer Mentoring Program at Brooklyn College provides first-year, English as a Second Language (ESL), and transfer students with regular access to peer mentors who can serve as “role models” and guides for navigating college life. Peer mentors—who are generally sophomores, juniors, or seniors with at least a 3.5 Grade Point Average (GPA)—seek to ease the transition from high school to college, and also from college to college (in the case of transfer students), by demonstrating positive student habits, sharing skills, guiding students to resources and opportunities on campus, and promoting autonomous decision-making. Peer mentors are embedded in a class with ESL students who are participating in the First-Year Learning Communities (discussed above). Working closely with faculty, peer mentors take 10-15 minutes of class time each week to discuss a topic relevant to the first-year experience, such as time management, study skills, note taking, making faculty connections, classroom etiquette, and campus resources. In addition, peer mentors email students weekly with tips and advice they may not have addressed in class. Mentors also organize and deliver workshops (dealing with registration, financial aid, study abroad, scholarships, etc.) and cultural events outside of class. This gives peer mentors and students an opportunity to interact in a more casual setting, while also exposing students to opportunities and activities available throughout Brooklyn College. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/first/peermentor.php Program Contact: Dr. Lisa Schwebel, Director of Scholars Program and Honors Academy; Phone: 718-951-4114; Email: [email protected]
The Black and Latino Male Initiative (BLMI) (Phases 2, 3 & 4)
The Brooklyn College Black and Latino Male Initiative (BLMI), funded by the New York City Council, is part of the CUNY system’s Black Male Initiative. The program is designed to support students academically and professionally throughout their college careers. While the program and its activities are open to all academically eligible students without regard to race, gender, national origin, or other characteristics, the core mission of BLMI is to increase the number of men of African and Latino descent and other historically underrepresented groups who enroll in and graduate college. The BLMI programs provides peer and faculty mentorship; special lectures and programs; academic tutoring; one-on-one academic advisement; workshops on being a successful college
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student; career development workshops; and access to the BLMI Commons, a shared lounge and study area equipped with computers and Wi-Fi access. Program Contact: Nicole St. Clair, Director of the Black and Latino Male Initiative; Phone: 718-951-5771; Email: [email protected]; Program Email: [email protected]
TransferNation (Phases 2 & 3 for students who transfer from other colleges)
TransferNation is designed to help transfer students who come to Brooklyn College from other colleges and programs. The program is designed to help these students adjust to and become actively engaged in the academic and cultural life of Brooklyn College, through a series of workshops and activities. TransferNation students are assigned to peer mentors who hold “Lunch and Learn” sessions with them three times per week to discuss issues relevant to the transfer experience. Students who participate are also given access to an academic advisor skilled at working with transfer students, and to a career advisor who is based at Brooklyn College’s Magner Career Center. Finally, students are encouraged to make use of additional services provided by the Library, the Transfer Students Center, and the Learning Center. TransferNation also provides major-specific workshops in Business, Education, the Sciences, and the Humanities where students meet with the faculty advisors assigned to each of these disciplinary fields. Students in the program receive regular counseling and valuable information about how to keep track of their course requirements, degree progress, and course registrations online. Program Contact: Dr. Lisa Schwebel, Honors Academy Director; Phone: 718-951-4114; Email: [email protected]
Pre-Health Professions Program (Phases 3 & 4)
The Pre-Health Professions program at Brooklyn College seeks to produce qualified and confident pre-health candidates who will be eligible for admission to a professional school. This program does not take the place of choosing and completing a major, instead it is designed to reinforce and support students, who want to work in a health-science related field. In particular, it helps them fulfill various prerequisite coursework and plan to pursue an advanced degree. The program provides a wide range of services, including pre-health program information and advisement; professional school application information; volunteer, research, and internship opportunities; and career resources. In addition, the program maintains a file of recommendation letters and other materials necessary for professional school applications. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/prehealth.php
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Program Contact: Dr. Steven Silbering, Director of Pre-Health Professions Advisement/Director of Coordinated B.A.-M.D. Program; Phone: 718-951-4706; Email: [email protected]
Research Initiative for Scientific Enhancement (RISE) (Phases 2, 3 & 4)
The RISE program at Brooklyn College was created to broaden opportunities for students traditionally under-represented in the fields of Science, Technology, Engineering and Mathematics (STEM). RISE offers developmental and research activities designed to increase students’ mastery of these core subject areas, and encourage students to pursue graduate studies in the fields of biomedicine and behavioral research. There are two major components of the program, the academic part which occurs predominantly in freshman and sophomore years, and the research part which includes experiences appropriate for students as early as the freshman year. The program also participates in a pre-freshman summer Bridge to College for students admitted to Brooklyn College. RISE provides workshops, seminars, and rigorous mentoring by staff, faculty researchers, and peer mentors. It also provides “Supplemental Instruction” workshops designed to help students succeed in more difficult prerequisite or “gateway” science classes. Finally, RISE faculty and staff utilize innovative teaching techniques and approaches, such as SCALE UP and POGIL, in order to increase levels of student engagement and success. The research components of the RISE program increase incrementally, with the first research experience working with teams of RISE students on small research studies under the supervision of peer leaders. Ultimately, RISE seeks to place interested students in faculty labs during their junior and senior years. We also help students obtain summer internship and externship experiences all over the country. One of the greatest benefits of the RISE program is the sense of closeness and community that student participants feel. The transition from high school to college is far more challenging than most students realize or expect. Having a tight-knit group of friends can be an enormous help, especially in a large school like Brooklyn College. RISE students form strong connections and provide one another with support, both academically and personally, which helps all students in the program to better address the changes and challenges that many students experience. Program Website: http://www.brooklyn.cuny.edu/web/academics/centers/case/programs/rise.php Program Contact: Dr. Louise Hainline, Professor of Psychology/Director of RISE; Phone: 718-951-5610; Email: [email protected]
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Teacher Academy at Brooklyn College (TABC) and Noyce Scholars (Phases 2, 3 & 4)
The Teacher Academy at Brooklyn College (TABC) is an undergraduate program that provides academic and professional advisement to students who are interested in pursuing a teaching career in mathematics or science. TABC encourages students to pursue teaching careers in middle and high schools in New York City. TABC provides participating students with a unique series of supports, including: (1) opportunities for peer learning through courses and study groups; (2) learning experiences inside city schools prior to student teaching; (3) early course registration; (4) individualized academic advisement; (5) periodic seminars to develop and enhance teaching skills; (6) a place to study, meet, and collaborate with other students in the program; and (7) eligibility for certification to teach in NYC after completion of the program. The Noyce Scholars program is an extension of the TABC program. Students who apply for and are accepted into the TABC-Noyce Scholars program receive financial aid assistance to help pay the cost of their tuition and studies. They also receive additional opportunities for learning and professional development in external settings such as museums, parks, and in nature. The TABC-Noyce Scholars program is open to undergraduate students at Brooklyn College’s school of education who are enrolled full time, have a 3.0 GPA or higher, and are studying Adolescent Mathematics, Physics, Chemistry, Earth Science, or Biology Education. Applicants must also demonstrate a desire to teach in New York City Public Schools. Each TABC-Noyce Scholar receives: (1) financial support for three years, two years undergraduate and one year graduate, up to $10,000 per year, inclusive of internship stipends; (2) tutoring internships in host Middle and High Schools (30 hours); (3) summer professional development programs focused on teacher certification and the city as a resources for science learning; (4) opportunities to engage in STEM and STEM education research with faculty at Brooklyn College and the Graduate Center; and (5) faculty mentorship and support. Program Contact: Jennifer D. Adams; Phone: 718.951.5000 x3637; Email: [email protected]
Urban Community Teachers (UCT) Program (Phases 2, 3 & 4)
The UCT program was founded in 2009 to create a pipeline of Black male teachers to the New York City public school system. In recent years, new research has shown improved student learning outcomes in situations where students and teachers share similar cultural and ethnic backgrounds. Today, New York City has one of the lowest high-school graduation rates for Black males in the country; a recent report from the Schott Foundation for Public Education found that fewer than 28% of Black males graduate high school. Despite a large proportion of Black male students here in NYC, only roughly 4% of NYC teachers are Black males. The UCT program aims to begin to address this disparity by creating a pipeline for Black male teachers to pursue careers in the New York City public school system. UCT participants receive stipends, training, mentorship, and peer learning opportunities aimed at encouraging black male
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students to become teachers in the New York City public school system. To date, nearly 40 students have participated in the program. Program Contact: Dr. Haroon Kharem, Associate Professor of Education; Phone: 718-951-5003; Email: [email protected]
CUNY Pipeline Program (Phases 3 & 4)
The CUNY Pipeline Program provides educational and financial support to Brooklyn College and other CUNY undergraduates from underrepresented backgrounds who are interested in pursuing a Ph.D. in preparation for college-level teaching and advanced research in designated disciplines. The Program accepts students in any discipline except law and medicine. The CUNY Pipeline recruits students from groups currently underrepresented in our nation’s universities. It provides an in depth orientation to the academic profession through a six-week summer research institute at The Graduate Center, and provides opportunities for undergraduate students to complete research with a doctoral faculty member. During the summer institute, CUNY Pipeline Fellows take a 4-credit research seminar that orients them to academia; participate in workshops on applying to graduate school; and attend workshops in preparation for the Graduate Record Exam (GRE). In the fall semester, Fellows attend monthly colloquia at the Graduate Center focused on the graduate admissions process and work in small peer mentoring groups led by MAGNET fellows, Graduate Center doctoral students who are also from underrepresented groups. In the spring, Pipeline Fellows continue to work in these peer mentoring groups and attend monthly colloquia focused on preparing for life as a graduate student. Fellows report on their research projects at the annual CUNY Pipeline Conference held at The Graduate Center and submit a written senior thesis at the end of the academic year. CUNY Pipeline Fellows who are accepted into any of the Doctoral Programs at the CUNY Graduate Center receive a tuition waiver for their first year of doctoral study. The program also provides the following subsidies: $1,500 as a summer stipend; $750 to cover graduate school application fees; $750 for participation in the annual conference; reimbursement of the Graduate Record Exam (GRE) fee; and another $850 for completion of the student’s thesis. Program Website: http://www.gc.cuny.edu/About-the-GC/Resource-Services/Educational-Opportunity-Diversity-Program Program Contact: CUNY Office of Educational and Diversity Programs; Phone: 212-817-7540; Email: [email protected]
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Mellon Mays Undergraduate Fellowship at Brooklyn College (Phases 2, 3 & 4)
The Andrew W. Mellon Foundation supports the Mellon Mays Undergraduate Fellowship program at 33 American colleges and universities. The goals of the program are to increase the number of minorities and underrepresented groups on college faculties by helping students of great promise to become scholars of distinction. Brooklyn College is one of the most successful in sending well-prepared students to distinguished colleges and universities for graduate study. Mellon Mays Fellows have entered graduate programs that led to Ph.D. degrees at institutions such as Berkeley, Chicago, Michigan, New York University, Pennsylvania, Princeton and Yale. Many Fellows have been elected to Phi Beta Kappa. Brooklyn College chooses five students each year to participate in the Mellon Mays Undergraduate Fellowship. Applicants must be full-time students in the second semester of their sophomore year (45–60 credits) and must show evidence of solid academic achievement. Students must be interested in pursuing graduate studies in anthropology, computer science, cultural studies, demography, ecology, foreign language, geology, the humanities, mathematics, physics, political theory or religion. The Mellon Mays Undergraduate Fellowship provides students with tuition stipends, faculty mentors, internships in teaching and research, a research methods course, and colloquia in which members discuss their concerns and learn about one another’s research. The program also helps students take practical steps leading to graduate study including preparing for the Graduate Record Examination (GRE), choosing a graduate school, and drafting personal statements for graduate applications. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/academy/programs/mellon.php Program Contact: Dr. Lisa Schwebel, Director, Scholars Program and Honors Academy; Phone: 718-951-4114; Email: [email protected]
Coordinated B.A.-M.D. Program (Brooklyn College and Downstate College of Medicine of the State University of New York, SUNY Downstate) (Phases 1, 2, 3 & 4)
Brooklyn College and the SUNY Downstate College of Medicine offer the Coordinated B.A.-M.D. Program for students who are admitted to Brooklyn College as first-year students and are committed to pursuing a medical career. The Coordinated B.A.-M.D. program prescribes an integrated course of study that provides future physicians the necessary foundation in the sciences while also giving them a broad background in the humanities and social sciences. It aims to train future physicians who are concerned not only with curing patients but also with caring for them. The program is unusual in that it places no restrictions on the field of medicine that students may enter, or on the location of their practice, because it regards these as life choices best made toward the end of medical school.
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Each student accepted to the B.A.-M.D. Program is awarded a Brooklyn College Foundation Presidential Scholarship that provides up to $4,000 annually for four years of undergraduate study. Following a rigorous selection process that includes a written application and interviews, 15 students are admitted into the freshmen cohort. Students who successfully complete an honors premedical curriculum enter Downstate College of Medicine of the State University of New York for their medical studies. As members of the Honors Academy, B.A.-M.D. students take advantage of individual advising, faculty consultation, and early registration. In the Commons they find study facilities, computer access, academic, scholarship, internship and career opportunities, and, above all, intellectual stimulation among other talented students like themselves. Students applying to the B.A.-M.D. Program will also be considered for the Scholars Program. In January 2003, Brooklyn College and the State University of New York State College of Optometry implemented an additional agreement whereby up to six Brooklyn College students per year may be admitted into a seven-year Bachelor of Arts or Science (B.A. or B.S.) and Doctor of Optometry (O.D.) program. Students accepted to the Optometry Program are admitted into a designated, prescribed major at Brooklyn College and simultaneously receive candidacy in the SUNY College of Optometry’s professional program of study. Program Website: http://www.brooklyn.cuny.edu/web/academics/honors/academy/programs/ba-md.php Program Contact: Dr. Steven Silbering, Director of Pre-Health Professions Advisement/Director of Coordinated B.A.-M.D. Program; Phone: 718-951-4706; Email: [email protected]
Brooklyn College/SUNY Downstate College of Nursing Agreement (Phases 2, 3 & 4)
Brooklyn College does not prepare students to take the Registered Nursing (RN) licensing examination, however students at Brooklyn College who graduate with at least a 3.3 Grade Point Average (GPA) and complete prerequisite coursework are eligible to apply for and will be automatically accepted into the accelerated Nursing program at SUNY Downstate’s College of Nursing. This arrangement is affirmed through a special “articulation agreement” between the two institutions. Program Website: http://www.brooklyn.cuny.edu/web/aca_honors/130909_PrehealthProfessionsHandbook.pdf Program Contact: Dr. Steven Silbering, Director of Pre-Health Professions Advisement/Director of Coordinated B.A.-M.D. Program; Phone: 718-951-4706; Email: [email protected]
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Brooklyn College/New York College of Podiatric Medicine Agreement (Phases 2, 3 &
4)
Brooklyn College students who have completed 90 credits of course work toward a B.A. or B.S. degree are eligible for admission into the New York College of Podiatric Medicine (NYCPM) through use of Brooklyn College’s professional option and articulation agreement with that school. A Doctor of Podiatry is capable of preventing, diagnosing, and treating diseases and disorders of the foot. Included in the 90 credits, students must have at least 6 credits in English with a grade of C+ or higher, and at least 8 credits in each of the following fields, with a grade of C+ or higher: biology, inorganic chemistry, organic chemistry and physics. Students must also fulfill the admission requirements of NYCPM, including: a timely and satisfactory formal application, letters of evaluation from the pre-health professions adviser, official MCAT and/ or DAT scores at or above NYCPM’s minimum requirement, satisfactory evaluation in a personal interview, and at least an overall Grade Point Average (GPA) of 3.00 in undergraduate course work. Brooklyn College accepts as transfer credits those courses which compose part of the first-year curriculum toward the degree of doctor of podiatric medicine at NYCPM up to the number of credits needed to complete a B.A. or B.S. degree. Program Website: http://www.brooklyn.cuny.edu/pub/pdf/Pre-Health_Professions_Handbook_Revision.pdf Program Contact: Dr. Steven Silbering, Director of Pre-Health Professions Advisement/Director of Coordinated B.A.-M.D. Program; Phone: 718-951-4706; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction
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Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www.brooklyn.cuny.edu/web/about/administration/enrollment/grant.php Program Contact: Dr. Stephen E. Joyner, Vice President for Enrollment Management; Phone: 718-951-5114; Email: [email protected]
4. City College of New York (CCNY) The Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) Program at City College of New York (CCNY) (Phases 1, 2, 3 & 4)
A Brief Overview of the New York SEEK Program: The SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The SEEK program is offered by all 11 of the senior (four year) City University of New York (CUNY) colleges. Here in this guide, some of the individual CUNY colleges have contributed additional information about how the SEEK program operates on their own campus. SEEK programs are designed to assist students in meeting the challenges of transitioning to and completing college, and provide a more supportive academic environment in which these students will flourish. In addition to the regular services all CUNY colleges provide to their admitted students, the SEEK program offers an array of supplemental instructional supports, financial services, and counseling. SEEK students are also eligible to receive extended financial support to cover tuition costs through the New York State Tuition Assistance Program (TAP), which provides grants to eligible New York State residents to help pay for tuition at in-state postsecondary institutions.
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Because TAP is a grant, not a loan, students do not have to pay it back. SEEK students are eligible for up to 10 semesters of TAP funding (non-SEEK students are limited to eight semesters of TAP). In the last forty years, the SEEK programs have enrolled approximately 230,000 low-income students. Students are admitted into the program without regard to age, sex, sexual orientation, race, disability, or creed. CUNY-Wide Program Website: http://www.cuny.edu/academics/programs/notable/seekcd/seek-overview.html The Percy Ellis Sutton SEEK Program at City College of New York (CCNY): Since 1965, the Percy Ellis Sutton SEEK Program at the City College of New York has provided an opportunity for low-income students with demonstrated academic potential to enroll in the college under non-traditional admissions criteria. With an annual enrollment of approximately 830 students, SEEK provides eligible students with both greater college access and, once enrolled, an integrated system of ongoing support services. SEEK students receive counseling, academic support, and supplemental financial aid to help them better manage the academic and institutional challenges they may face in college. Highly-trained, knowledgeable counselors work closely with SEEK students to insure they acquire the information, skills, and strategies critical to degree completion, as well as to address personal issues that potentially impact their success. Through our summer program, freshman learning communities, extensive tutoring services, and academic workshops, the Program focuses on reducing the academic risk factors for SEEK students and thus increasing their retention and graduation rates. As an added benefit, qualifying students receive supplemental financial assistance, in the form of an extra year of tuition assistance through the Tuition Assistance Program (TAP), semester book stipends, and payment of semester student activity fees. Program Website: http://www1.ccny.cuny.edu/current/seek/ Program Contact: Dr. Maudette Brownlee, Director; Phone: 212-650-5774 or 212-650-7295; Fax: 212-650-7208; Email: [email protected]
College Now at The City College of New York (Phases 1 & 2) A Brief Overview of the New York City-area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance
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on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are seventeen college-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information regarding their own campus-based College Now programming. College Now at The City College of New York: College Now at CCNY allows qualified New York City public high school students to enroll in courses that earn college credit and provides academic enrichment, giving students the foundation for academic success. Students have the opportunity to experience the richness of our campus by enjoying access to our facilities and by participating in academic, social, and cultural events. Interaction with CCNY faculty and students gives College Now students an authentic college experience, eases their transition from high school, and prepares them for a successful academic career. The College Now office at CCNY serves as the program nexus for the individual high school principals, high school guidance counselors, College Now liaisons, students, parents, and the City College faculty and tutors. College Now at CCNY ensures that students are academically challenged by providing rigorous coursework taught by highly regarded and astute faculty. Program Website: https://collegenow.ccny.cuny.edu/ Program Contact: Norval Soleyn, Associate Director; Phone: 212-650-5641; Fax: 212-650-8983; Email: [email protected]
The City College of New York Science Technology Engineering and Mathematics Career Development Institute (STEM-CDI) (Phases 2, 3 & 4) The City College of New York launched the Science Technology Engineering and Mathematics Career Development Institute (STEM-CDI) with the mission to produce the next generation of global corporate and academic leaders in STEM-related disciplines. The Institute engages student participants with a network of alumni, faculty, and corporate and institutional partners who, along with providing hands-on internship experiences, serve as mentors to students who have not had the opportunity to be exposed to a professional environment. Through the internships, relevant workshops and mentoring, the Institute will facilitate new graduates as they make their transition into the job market or graduate/professional school. Piloted in the fall 2012 with 38 students, this two-year program, starting junior year, focuses on career opportunities and experiences. In year two, our goal is to grow the program to 75 students, with a future target of up to one hundred City College juniors and seniors majoring in
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the STEM disciplines. Applicants must demonstrate a strong GPA, an essay about their career aspirations, and two letters of recommendation from professors. The program focuses on two areas:
Students interested in health related careers Students interested in careers in engineering, math, chemistry, biology, physics and
other non-health related professions Program Website: http://www.ccny.cuny.edu/stem Program Contact: Dominic Stellini, Director; Phone: 212-650-6968; Fax: 212-650-8983; Email: [email protected]
City College Academy for Professional Preparation (CCAPP) (Phases 2, 3 & 4) City College Academy for Professional Preparation (CCAPP) provides science, architecture, pre medical, and allied health professions students with a supportive community of fellow students, faculty, and staff that enriches their lives, promotes their academic success, and prepares them for entry into professional careers and/or graduate programs. CCAPP serves students throughout their college career—beginning with a summer program for entering students that prepares them for their first college-level courses and gives them a head start in their majors. This support continues with tutorials, block registration, counseling, and student-to-student mentoring, as well as career counseling, participation in professional conferences, and review courses to prepare students for graduate and professional school. CCAPP students regularly number among the highest-achieving CCNY students each year. Program Website: http://www.ccny.cuny.edu/ccapp/index.cfm Program Contact: Dr. Millicent Roth; Phone: 212-650-5780; Fax: 212-650-5773; Email: [email protected]
Bounce Back Retention Program, CCNY Student Affairs (Phases 2 & 3)
The Bounce Back program offers a new approach to the problem of “at risk” students. It examines the characteristics of “at risk” students and conceptualizes an intervention that would address their specific needs. This is an effective intervention program that not only addresses academic skills, but also psychological and psychosocial factors as well. One key component of the Bounce Back Program is its non-traditional academic environment, which permits the creation of a specific but flexible curriculum. Students engage in self-reflection through experiential activities and receive incentives for lessons learned.
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The Bounce Back program is open to all freshmen with a Grade Point Average of 2.3 or below who have not declared their major by the time have earned 60 credits and students on academic probation. The ultimate goal of the program is to identify adaptive interventions and innovative tools that will help at risk students make the progress they need to make academically to successfully graduate from college with a degree. Program Website: Under Construction Program Contact: Jacqualyn Meadow; Phone: 212-650-7550; Fax: 212-650-8230; Email: [email protected]
Dreamkeepers® at The City College of New York (Phases 2, 3 & 4)
Dreamkeepers provides assistance to students at risk of dropping out of college due to unexpected financial emergencies, one of the top reasons U.S. students drop out of college. Dreamkeepers’ assistance program was created to help students stay in college and meet their educational goals so they will, ultimately, be able to secure a better financial future. Scholarship America, in collaboration with Lumina Foundation for Education, developed the Dreamkeepers program in 2004 to help increase college completion rates among underserved students. In addition to the funds this program provides directly to students who find themselves facing a financial emergency, Dreamkeepers offers students access to online financial planning tools and refers students to a variety of local, state, and federal resources. All of these resources help students achieve their educational, career, and life goals. Program Website: https://ccny.dreamkeepers.org/ Program Contact: Office of Student Support Resources, Marshak Science Building, Rm. J-15, 160 Convent Avenue, New York, NY 10031; Phone: 212-650-8222; Fax: 212-650-8227
President’s Community Scholars Program (Phases 1, 2, 3 & 4) Launched in the fall of 2010 by CCNY President Dr. Lisa S. Coico, the President’s Community Scholars Program grants high achieving students from the surrounding communities a free education at The City College of New York. This program was one of President Coico’s first initiatives once she became president of the College. Presidential Community Scholars are selected solely on the basis of academic merit, however many students awarded scholarships do have limited financial means. Each student receives a minimum of $5,000 for the academic year towards their educational expenses, renewable for up to five years. Students in the program benefit from individual advising, participation in CCNY’s mentor program, and a community service component among many other academic
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enrichment opportunities. There are 26 scholars in the program currently, and the aim is to admit a minimum of ten students annually. Program Website: Under Construction Program Contact (For students interested in applying to the program): Joseph Fantozzi, Director of Admissions; Phone: 212-650-7865; Fax: 212-650-7708; Email: [email protected]
Retention, Achievement, Professionalism - Success Institute (RAP-SI) (Phases 2, 3 &
4) RAP-SI is a CCNY mentoring program, and a project of the City College of New York’s Black Male Initiative (BMI). Its mission is to increase, encourage, and support the retention and educational success of black males and other under-represented groups in higher education through structured peer mentoring, e-mentoring, textbook loans, and guest speakers and workshop forums. All programs and activities of the RAP-SI/Black Male Initiative program are open to all academically eligible students, faculty, and staff without regard to race, gender, national origin, or other characteristic. Program Website: http://www1.ccny.cuny.edu/prospective/ccnybmi/bmirap-si/ Program Contact: Professor Gordon Thompson, Director RAP-SI; Phone: 212-650-5100; Fax: 212-650-8548; Email: [email protected]
Student Support Services Program/TRIO (Phases 2, 3 & 4)
For the last twenty eight years, City College has been fortunate host a Student Support Service Program (SSSP) on its campus. The SSSP at CCNY is a Federal TRIO program, sponsored by the US Department of Education. The SSSP provides support for academic development, assists students with basic college requirements, and serves to motivate students towards the successful completion of their post-secondary education. The goal of the program is to increase the college retention and graduation rates of its participants and help students make the transition from one level of higher education to the next. Here at CCNY, the SSSP program—serving over 500 students per year—is designed to provide a supportive environment of faculty, counselors, tutors, and fellow students to enrich and enhance the students’ academic experience. During the last five years, students in SSSP have included two Salutatorians, and a Valedictorian. In 2012-2013, three students in the program received national awards that included the Jonas Salk Fellowship, Math for America Fellowship, and an award from the Association of University Professional in Health Administration. SSSP
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students also frequently serve on departmental and student affairs' committees, and as interns in the neighboring communities. The major components of CCNY’s SSSP-TRIO program include:
Academic, career, financial, and personal advisement and counseling; Tutoring in major courses, as well as group workshops in math and science courses; Enrichment Programs such as Student Research, Internship, and Study Abroad,
Presentations, Chi-Alpha-Epsilon National Honor Society; GRE Test Preparation; Cultural Diversity Program; and Award Ceremony;
Student Development Workshops such as Test Anxiety, Stress Management, Career Development, and Peer Mentor Training Workshops;
Extracurricular Activities such as Retreats, Overnight Field Trips, Cultural Fusion Club Activities, Broadway shows, Medieval Times, and more
Additional funding to the program supports Scholarships and Cash Awards. The Program provides two major scholarships sponsored by a CCNY Alum Dr. Arthur Zitrin ('38), a $5,000 scholarship for juniors and seniors. Freshmen and sophomores with federal Pell Awards may also apply for and receive up to $1,000 in Grant Aid.
Program Website: http://www.ccny.cuny.edu/sssp/ Program Contact: Elizabeth Thangaraj, Director; Phone: 212-650-6825; Fax: 212-650-6830; Email: [email protected]; Alternate Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction
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Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www1.ccny.cuny.edu/current/student/services/aid/index.cfm Program Contact: Office of Student Support Resources, Marshak Science Building, Rm. J-15, 160 Convent Avenue, New York, NY 10031; Phone: 212-650-8222; Fax: 212-650-8227
5. College of Staten Island Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at the College of Staten Island (Phases 2, 3 & 4)
A Brief Overview of the New York SEEK Program: The Percy Ellis Sutton SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The SEEK program is offered by all 11 of the senior (four year) City University of New York (CUNY) colleges. Here in this guide, some of the individual CUNY colleges have contributed additional information about how the SEEK program operates on their own campus. SEEK programs are designed to assist students in meeting the challenges of transitioning to and completing college, and provide a more supportive academic environment in which these students will flourish. In addition to the regular services all CUNY colleges provide to their admitted students, the SEEK program offers an array of supplemental instructional support, financial services, and counseling. SEEK students are also eligible to receive extended financial support to cover tuition costs through the New York State Tuition Assistance Program (TAP), which provides grants to eligible New York State residents to help pay for tuition at in-state postsecondary institutions. Because TAP is a grant, not a loan, students do not have to pay it back. SEEK students are
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eligible for up to 10 semesters of TAP funding (non-SEEK students are limited to eight semesters of TAP). In the last forty years, the SEEK programs have enrolled approximately 230,000 low-income students. Students are admitted into the program without regard to age, sex, sexual orientation, race, disability, or creed. CUNY-Wide Program Website: http://www.cuny.edu/academics/programs/notable/seekcd/seek-overview.html SEEK Program at College of Staten Island: The Percy Ellis Sutton SEEK Program at the College of Staten Island (CSI) is a multi-faceted program which provides enhanced financial and academic assistance to help eligible students reach their full academic potential and goals. The Program provides counseling services to help SEEK students with academic, personal, and career-related issues. Students in the program also have access to a computer lab staffed by a technician who assists students with software, Internet access, and other computer needs. Additional opportunities for SEEK Students include: the “Strategies for Success” Program, in which CSI students work as tutor/mentors with children in neighboring elementary and middle schools; a National Honor Society for outstanding academic achievers; a Research Assistants Project which pairs qualified students with faculty to gain in-depth research experience; and many other civic and service activities. SEEK students also have been recipients of the Gates Millennium Scholarship Award, the Woodrow Wilson Fellowship, the Mellon Minority Fellowship, Belle Zeller and Jeannette K. Watson and other national, state-wide, and local awards. The overall goal of Strategies for Success is to promote the development and application of effective learning strategies and study skills essential to academic success from the elementary to college levels. In addition, the program runs special workshops, including ones that promote student interest in Science, Technology, Engineering, and Math (STEM) disciplines; the Young Males Mentoring Group (for IS 49 students); a leadership series (with curriculum based on Stephen Covey’s 7 Habits of Highly Effective People); and regular financial literacy workshops for both pre-college and college-age students. Program Website: http://www.csi.cuny.edu/seek Program contact: Gloria Garcia, Director, Percy Ellis Sutton SEEK Program; Phone: 718-982-2415; Email: [email protected]
Liberty Partnerships Program (LPP) (Phase 1) The Liberty Partnerships Program is sponsored by the NY State Education Department, K-16 Initiatives and Access Programs and the College of Staten Island. The LPP is a collaborative college-school-community-based project whose vision and mission is to increase the motivation
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and ability of the students to go on to postsecondary education and/or into meaningful, secure employment.
The program provides eligible students in grades 7-12 with a range of services structured to help them persist through high school completion, and gain admission as competitive candidates for postsecondary education and the workforce. Offerings include: an assessment of students’ needs; case management; counseling/goal-setting; college/career explorations; pre-collegiate/workforce readiness programming; cultural enrichment; recreation; and efforts to encourage parental involvement and support.
Since 1989, CSI's Liberty Partnerships Program has graduated thousands of goal-oriented and talented students. It is a program that is committed to each of its students, from the first day of class to high school graduation, college admission, and beyond. Since 1990, statewide Liberty Partnership Programs saw 17,992 students graduate from high school; 14,841 enter postsecondary education, and 2,684 enter the workforce immediately following high school graduation. Since 1997, the dropout rate among LPP students has remained under 2 percent while the statewide dropout rate has risen.
Program Website: http://www.csi.cuny.edu/lpp/ Program contact: Shawn Landry, Director, Liberty Partnerships Program (LPP); Phone: 718-982-2157; Email: [email protected]
New Student Orientation (NSO) at CSI (Phase 2)
All new freshman students at CSI are required to attend a two-day orientation before the start of the semester that culminates with advisement and registration. The goals of this mandatory program are to welcome and familiarize students with the College of Staten Island, allow them to meet and interact with other new students, faculty, and staff; help students understand academic expectations and performance; and understand what they should expect in their CSI experience. Students work with academic advisors for course registrations, as well as staff from many different offices and departments across the campus, including the technology department for web services and email accounts, financial aid, bursar and other one-stop service areas. Currently, a select group of upperclassmen serve in a NSO leader program during the orientations and a peer mentoring program in the NSO office during the academic year. The program is a model in the CUNY system and represents best practices in academic and student affairs collaborations because it is a college-wide initiative that involves representation from virtually every department on campus. New entrants meet and interact with upper-division students, as well as faculty and staff through team-building activities, and academic and career workshops. Students also receive information on their rights, responsibilities, and CSI and CUNY policies; receive their photo IDs; and tour the campus with a special focus on the Library and its many academic and research resources.
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Program Website: http://www.csi.cuny.edu/CLUE Program Contact: Kafele Khalfani, Director of New Student Orientation; Phone: 718-982-2572; Email: [email protected]; Alternate Email: [email protected]
Black and Latina Women’s Initiative (BLWI) (Phases 2, 3 & 4)
To address the problems of low retention and low graduation rates among female Black and Latina undergraduate students, the College of Staten Island formed a special Steering Committee in fall 2010 comprised of senior administrators and faculty to help identify ways of improving college success among this population of students. The resulting Black and Latina Women’s Initiative involves pairing mentors with students who may benefit from having additional academic supports to succeed in college. The initiative offers workshops on topics designed to motivate and inspire Black and Latina students led by role models internal and external to CSI. The Initiative also provides students with access to academic and personal support-service sessions and peer mentoring. By establishing peer-mentoring relationships with other students who may have similar needs and face similar challenges, students learn the "ins and outs" of dealing with college life and how to build stronger local support systems. Enhancing women’s opportunities to form new, meaningful connections and friendships, and acquire new skills for how to succeed in all aspects of the college experience is integral to the success of this Initiative. Over the past two semesters, approximately 80 students have participated in the Black and Latina Women’s Initiative. Anecdotal data has shown that, overall, participants view this effort as very beneficial. Program Contact: A. Ramona Brown, Vice President for Student Affairs; Phone: 718-982-2335; Email: [email protected]
College of Opportunity to Prepare for Employment, COPE (Phases 2, 3 & 4)
The College of Opportunity to Prepare for Employment (COPE) program is a collaborative agreement between the City University of New York (CUNY) and the New York City Human Resources Administration (HRA). The COPE program provides a variety of resources and services to anyone who is a current or former CUNY student or applicant, and who is either receiving Family Assistance cash benefits (Temporary Assistance to Needy Families, Safety Net Family Assistance, Safety Net Single Assistance), or who meets federal income guidelines for families with income under 200% of the Federal Poverty Level. COPE provides employment counseling and access to professional services, including interviewing skills, dressing for success, among others. COPE serves approximately 35 students per academic year at College of Staten Island. Over 70% of COPE students successfully complete the program and obtain employment.
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Program Contact: Harriet Giapoutzis, COPE Coordinator; Phone: 718-982-2398; Email: [email protected]
CSI Internship Stipend Program (Phases 2, 3 & 4)
The CSI Internship Stipend Program, funded by the Northfield Bank Foundation, provides paid internships in non-profit agencies on Staten Island for students who have financial need. The program allows CSI students to combine their coursework with relevant hands-on work experience, which helps these students to develop more marketable and competitive skills and facilitates their search for full time employment upon graduation. Approximately 25 CSI students receive internship stipends each year through this program. Continuation of this program is contingent upon continued funding by Northfield Bank Foundation. Program Contact: Caryl Watkins, Director of Career Services; Phone: 718-982-2300; Email: [email protected]
Hispanic Educational Technology Services (HETS) (Phase 4)
Through a partnership with the Hispanic Educational Technology Services (HETS), the College of Staten Island provides students with access to various online resources to research graduate programs and opportunities, and prepare for a range of graduate entrance exams, such as the GRE, MCAT, and LSAT. The HETS program also provides access to test-prep materials for a variety of licensing exams, such as National Council of State Boards of Nursing (NCLEX). In addition, the program provides a wealth of other services to help students prepare for careers through workshops to build resumes and interviewing skills, as well as webinars on professional topics. Program contact: Caryl Watkins, Director of Career Services; Phone: 718-982-2300; Email: [email protected]
The College Success Initiative: Learning by Teaching Program (formerly known as the Black Male Initiative, BMI) (Phases 1, 2, 3 & 4)
The purpose of the College Success Initiative: Learning by Teaching Program is to strengthen the high-school-to-college pipeline, thereby enabling many more students to participate in higher education. The program also aims to nurture strong university leadership, prepare students for the teaching profession, and improve students’ employment prospects. The College Success Initiative is a comprehensive support program created to increase college graduation rates for historically underrepresented students, particularly African American and
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Latino males. The Black Male Initiative, learning by teaching program was designed by The City University of New York (CUNY) to recruit and retain underrepresented students, especially African American and Latino males, at the college level. The College Success Initiative seeks to strengthen the high school to college pipeline for all students from historically underrepresented and economically disadvantaged backgrounds. Students in the College Success Initiative who maintain a 3.0 Grade Point Average (GPA) or better—CSI Scholars—are eligible for paid internships at Curtis and Port Richmond High Schools on Staten Island. Students who participate in this teaching/internship program serve as ambassadors, mentors, and tutors to high school students. Program Website: http://www.csi.cuny.edu/bmi Program Contacts: Debra Evans-Greene, Project Director; Phone: 718-982-2005; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents
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Travel home for illness or death in the immediate family Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www.csi.cuny.edu/PetrieGrant Program Contact: Vice President’s Office for Student Affairs; Phone: 718-982-2335
6. Cooper Union The Cooper Union’s Saturday and Outreach Pre College Programs (Phase 1) The Saturday and Outreach Pre College Programs have been an integral part of The Cooper Union School of Art for over 40 years. Each year, the programs provide free college preparatory assistance and visual arts training to approximately 400 talented New York City high school students, many of whom come from households unable to afford costly private studio training and attend public schools that are woefully underserved when it comes to offering even limited visual arts programs. Cooper Union art and architecture undergraduate students team teach the courses under the supervision of the program’s professional staff, providing direct guidance and advisement to students. The Saturday Program offers free classes in: Drawing, Graphic Design, Painting, Sculpture, Sound Composition, Architecture and Portfolio Preparation. Courses meet Saturdays, 10am-5pm, at the Cooper Union college campus in the East Village of NYC. Saturday classes run for 2 semesters each school year (October-December, and January- April). The Outreach Pre College Program is a full scholarship, year-round program for New York City area high school students, grades 10-12. It offers ideal preparation for students interested in pursuing a post-secondary degree in art. Studio classes include: introduction to drawing, printmaking, photography, two-dimensional design, three-dimensional design, as well as courses that investigate creative writing and contemporary art issues. Approximately 80 percent of the students who participate in The Cooper Union’s Saturday and Outreach programs come from New York City’s most underserved public high schools. This past year, 96 percent of seniors who participated in these two programs were admitted to colleges or professional schools, including prestigious institutions such as Parsons the New School for Design, New York University, Columbia University, Brown University, Bard College, Williams College, Washington University in St. Louis, School of the Museum of Fine Arts in Boston, Pratt Institute, Art Institute of Chicago, Rhode Island School of Design, and The Cooper Union itself. Program Websites: http://www.saturdayoutreach.org/ and http://www.saturdayoutreach.org/outreach/welcome
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Program Contacts: Marina Gutierrez, Director of The Saturday Program, The Cooper Union; Phone: 212-353-4108; Email: [email protected] and Stephanie Hightower, Director of The Outreach Program, The Cooper Union; Phone: 212-353-4202; Email: [email protected]
The Cooper Union’s STEM Program (Phase 1)
New York City is positioning itself as a leader in engineering innovation and has seen a dramatic rise in tech startups in just the past year. The Albert Nerken School of Engineering at the Cooper Union has been preparing high school students to pursue undergraduate careers in science, technology, engineering, and mathematics (STEM) fields for over 25 years. The Summer STEM Program is an intensive, six-week experience that immerses students in hands-on engineering design and problem solving, placing them right on track for careers in technological innovation. Students work closely with Cooper Union faculty at the forefront of engineering education. Projects range broadly and include robotics, digital fabrication, computer programming and app development, biomedical and genetic engineering, improved urban infrastructure, and even racecar design. Faculty and teaching assistants from the departments of civil, chemical, electrical, and mechanical engineering provide students with foundational knowledge and expert guidance to address real-world problems in their respective disciplines of expertise. Students also attend workshops on oral presentation skills, technical writing, career counseling, and college admissions. They are given access to Cooper Union’s library resources, computer facilities, and laboratories to perform their research, design, analysis, and prototyping. Typically, projects include at least one field trip to a local museum, exhibition, or gallery to enhance the students’ experience. This program culminates with each group submitting a technical paper summarizing their research and presenting their work to an audience of invited guests. To recognize their successful completion of the program students will receive a certificate of achievement from the Albert Nerken School of Engineering. This program is open to either current high school sophomores or juniors spending the summer in the Greater NYC area. Admission to the program is selective. We are looking for high-achieving students who have a passion for the STEM fields. These characteristics should apparent in their transcript, personal essay, and letter of recommendation from a teacher in the STEM fields or a guidance counselor. Program Website: http://www.cooper.edu/engineering/summer-stem Program Contact: Jennifer Margherito, Administrative Associate, The Albert Nerken School of Engineering, The Cooper Union; Phone: 212-353-4288; Email: [email protected]
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The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://cooper.edu/admissions/financial-aid/carroll-and-milton-petrie-student-emergency-grant-fund Program Contact: Christopher Chamberlin, Acting Associate Dean of Students; Phone: 212-353-4009; Email: [email protected]
7. Hostos Community College College Now at Hostos Community College (Phases 1 & 2)
A Brief Overview of the New York City-Area College Now Program:
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College Now is the City University of New York’s largest collaborative program with the New York City Department of Education’s secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are 17 campus-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information on their own campus-based College Now programming. The College Now Program at Hostos Community College: College Now at Hostos Community College motivates and prepares South Bronx high school students for the reality of higher education and the college experience by offering them an opportunity to take college-level courses and earn college credits while still in high school. College Now courses and workshops are taught by college faculty. Pairs of high school and college faculty can team teach some courses. Unless otherwise indicated, College Now courses are exclusively for high school students. In most cases, College Now credits transfer directly within the CUNY system. Credits can also usually be transferred to other colleges - even those outside the CUNY system. Program Website: http://www.hostos.cuny.edu/oaa/CollegeNow/index.htm Program Contact: Elizabeth Wilson, Director, 450 Grand Concourse, Room C-360, Bronx, NY 10451; Phone: 718-518-6751; Email: [email protected]
Hostos Lincoln Academy of Science (Phases 1 & 2)
The Hostos Lincoln Academy is a collaboration between the New York City Department of Education and The City University of New York (Hostos Community College). All of the students at Hostos Lincoln Academy can earn up to 60 college credits (associates degree) while earning their high school diploma. The sixth and seventh grades are focused on academic remediation, and the eighth and ninth grades are focused on academic acceleration. Students start taking college courses in tenth grade. The Early College Initiative at Hostos Community College mission is to provide all Hostos Lincoln Academy students with a high quality education that prepares them for college and careers. The Early College Initiative at Hostos Community College is part of CUNY’s Early College Initiative and the Early College High School Initiative.
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Program Website: http://www.hostos.cuny.edu/oaa/EarlyCollege.html Program Contact: David Johnson, Coordinator, 500 Grand Concourse, Room B-461, Bronx, NY 10451; Phone: 718-319-7917; Email: [email protected]
Liberty Partnerships Program (Phases 1 & 2)
At the core of Hostos Community College’s Liberty Partnerships Program is a year-round academic and culture-arts enrichment program that is enhanced by a comprehensive support services component. Currently the program serves 225 educationally disadvantaged Latino and African American students per year. Special attention is given to the needs of students with limited English proficiency, which traditionally is not offered in enrichment programs. The Liberty Partnerships Program at Hostos Community College has joined with five local partner high schools, universities and community-based organizations, cultural institutions and local businesses to form an innovative educational collaboration. Our college faculty, high school teachers and college tutors challenge and motivate participating youth to remain in school. Support services and career awareness are integrated with the disciplines of computer sciences, SAT Mathematics and English Prep, cyber mentoring, stained glass, dance, photography and Introduction to Health Career with CPR certification to form the essential of the program. Tutoring by Hostos Community College and other college students, world of work and college/career counseling complete the array of support services provided. Goals:
To increase the number of at risk high school student who graduate To increase the number of at risk high school student who graduate and enter
postsecondary education. To maintain strong cooperative relationships with partner high school, community
based organizations, other stakeholders to ensure LPP students achievement of higher learning standards and satisfactory performance on statewide exams.
To reduce reliance on developmental and remedial instruction among LPP students pursuing postsecondary education
To ensure that LPP graduating students are admitted to a postsecondary institution of higher education or placed in an employment opportunity with a career path
To promote parental involvement in the educational and decision making processes of their children, while provide opportunities for their own improvement
To promote the professional development of high school teacher, faculty and LPP staff to enhance their professional knowledge to improve student performance and achievement.
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To nurture an appreciation of the cultural diversity of LPP students and their families while strengthening their personal growth and social participation in their community, now and in the future
Partner High Schools: Williams Taft; New School for the Arts & Science; Health Opportunities; Hostos Lincoln Academy of Science; and Foreign Language Academy of Global Studies Program Website: http://www.hostos.cuny.edu/cewd/programs/lp.html Program Contact: José Encarnación, Director, 475 Grand Concourse, Room A-016, Bronx, NY 10451; Phone: 718-518-4189; Email: [email protected]
Proyecto Access at Hostos Community College (Phases 1 & 2)
In 1996, in response to the decline of freshman engineering enrollment among minority students, NASA funded the Proyecto Access New York Pre-Freshman Engineering program (NYPREP). The Hispanic Association of Colleges and Universities (HACU) developed the project in conjunction with eight institutions of higher learning. Now operating in nine cities, the program recruits high achieving middle and high school students and enrolls them in a rigorous summer curriculum of pre-engineering, problem solving, logic, computer science, algebraic structures, physics, and internet technologies. The program is designed to identify social and economically disadvantaged middle and high school students with the potential to become scientists or engineers and provide them with academic enrichment and reinforcement in the pursuit of these fields. Proyecto Access is a year-round program with an intensive seven-week summer session that reinforces the development of students’ abstract reasoning and problem-solving skills. It provides a rigorous, engaging, high quality education to all its participants. The program places particular emphasis on learner-centered instruction, technology uses in the classroom, and preparation of students for their transition from school to the high technology workplace. Proyecto Access encourages the participation of high achieving women and minority students so that they will continue their studies through college graduation with majors in science, engineering, and other mathematics-based disciplines. Program Website: http://www.hostos.cuny.edu/cewd/programs/pa.html Program Contact: Moise Koffi, Director, 475 Grand Concourse, Room A-126, Bronx, NY 10451; Phone: 718-518-6774; Email: [email protected]
CSTEP Program (Phases 2, 3, & 4)
The Hostos Community College Collegiate Science and Technology Entry Program (CSTEP) is designed to serve first and second year students through a three-part approach that provides the following:
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1. Tutoring support in gateway courses in Calculus, Discrete Mathematics, Biology,
Chemistry, and Physics preparing them for higher-level courses at senior colleges;
2. Research experiences and opportunities that include participation in conferences, poster
presentations related to STEM careers; and
3. Academic advisement, career and financial counseling, and four- year college/preparation
workshops and seminars.
Throughout the year, students participate in engineering software training--preparing them for internships or science/engineering majors. In the summer, the Program provides a six-week academic enrichment that focuses on services and activities aiming at improving the skills and performance of Pre-freshman students in college-level courses leading to CSTEP-targeted professions. The summer session offers several internship opportunities to undergraduate students who also participate in educational field trips related to STEM careers. Program Website: http://www.hostos.cuny.edu/cewd/programs/cstep.html Program Contact: Moise Koffi, Director, 475 Grand Concourse, Room A-126, Bronx, NY 10451; Phone: 718-518-6774; Email: [email protected]
College Discovery (CD) Program (Phases 2, 3, & 4)
The College Discovery (CD) Program utilizes a personalized approach to providing support services to students who have high potential for success but have not had the necessary academic preparation to pursue college level work. As a member of the CD Program, students are supported from admissions to graduation. Our committed staff will help students achieve their full potential as a student, and as an individual to discover, develop, and apply their talents. Program Website: http://www.hostos.cuny.edu/cd Program Contact: María Grieco, Director, Savoy Manor Building, 120 E. 149th St., Room D-101, Bronx, NY 10451; Phone: 718-518-4265; Email: [email protected]
Accelerated Study in Associate Programs (ASAP) at Hostos Community College
(Phases 2, 3, & 4) ASAP is designed to help motivated community college students earn their degrees as quickly as possible, with a goal of graduating at least 50% of students within three years. Key ASAP program features include a consolidated block schedule, cohorts by major, small class size, required full-time study and comprehensive advisement and career development services. Financial incentives include tuition waivers for financial aid eligible students and free use of textbooks and monthly Metrocards for all students.
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Program Website: http://commons.hostos.cuny.edu/asap Program Contact: Laura McGowan, Director, 450 Grand Concourse, Room C-511R, Bronx, NY 10451; Phone: 718-518-6625; Email: [email protected]
CUNY Start at Hostos Community College (Phases 2, 3, & 4)
CUNY Start provides intensive preparation in academic reading, writing, math, and a wide variety of other skills for college success. The program accepts students who have been accepted to college, but are not ready for college-level work based on their scores on the CUNY Assessment Tests. Students who have enrolled in CUNY Start re-take the required CUNY Assessment Tests. Past students have shown significant skill gains when they re-test; many have successfully completed all required remedial coursework entirely. At Hostos we return the $75 to students who enroll at Hostos. Program Website: http://www.hostos.cuny.edu/cewd/programs/cunystart.html Program Contact: Fatiha Makloufi, Director, 450 Grand Concourse, Room C-553, Bronx, NY 10451; Phone: 718-518-6657; Email: [email protected]
CUNY Language Immersion Program (CLIP) at Hostos Community College (Phases
1, 2, 3, & 4) CLIP is an intensive immersion program consisting of 25 hours of English instruction per week. It is academic and primarily focused on preparing students to enter or reenter their CUNY College. Our curriculum is student-centered. Students use the computer on a daily basis. For example, they may type essays, do research on the Internet or practice their listening or reading skills by completing various self-paced activities. Grammar and vocabulary are taught in the context they appear in reading or written materials. Students are encouraged to use various resources to learn the language including reading the newspaper, doing projects, taking educational field trips or attending workshops or conferences related to their topic of study. Program Website: http://www.hostos.cuny.edu/clip Program Contact: Fatiha Makloufi, Director, 450 Grand Concourse, C-553, Bronx, NY 10451; Phone: 718-518-6657; Program Email: [email protected]; Contact Email: [email protected]
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College Opportunity to Prepare for Employment (COPE) Program (Phases 2, 3, & 4)
The College Opportunity to Prepare for Employment (COPE) program is a collaboration between The City University of New York (CUNY) and The City of New York Human Resources Administration (HRA) that provides information and support for CUNY students who receive public assistance. COPE offers a variety of services that help recipients of Family Assistance or Safety Net Assistance meet both college and public assistance work requirements so that they can graduate and obtain employment that will lead to long-term economic self-sufficiency. COPE services are available to CUNY students regardless of their other program affiliations. COPE support services include: assistance with course registration and scheduling; academic, personal and admissions counseling; access to tutoring and technology; informational mailings and seminars; assistance with accessing childcare and carfare supplements; help with preparing for HRA appointments, completing school-related HRA forms; and a menu of options for meeting public assistance work obligations, including work study, internships, on-campus WEP, and job placement. Job placement assistance is available for CUNY undergraduates and recent graduates who receive either public assistance or supplemental nutrition assistance (SNAP). Services include: referrals to full-time or part-time job openings in a wide variety of fields; assistance with resume writing and interview preparation; individual and group counseling; workshops and seminars; post- employment follow-up for at least 90 days. Students who qualify may receive free Metro cards to support employment activities. In addition, students served by COPE have exclusive access to Edith’s Place, which provides free, brand new, quality men’s and women’s clothing and accessories for job interviews and work. COPE students with a GPA of 2.0 or higher and in good academic standing with 30-45 credits toward and AAS or AS degree are eligible for the Graduation Success Initiative Academy. GSI offers academic support, including registration assistance, tutoring, academic advisement and advocacy, loaner laptop computers. The Academy provides personal support, including leadership seminars, individualized coaching and peer mentoring, professional development and career planning, social services liaison, and job placement and assistance. In addition, GSI provides financial support, including free summer tuition up to $1,000, free cafeteria and textbook vouchers, free metrocards, and a graduation bonus of $500! Program Website: http://www.hostos.cuny.edu/sdem/cope.html Program Contact: María Cano, Director, 475 Grand Concourse, Room A-343, Bronx, NY 10451; Phone: 718-518-4363; Email: [email protected]
Student Success Coaching Unit (SSCU) (Phases 2, 3, & 4)
The Student Success Coaching Unit (SSCU) is an innovative academic engagement and early intervention program. We emphasize intellectual achievement and life-long learning. In the Unit each entering freshman is assigned a Student Success Coach who serves as a college navigator that guides the students throughout their academic career at Hostos. Our Coaches
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come from unique backgrounds that we count on to enrich the unit and the experiences of our students. Students will also partner with a “student cohort”. During the first year the Coach connects students with a variety of campus resources available throughout Hostos. As they embark upon their second year, the Coach works with them regarding degree completion requirements, transfer and career planning. Program Website: http://www.hostos.cuny.edu/sscu Program Contact: Angela Ríos, Director, 500 Grand Concourse, Room B-208, Bronx, NY 10451; Phone: 718-664-2567; Email: [email protected]
The Honors Program (Phases 2 & 3)
The Hostos Community College Honors Program provides an enriched academic, cultural and social experience to intellectually inquisitive and motivated students. The program offers students an academic environment that values and promotes critical thinking, analytical writing, and research and information competency skills through an innovative and challenging curriculum. Attendance at cultural events, conferences, honors seminars and an Honors Institute provide an intellectual community that encourages and supports students in pursuing their goals. The program offers greater academic opportunities to a previously underserved population, to prepare talented and ambitious students for the challenges of higher education, and to support a successful transition to senior colleges and expanded career options. A fundamental program goal is to promote self-confidence and increase self-esteem in students who need the encouragement to excel and the courage to continue their education and fulfill their life goals and dreams. In order to graduate with honors, students are required to complete an honors option, consisting of a minimum of 3 Honors Courses or Honors Contracts. Students ordinarily work on only one Honors Course or Contract per semester. Honors students participate in an Honors Colloquium every semester. Students also perform fifteen (15) hours of voluntary community service per semester as a means of underscoring the importance of civic responsibility. Attendance at cultural events, academic seminars, and conferences fosters a multicultural academic environment in which all students learn to appreciate the many cultures which they represent as well as prepare students to participate fully in a diverse global environment. The Honors Student, therefore, participates in at least two (2) such extracurricular activities per semester. While in the program, students receive incentives and privileges associated with the Honors Program. All successfully completed honors contracts and honors courses are indicated on the student’s transcript by an “H” designation. Students who complete all Honors Program requirements receive a transcript stating that they graduated with Honors. The number of
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students accepted into the Honors Program is predicated on financial ability and will be determined each academic year. Full-time and part-time students may be considered for the Honors Program upon entering Hostos, as continuing Hostos students with no more than 30 hours of completed coursework, or as transfer students at the beginning of the second year. Successful completion of the CUNY basic skills assessment tests are required for application to the program. Program Website: https://www.hostos.cuny.edu/oaa/honorsprogram.htm Program Contact: Dr. Carl James Grindley, Honors Program Director, 500 Grand Concourse, B-442, Bronx, NY 10451; Phone: 718-319-7907; Email: [email protected]
HCC Single Stop (Phases 2 & 3)
Single Stop USA provides FREE referrals to services that can help address the needs of Hostos students so they can remain in school and succeed academically. Hostos Single Stop’s mission is to bridge the information gap separating low-income families from life-changing public benefits, tax credits and other essential services that remain untapped and inaccessible. These basic resources, such as food, health insurance, child care, and tax refunds – increase the likelihood that families are healthy and stable, and are then able to work, attend school and achieve financial stability. Program Website: http://www.hostos.cuny.edu/singlestop Program Contact: Madeline Cruz, Administrative Coordinator, Single Stop Resources Center, 120 E. 149th Street, Room D-101, Bronx, NY 10451; Phone: 718-518-4141; Email: [email protected]
The Allied Health Career Pipeline Program (Phases 2, 3, & 4)
Hostos Community College’s Division of Continuing Education and Workforce Development (CEWD) was awarded a Health Profession Opportunity Grant (HPOG) from the US Department of Health and Human Services’ Administration for Children and Families to offer the Allied Health Career Pipeline Program. The Allied Health Career Pipeline Program was implemented in 2010 as a result of a five-year, $7.4 million federal grant awarded by HHS to subsidize the training of individuals to become Certified Nursing Assistants, Pharmacy Technicians, and other allied health professionals. This program is offered to public assistance recipients and low-income individuals who cannot afford to pay for the training needed to obtain jobs in these specialized fields. Program Website: http://www.hostos.cuny.edu/contedu/geninfo/pipelineprogram.html
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Program Contact: Dana Lennon, Director, 500 Grand Concourse, T-511, Bronx, NY 10451; Phone: 718-664-2532; Email: [email protected]
Hostos CUNY CareerPATH Community Health Worker Program (Phases 2, 3, & 4)
The Hostos CUNY CareerPATH Community Health Worker Certificate Program trains residents of the South Bronx and Northern Manhattan who meet the eligibility requirements to join the healthcare workforce. The training consists of 120 hours centered on community health worker core competencies, and contemporary health issues such as asthma, diabetes, heart disease and chronic disease self-management. An additional 60 hours are devoted to helping participants develop their academic skills in reading, writing and math. Following the classroom training, participants spend a minimum of 30 hours shadowing experienced community health workers as part of their practicum. Participants earn academic credits toward the A.S. degree in Community Health at Hostos. This significant collaboration between the Division of Continuing Education & Workforce Development and the Office of Academic Affairs is in keeping with the College's operational plan to provide a pathway from certificate programs into college coursework and job placement. Funded by the United States Department of Labor and offered through the college’s Division of Continuing Education and Workforce Development, this program offers unemployed or underemployed adults the opportunity to develop the skills they need to enter the healthcare field while earning bankable credits toward an associate’s degree. Program Website: http://www.hostos.cuny.edu/contedu Program Contact: Fern Chan, Director of the CUNY CareerPATH, 500 Grand Concourse, PROW Building, P104A, Bronx, NY 10451; Phone: 718-518-6830; Email: [email protected]
Empowering Student Parents (ESP) Program (Phases 2 & 3)
The mission of the Empowering Student Parents Program (ESP) is to help pregnant and parenting college students complete their education, maintain healthy lifestyles, and be self-sufficient, nurturing parents. The program helps the students to improve their health, development, and well-being, as well as that of their children; to improve their self-reliance through graduating from college; to increase their awareness of resources available within their communities; and to strengthen their relationships with community-based organizations that provide essential resources. Program Contact: Fabian Wander, Director of Wellness Center, 450 Grand Concourse, Room C-375, Bronx, NY 10451; Phone: 718-518-6567; Email: [email protected]
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DoVE (Domestic Violence Empowerment) Program (Phases 2 & 3)
DoVE is committed to promoting and enhancing healthy lifestyles, healthy relationships, emotional, and spiritual wellness of our students. Throughout the year an assortment of services, activities, and resources are offered to impact their wellness and the wellness of Hostos Community College. These services also include assisting student victims and survivors of domestic violence in connecting to the appropriate community resources. Program Website: http://www.hostos.cuny.edu/sdem/health_wellness.html Program Contact: Fabian Wander, Director of Wellness Center, 450 Grand Concourse, Room C-375, Bronx, NY 10451; Phone: 718-518-6567; Email: [email protected]
Office of Student Programming for Veterans and Reservists (Phases 2, 3, & 4)
The Office of Student Programming for Veterans and Reservists provides an array of specialized educational support and development-related services for student veterans and reservists. These include academic advisement and tutoring, leadership and mentoring training, career services, child care services, counseling services, disability services, financial aid and benefits advisement, and Women’s Centers. This office also works with faculty, staff and the college community as a whole to increase a general sense of awareness about services available to veteran and reservist students. Program Website: http://www.hostos.cuny.edu/va Program Contact: Mr. Charles Uwa, 450 Grand Concourse, Room C-377, Bronx, NY 10451; Phone: 718-319-7955; Email: [email protected]
Hostos Academic Learning Center (HALC) (Phases 2 & 3)
The Hostos Academic Learning Center (HALC) is a complete learning environment that allows students to receive the academic help they need in a setting that is rich in resources and supports academic success. Throughout the academic year, the HALC program’s activities focus on the skills development of students, including tutorial support and self-guided tutorials. Tutorial services are available at the HALC in most introductory courses offered at Hostos. Tutors work with students either one-on-one or in small groups to provide general course review and pre-exam preparation. HALC’s mission is to support the academic success of all Hostos students and offer activities that serve to deepen student’s academic experiences and complement instructional learning. Through individual and small group tutoring and collaboration with faculty, the center serves as an effective resource area where students receive the academic help they need to succeed academically. Program Website: http://www.hostos.cuny.edu/halc/
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Program Contact: Isabel Li, Director, 450 Grand Concourse, Room C-596, Bronx, NY 10451; Phone: 718-518-6624; Program Email: [email protected]; Contact Email: [email protected]
HERO (Health, Education, and Research Occupations) High School at Hostos Community College (Phases 1, 2, 3, & 4)
The NYC Department of Education (DOE) and The City University of New York (CUNY) developed a new 9-14 College and Career Preparatory school that opened in September 2013. It is located in the Bronx and it offers programs designed to prepare students for careers in New York City’s large and vital healthcare sector. Students will earn a Career and Technical Education (CTE)-endorsed Regents diplomas as well as an associate degree through Hostos Community College, and those qualified will have access to work experiences, culminating in clinical internships, with high-profile industry partners. In this model, the partners work closely together to identify program elements most effectively aligned with employer needs. The technical and academic training students receive, down to the individual courses they take, is carefully matched to the actual jobs that are available to young people moving into these professions. The goal is to provide all the tools necessary in one program for students to graduate and transition directly into career-track employment. Montefiore Medical Center is our partner, being the largest health care provider in the Bronx. In design and intent, the school will broadly follow the model of PTECH (Pathways in Technology Early College High School), a nationally recognized 9-14 College and Career Prep school developed by DOE, CUNY, and IBM which is educating students in technology-related fields, now in its second year of operation. Program Tracks The school will offer two program tracks: Nursing and Community Health. The principal and school planning team have designed curricula for both programs in alignment with CUNY degree requirements and in close consultation with employer partners. It is anticipated that students will divide roughly evenly between the two program tracks. Program Contact: Elizabeth Wilson, Director, 450 Grand Concourse, Room C-360, Bronx, NY 10451; Phone: 718-518-6751; Email: [email protected]
Summer Bridge Program (Phases 1, 2, & 3)
The Summer Bridge program is two days of academic enrichment sessions where students will have the opportunity to come to campus, meet with other first-year students, Faculty and the Student Success Coaches. The sessions will cover a variety of themes including: Time Management, Classroom Expectations and Learning Styles. There are also a variety of activities
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that will provide students with the opportunity to become familiar with the Campus. During summer bridge students will also meet some of the upperclassmen who have volunteered their time to serve as Summer Bridge Group Leaders. Program Contact: Angela Ríos, Director, 500 Grand Concourse, Room B-208, Bronx, NY 10451; Phone: 718-664-2567; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2 & 3)
The Carroll and Milton Petrie Student Emergency Fund provide quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grant seeks to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The Division of Student Development and Enrollment Management (SDEM) is working on creating guidelines for this new grant program. Program Contact: Lillian Morales, Executive Assistant to VP for Student Development & Enrollment Management, 120 East 149th Street, Room D-102E, Bronx, NY 10451; Phone: 718-518-4345; Email: [email protected]
8. Hunter College College Now at Hunter College (Phases 1 & 2)
A Brief Overview of the New York City-area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation.
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In all, there are seventeen college-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information regarding their own campus-based College Now programming.
College Now at Hunter College: The College Now program at Hunter College focuses on courses for college or high school credit and other enrichment activities in the humanities, arts, social sciences, sciences and mathematics, all taught by our own full-time or adjunct faculty. Our mission is to introduce high school students of varying skill levels to the rigors and rewards of higher education by connecting them to high-quality scholarship and instruction. All students participate for free. To cultivate the college experience, we hold class on our campus, where students may use our libraries, computer labs, tutorial centers, and dining facilities. We frame the college experience with formal orientations and support services specially designed for the high school level. Each year, more than 2,000 students from NYC public high schools attend one or more Hunter College Now activities. Program Website: http://www.hunter.cuny.edu/college-now/ Program Contact: Welcome Center, Rm. 100N; Email: [email protected]
Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Hunter College (Phases 1, 2, 3 & 4)
A Brief Overview of the New York SEEK Program: The Percy Ellis Sutton SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The SEEK program is offered by all 11 of the senior (four year) City University of New York (CUNY) colleges. Here in this guide, some of the individual CUNY colleges have contributed additional information about how the SEEK program operates on their own campus. SEEK programs are designed to assist students in meeting the challenges of transitioning to and completing college, and provide a more supportive academic environment in which these students will flourish. In addition to the regular services all CUNY colleges provide to their admitted students, the SEEK program offers an array of supplemental instructional supports, financial services, and counseling.
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SEEK students are also eligible to receive extended financial support to cover tuition costs through the New York State Tuition Assistance Program (TAP), which provides grants to eligible New York State residents to help pay for tuition at in-state postsecondary institutions. Because TAP is a grant, not a loan, students do not have to pay it back. SEEK students are eligible for up to 10 semesters of TAP funding (non-SEEK students are limited to eight semesters of TAP). In the last forty years, the SEEK programs have enrolled approximately 230,000 low-income students. Students are admitted into the program without regard to age, sex, sexual orientation, race, disability, or creed. CUNY-Wide Program Website: http://www.cuny.edu/academics/programs/notable/seekcd/seek-overview.html The Percy Ellis Sutton SEEK Program at Hunter College: The SEEK program at Hunter College provides a network of comprehensive programs and services in order to assist participants to maximize and enhance their academic potential. Through academic advising, academic skill building, career seminars, personal counseling, and mentoring opportunities, participants enrolled in the CUNY-funded SEEK Program receive personalized support during their college experience. Collaborative partnerships with academic departments, within the Office of the Provost, offices within the Division of Student Affairs, outside organizations, agencies, businesses and alumni, work to enhance SEEK's educational services to its participants. SEEK Program Services:
Five-Week Summer Program Need-Based Financial Aid Academic, Personal, Career & Financial Counseling Chi Alpha Epsilon National Honor Society Peer Mentoring Program Tutoring Services SEEK Seminars Semester Book Allowance
Program Website: http://www.hunter.cuny.edu/onestop/finances/financial-aid/seek Program Contact: Room 1013 East; Phone: 212-772-5725; Email: [email protected]
Black Male Initiative (BMI) (Phases 1, 2, 3 & 4)
The “Brothers for Excellence” Black Male Initiative Program at Hunter College offers students a personalized educational experience in which they receive varied kinds of support-academic, financial, and emotional-for success as undergraduate students. We are also committed to retaining and increasing the academic achievement of the participating students. To do this, we
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offer our students’ academic scholarships and support services such as mentoring, tutoring, counseling, and access to dormitories. In addition, we expose high school students to the BMI as a way to encourage these students to apply to and attend Hunter College. All programs and activities of the Black Male Initiative are open to all academically eligible students, faculty and staff, without regard to race, gender, national origin or other characteristics. Program Website: http://www.hunter.cuny.edu/bmi/ Program Contact: Shawn Best, Coordinator; Phone: 212-650-3458; Email: [email protected]
The Reading & Writing Center (Phases 2 & 3)
The Reading/Writing Center is a comprehensive service for the entire college community, offering tutorial and computer-assisted instruction to students and technical support and development to faculty and staff. Registered students can receive tutoring in reading and writing skills, critical reading, and the writing process. Students can apply for a weekly appointment with a tutor and/or use drop-in services during scheduled hours. Students may also attend workshops offered at the Center throughout the academic year. For more information, see the Student Guide. Program Website: http://rwc.hunter.cuny.edu/ Program Contact: Thomas Hunter; Room 416; Phone: 212-772-4212
Veteran Student Services (Phases 2 & 3)
Hunter aims to facilitate your success by providing support, resources and information that meet your unique needs as a veteran and a student. Our veterans’ services web site provides information on getting started at Hunter, veterans’ benefits, academic policies and on and off-campus resources. Program Website: http://www.hunter.cuny.edu/studentservices/veterans Program Contact: Alex Rosero, Hunter College Veteran Services/Certifying Official; Phone: 212-772-4923; Email: [email protected]
Office of AccessABILITY (Phases 2 & 3)
The Office of AccessABILITY's goal is to enhance the educational experience for students with disabilities at Hunter College. Our mission is to ensure a comprehensively accessible college
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experience for all students with disabilities. The program is also committed to promoting access and awareness as a resource to all members of the Hunter College community. While complying with the letter of the law, the Office of AccessABILITY also embraces its spirit by providing services to all students with permanent or temporary disabilities to ensure that all Hunter College programs and activities are accessible. We work in collaboration with all departments and divisions of the college to facilitate and advocate for our students and, assist students to maximize their potential while helping them develop and maintain independence. Our philosophy is one that promotes self-awareness, self-determination, and self-advocacy in a comprehensively accessible environment. Program Website: http://www.hunter.cuny.edu/studentservices/access Program Contact: Sudi Shayesteh; Room E1214B; Phone: 212-772-4857; Email: [email protected]
International Students Office (Phases 2 & 3)
Hunter College of the City University of New York is one of the most diverse colleges in the United States with more than 700 F-1 and J-1 Exchange visa holders from 95 countries around the world. Some of the most popular majors among international students are Accounting, Art, Economics, Education, Integrated Media, Music, Nursing and Social Sciences. The mission of the International Students Office (ISO) is to support international students and exchange visitors in their cultural and educational transition to the College. The ISO assists students in reaching their educational goals by informing them about their rights and responsibilities relative to their immigration status in the United States, creating a supportive environment and ensuring legal compliance in response to the Students and Exchange Visitors System (SEVIS). Program Website: http://www.hunter.cuny.edu/studentservices/is Program Contact: Iris M. Aroyewun-Birchwood, Director; Rooms E1108/1109; Phone: 212-772-4864; Email: [email protected]
Science Mathematics Opportunities Network (SciMON) (Phases 2 & 3)
SciMON is an innovative institutional initiative designed to enhance the extraordinary research and mentoring programs available to students who study science and mathematics at Hunter College. Overall, Hunter's research and mentoring programs provide students with the resources necessary to prepare them for graduate study in the sciences and mathematics. Each program is unique and offers students a different set of benefits, but most provide an opportunity to
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conduct research alongside Hunter's outstanding science and math faculty. Each program has a different set of eligibility requirements, but many SciMON programs are designed to increase, encourage and support the inclusion of under-represented groups in science particularly members of racial/ethnic minorities, women, students with disabilities, those who are first generation of their family to attend college, veterans, and students with demonstrated financial need. Programs and activities are open to all academically eligible students without regard to race, gender, national origin, or other characteristics. SciMON offers all students interested in science and mathematics:
An easy way to find out about all of the research and mentoring programs available to students at Hunter College
Help in determining the research and mentoring programs they are eligible for, as well as which programs best fit their interests and career goals
An easy way to get answers about anything related to research and academia Information about research experiences available at Hunter and elsewhere An array of professional and skills development workshops, activities and events
Program Website: http://www.hunter.cuny.edu/scimon Program Contact: Office of the Provost; Phone: 212-650-3181; Email: [email protected]
Pre-Health Advising (Phase 3)
The entire purpose of premedical planning is to become a competitive candidate. Towards this end the Pre-health Professions Office provides workshops on pertinent topics: interviewing techniques, writing the personal statement, financial aid for health professionals, as well as a credentials service which houses your evaluations and letters of recommendation in preparation for applications to your professional school. Program Website: http://www.hunter.cuny.edu/prehealth/ Program Contact: Room E812; Phone: 212-772-5244; Email: [email protected]
Career Development Services (CDS) (Phases 2, 3 & 4)
Our office assists students and alumni with all aspects related to attaining optimum satisfaction in your career choice. We believe that choosing a career is a developmental process with the opportunity for growth throughout life. Program Website: http://www.hunter.cuny.edu/studentservices/cds Program Contact: Susan McCarty, Director; Room E805; Phone: 212-772-4850; Email: [email protected]
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Instructional Computing Services (Phases 2, 3 & 4)
Instructional Computing Services provides 170 Windows and Macintosh computers in nine labs with high-speed Internet access and many software titles, including MS Office, Netscape, Internet Explorer, SPSS, Mathematica, Photoshop, and QuarkXpress. Assistance is available from Front Desk staff and in the Lab Manager’s Office. Free software workshops are offered on a limited basis during the fall and spring semesters. Program Contact: Room N1001; Phone: 212-772-5524
Pre-Law Advising (Phases 2, 3 & 4)
The Pre-Law Advising Office is open to current students and alumni. The office provides a full range of information and counseling to help you plan your legal career: course selection, resume building, LSAT prep, and insight into law school and the legal profession. We offer one-on-one assistance in all aspects of the law school application process. Program Website: http://www.hunter.cuny.edu/prelaw Program Contact: Elise Jaffe; Room 1134, East Building; Phone: 212-772-4882; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4)
The Carroll and Milton Petrie Student Emergency Fund provides quick-response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster
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Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: Petrie Fund Representative, Office of the Vice President for Student Affairs and Dean of Students; Phone: 212-772-4878
9. John Jay College of Criminal Justice Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at John Jay College (Phases 1, 2, 3 & 4)
A Brief Overview of the New York SEEK Program: The Percy Ellis Sutton SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The Percy Ellis Sutton SEEK Program at John Jay College: SEEK students receive year round support services in the form of counseling, tutoring, and financial aid. Faculty and Academic Center Coordinators work closely with key departments to help monitor students’ skills development across the curriculum. Counselors provide personal and academic advisement, while tutors provide appropriate assessment and academic assistance. Summer Academy A cornerstone of the SEEK Program is the annual Summer Academy Program for incoming freshmen. The goals of the Summer Academy are:
To prepare students to become “Skills Certified”, which means successful completion of Reading, Writing and Mathematics Courses
To give students a head start in their college level courses To orient student to the SEEK staff, program expectations and services To educate students about John Jay College Life, College resources and opportunities To provide students with purposeful social activities to build peer relationships
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Courses Preparation classes in Reading, Writing and Algebra are provided for students who do not achieve passing scores in one of more of their placement tests. SEEK students also enroll in courses that are part of the general college curriculum. The ultimate goal of the SEEK Program is successful completion of academic study while insuring that SEEK students are active participants in campus life and integrated fully into the John Jay College community. Student Life Students who are accepted into the SEEK Program are welcomed into a close-knit community. Students have a choice of social and academic activities year round. The faculty and staff of the SEEK Department plan events throughout the semester that address student interests and needs. Our students also enjoy all of the benefits of student life at John Jay, including membership in student organizations, athletics and honors programs. Program Website: http://www.jjay.cuny.edu/departments/seek_department/about.php Program Contacts: Main Office Phone: 212 237-8169; Academic Support Center for Humanities and Social Sciences 212-237-8883; Academic Support Center for Math & Science: 212-237-6349; Email: [email protected]
College Now at John Jay College: The Law and Criminal Justice Summer Institute (CJSI) (Phases 1 & 2)
A Brief Overview of the New York City-area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are seventeen college-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information regarding their own campus-based College Now programming.
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College Now at John Jay College: The Law and Criminal Justice Summer Institute: As part of the CUNY-wide College Now program, John Jay College offers The Law and Criminal Justice Summer Institute (CJSI). The CJSI is a free, five-week summer program housed at the college which accepts roughly 20-25 NYC public high school students each year. The CJSI is designed to provide students with foundational knowledge of the American criminal justice system. Through classroom instruction, guest lectures, and hands-on activities students learn the about the historical and contemporary workings of our criminal justice in practice. Students benefit from exposure to the real world experiences of criminal justice professionals from federal and local law enforcement agencies and the courts. In this way, students can identify potential career pathways and learn how to acquire necessary training and educational credentials required for entry into specific criminal justice occupations. The overall objectives of the CJSI are as follows:
To educate students about the challenges and responsibilities of criminal justice work; To enhance student interest in public service careers in criminal justice, law
enforcement, and public administration; To assist student in developing an individualized educational plan aimed at degree
acquisition; To encourage students to pursue college-level educational training in criminal justice
leading to public service careers; To increase students’ awareness of the many educational programming opportunities
offered through John Jay and CUNY-wide educational programming
Enrollment in the program is open to rising 11th and 12th grade NYC public high school students who meet academic eligibility requirements. Successful students earn 3 college-credits upon satisfactory completion of the program. Program Website: http://www.jjay.cuny.edu/academics/3787.php Program Contact: Ms. Greene; Phone: 212-237-8000, Ext. 2164; Email: [email protected] or [email protected]
First Year Experience Program (FYE) at John Jay College (Phase 2)
The First Year Experience (FYE) offers several initiatives intended to improve student engagement on campus, including Learning Communities, First Year Seminars, and a Peer Mentor Program. The FYE Learning Communities (LC) link two courses through shared themes, activities and assignments. These courses almost always fulfill General Education requirements. Instead of enrolling in two separate courses, students take these LC classes in combination, with the same cohort of students, all of whom are entering freshmen. This helps to foster friendships and a stronger sense of community. The two professors who teach these LC courses also work closely together to plan the syllabus, design the assignments, and ensure
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that what students learn in one class is relevant to what they are learning in the other. LC classes provide smaller class sizes (enrollment is limited to 25 students maximum) and the opportunity for collaborative learning through group work. FYE’s student Peer Mentor program is similarly designed to increase student engagement, and provide incoming students with community supports. Each term, John Jay College recruits 15 students to serve as peer mentors to first-year students who are participating in the Learning Communities and First Year Seminars (discussed above). Each peer mentor is assigned to roughly 50 incoming students. The peer mentors’ goal is to encourage students to be more involved on campus by bringing students to diverse activities and events, and encouraging social engagement and community building. Peer mentors are usually in their second year of college and are active members of the university community. They are paid for their time mentoring students. Program Website: http://www.jjay.cuny.edu/academics/2363.php Program Contact: Student Academic Success Programs, 500 West 56th Street, Room 100W, New York, NY 10019; Main Office Phone: 212-484-1130, Office Email: [email protected]
Pinkerton Fellowship Initiative (Phases 3 & 4)
The Pinkerton Fellowship Initiative is a collaboration between The Pinkerton Foundation and the John Jay College of Criminal Justice to contribute to the development of the youth justice community in New York City. The program supports the development of talented students who are equipped to assume positions of responsibility in the youth justice field while supporting the operational and research capacity of participating nonprofit community-based organizations. The Fellowships will consist of intensive year-long placements beginning in the summer and running through following spring. The Initiative has two tracks:
Pinkerton Community Fellows – Ten promising Juniors and Seniors to be placed in direct service roles
Pinkerton Graduate Research Fellows – Four advanced graduate students to strengthen the evidence orientation and analytical capacity of participating agencies
Pinkerton Community Fellows benefit from an intensive experience at leading youth justice nonprofit community-based organizations in New York City. Fellows gain exposure to program participants, issues in nonprofit management, and relevant policy concerns in the field of youth justice. A summer intensive seminar and a two-semester six credit academic course build a learning community among Fellows and create a conceptual framework for the Fellows' work. Pinkerton Graduate Research Fellows work in teams to consult with nonprofit community-based organizations in the New York City youth justice sector. Research Fellows receive guidance and training in applied evaluation skills from John Jay faculty and staff in the Research and Evaluation Center and apply these skills in building the analytical capacities of participating
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youth justice agencies. Research Fellows also participate in workshops and other events with the larger learning community that includes the Community Fellows, the participating youth justice agencies, and the staff and faculty of John Jay College. Program Website: http://www.jjay.cuny.edu/5319.php Program Contact: Pinkerton Fellowship Initiative, John Jay College of Criminal Justice, 524 West 59th Street, BMW Room 605, NYC, NY 10019, Phone: 212-237-8302, Email: [email protected]
The Writing Center at John Jay College (Phases 2, 3 & 4)
The Writing Center provides tutoring and writing consultation to all undergraduate and graduate students enrolled in the College. Trained tutors work with students on conceptual and sentence level skills, rules of grammar and style. The Center emphasizes formulating a thesis, organizing and developing ideas, documenting American Psychological Association (APA) style, evaluating evidence and revising a paper, and writing specific to the disciplines. State-of-the-art computers, grammar/writing software and a small specialized library of books on writing are available. Students may be referred to the Center by members of the faculty, or arrange tutoring sessions themselves. Throughout the year, the Writing Center offers numerous writing oriented workshops, some specific to writing in the individual disciplines, as well as intensive CUNY Proficiency Exam (CPE/ACT) preparation. All are conducted by faculty and staff and are open to all students. Program Website: http://jjcweb.jjay.cuny.edu/writing/ Program Contact: Writing Center, John Jay College of Criminal Justice, 524 West 59th Street, Room L1.68 NB, NYC, NY 10019, Phone: 212-237-8569
The CUNY Justice Academy (CJA) (Phases 1, 2 & 3)
Established in 2008, the CUNY Justice Academy is a joint-degree, transfer-focused collaboration that links selected associate degree programs at six City University of New York (CUNY) community colleges to baccalaureate degree programs at John Jay College of Criminal Justice. Established in 2008, it aims to increase the academic success and baccalaureate degree attainment of many of the most vulnerable students in the system—those pursuing associate degrees—by providing broad access to the study of justice related disciplines. Indeed the CUNY Justice Academy removes institutional obstacles to degree attainment and transfer through the development of curricula pathways, up-to-date articulations and seamless transfer between the community colleges and John Jay, acting as a model program that provides access. A series of joint-degree, dual admission programs link newly created associate degree programs at partner community colleges to existing degrees at John Jay College. Justice Academy students receive dual admission into one of the six participating CUNY community colleges and John Jay College of Criminal Justice. Once they have earned an associate’s degree in one of the
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partnership majors at the community college, they received the option of guaranteed admission to John Jay College where they complete the remaining credits needed to graduate with a bachelor’s degree. Programs of study include Forensic Science, Forensic Financial Analysis and Criminal Justice, one of the fastest growing sectors of our society. These programs were collaboratively designed by the faculty at the community colleges and John Jay to ensure rigor and seamless transfer. The six participating community colleges are Borough of Manhattan Community College, Bronx Community College, Hostos Community College, Kingsborough Community College, LaGuardia Community College and Queensborough community College. Not all programs of study are offered at all community colleges. In addition to ensuring access, the CUNY Justice Academy has been designed to tackle intractable problems that confront city and state college and university systems across the nation: degree attainment and successful transfer from two-year to four-year institutions. Program Website: http://www.jjay.cuny.edu/centers/justice_academy/4368.php Program Contact: Student Academic Success Programs (SASP) and Academic Advisement Center (AAC), John Jay College of Criminal Justice, 524 West 59th Street, NYC, NY 10019, Rooms 100W and L.73 NB, respectively; Phone: 212-484-1130 (SASP) or 646-557-4872 (AAC); Email: [email protected]
Urban Male Initiative (UMI) at John Jay College (Phases 2, 3 & 4)
The mission of the Urban Male Initiative (UMI) is to provide academic, personal, and professional support for underrepresented groups at John Jay College of Criminal Justice. The program seeks to increase the retention and graduation rates of all students by fostering a personally meaningful and academically successful college experience. Although the program began as an effort to reach and support Black men at John Jay College, the organization is now open to all students while continuing to focus on assisting students of color.
UMI offers mentoring to students twice a month for 12 weeks, with one session devoted to student support mentoring and the other focusing on professional development. The purpose of these group mentoring meetings is to provide an environment where students can learn from one another, with the goal of nurturing stronger support systems and leadership.
UMI students have access to academic advisors, trained by the Academic Advisement Center, who can help them with academic and personal success, choosing a major/minor, calculating credits (i.e. electives), understanding the college bulletin, and meeting requirements to achieve a specific baccalaureate degree. UMI students are also invited to attend events, programs, and visits at other universities for conferences. For one speaker series, "Voices from the Field," UMI collaborated with the Office of Alumni Affairs to invite successful John Jay Alumni as guest speakers to engage and inspire our students.
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UMI encourages its members to continue onto graduate and professional studies after completing their baccalaureate degree. As such, it serves as a pipeline for several of John Jay College’s pipeline programs, including: The Ronald H. Brown Summer Law School Prep Program, The Ronald E. McNair Post-Baccalaureate Achievement Program, and other opportunities for academic advancement.
The ultimate goals of the Urban Male Initiative at John Jay College are to serve as a conduit through which underrepresented students will find:
A formal mentoring system to assist students in their transition to, persistence within, and graduation from John Jay College
A community of excellence for aligning personal strengths with degree programs of study
Peer support and assistance in navigating through John Jay and achieving success Enrichment programs that serve to introduce and hone the skills of students in
preparation for their successful acceptance into graduate and professional schools Membership in an extended community to celebrate the successes of all
Program Website: http://www.jjay.cuny.edu/UMI.php Program Contact: The UMI Student Center, 524 West 59th Street, Room L 74.02 NB, New York, NY 10019; Phone: 646-557-4557; Fax: 212-237-8282; Email: [email protected]
The Pre Law Institute (Phases 2, 3 & 4) Taking its mandate from John Jay College’s broader educational mission, The Pre Law Institute prepares John Jay College students to successfully enter law school and the legal profession. The Pre Law Institute supports this movement through academic skill-building programs and professional development initiatives, and by emphasizing early and intensive student engagement in developing the analytic and critical writing skills that students will need to perform optimally as law school applicants and as law students. The Pre Law Institute’s major goals are to ensure that students:
Understand the rigors of law school and the discipline needed to prepare for and succeed in law school;
Develop strong writing and analytical skills through programs that are focused on literacy building, and encourage use of literacy skills as the basis for analysis, advocacy, and argumentation;
Develop an understanding of the specific skills necessary for success on the LSAT through initiatives that provide direct engagement with LSAT test materials;
Enhance their academic capacity by developing, among other things, good study habits, listening skills, and an understanding of the need for preparation, discipline, prioritization, and planning;
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Learn about the law school application and admission process, as well as components of a well-crafted law school personal statement;
Learn techniques and strategies of factual and legal research; Learn about the variety of career paths and job opportunities a legal education can help
them to pursue and the contributions lawyers can make to society.
The Pre Law Institute seeks to develop students who recognize the contributions of attorneys as public servants (whether they are employed in private or public sector law practiced), and who appreciate the importance of the law as an instrument for justice on both a regional and global level. The Pre Law Institute encourages prelaw students to become transformative leaders who are interested in thinking about and fashioning solutions to complex legal and public policy concerns. Program Website: http://www.jjay.cuny.edu/academics/5147.php Program Contact: Pre-Law Institute, John Jay College of Criminal Justice, 524 West 59th Street N 1100, New York, NY 10019; Phone: 646-557-4804; Fax: 646-557-4741; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty
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Automobile expenses (if a student’s car breaks down and is their only means of transportation)
Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www.jjay.cuny.edu/2246.php Program Contact: Counseling Services Center, John Jay College of Criminal Justice, 524 West 59th Street L 68, New York, NY 10019; Phone: 212-237-8111; Email: [email protected]
10. Kingsborough Community College Liberty Partnerships Program (Phase 1)
The Liberty Partnerships Program (LPP) at Kingsborough Community College is committed to opening a world of opportunity to approximately 235 high school students from under-resourced schools and communities in New York City. By providing a broad range of academic support services, workforce preparation, family engagement, enrichment activities, mentorship and college counseling, LPP at Kingsborough makes success a reality for high school students identified as at-risk for academic failure, and allows these students to develop the skills necessary to fulfill their goal of attending college. Program Website: https://www.kbcc.cuny.edu/sub-other/sub-special_programs/Pages/Kcclp.aspx Program Contact: Tina Souverain, Interim Program Director; Phone: 718-368-5767; Email: [email protected]
Kingsborough Early College Secondary School (KECSS)/IS 468 (Phase 1)
KECSS is a Middle School/High School located in the Bensonhurst section of Brooklyn, New York and is housed in the Lafayette Educational Complex/Campus building. It offers each child the opportunity to better themselves with strong character building programs. Upon completion of the eighth grade level, students participate in college level courses in addition to the high school curriculum. Upon completion of all courses with a passing grade, each student will have earned 60 college credits (the equivalent of an associate degree). Students also have the opportunity to take college courses at Kingsborough Community College. Program Website: https://sites.google.com/site/kecsshome/
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Program Contact: Connie Hamilton, Principal, 2630 Benson Avenue, Brooklyn, NY 11214; Phone: 718-333-7850
College Now at Kingsborough Community College (Phases 1 & 2)
A Brief Overview of the New York City-area College Now Program: College Now is the City University of New York’s largest collaborative program with the New York City secondary public school system. College Now offers college-readiness programs in more than 350 New York City high schools, including “dual enrollment” opportunities that permit high school students to enroll in college-level courses for credit. The central goal of College Now is to help students meet high school graduation requirements and prepare for success in college, both academically and socially. Another purpose of the program is to provide students with coursework, programs, and activities that will enhance their performance on the Regents exam and CUNY placement exams so that students will be able to enroll in college without the need for remediation. In all, there are seventeen college-based College Now programs overseen by a central office, enrolling close to 20,000 students annually. The College Now programs on each of these 17 campuses are similar in terms of overall structure, implementation, and goals. However there is some variation from campus to campus and school to school, so many colleges contributing to this Resource Guide have provided additional information regarding their own campus-based College Now programming. College Now at Kingsborough Community College: College Not at Kingsborough Community College offers credit-bearing and college preparatory courses without tuition and book fees. Classes meet either before or after the regular school day. Course offerings are in areas of Behavioral and Social Sciences, Business, Communications, English, Humanities, Mathematics and Science. They are taught by high school faculty who have met all requirements to be hired as an adjunct instructor in the appropriate department at the college. Students may also participate in freshman orientation courses designed to help them make a smooth transition from high school to college. Student development courses are offered at Kingsborough Community College in the summer and throughout the year at various high schools. They are taught by college counselors and cover topics such as choosing a major, study techniques, time and money management, career planning and goal settings. Upon successful completion of coursework through College Now, students will have an official college transcript on file at Kingsborough Community College. They may request that this transcript be forwarded to the college of their choice by completing an application available from the College Now office at each school. Most College Now courses also quality for City University of New York "College Preparatory Initiative" (CPI) units. Program Website: www.collegenowlive.com
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Program Contact: Mr. Robert Pero, Director; Phone: 718-368-5170; Email: [email protected]
Freshman Year Experience (Phases 1 & 2)
Kingsborough’s Freshman Year Experience (FYE) program supports students during their first year at Kingsborough as they transition into classes and the culture of campus. FYE provides freshman students with advisement that facilitates the identification of educational, career, and life goals. This support empowers students to select degree program at Kingsborough that meets their long-term goals. FYE promotes students’ self-sufficiency and academic responsibility—qualities that enable freshman students to successfully complete their program at Kingsborough and pursue further professional and academic opportunities. The program also provides students with suggested freshman benchmarks so that students can personally assess their growth throughout their freshman year. Program Website: http://www.kbcc.cuny.edu/fye/Pages/default.aspx Program Contact: Cindy Lui, Director of Freshman Services; Phone: 718-368-4806; Email: [email protected]
Learning Communities at Kingsborough Community College (Phase1, 2, & 3)
Learning communities involve collaboration, not only across academic departments, but across other institutional resources that serve student needs. Departments such as academic affairs, student development, and the library offer services and skills that contribute to the mission of learning communities and to students’ experience of higher education. Kingsborough Community College currently supports three learning community programs:
Opening Doors Learning Communities: New Kingsborough students with no more than three credits join a small group, or cohort, of about 25 students. Together, you take three “linked” courses: an English course; a course that satisfies a college requirement; and a one-credit student success seminar. Since your professors collaborate to connect their courses, you are able to make more connections between what you learn in psychology, for example, and what you read and write about in English. At the same time the skills and lessons or your student success seminar are reinforced. You’ll also have the opportunity to participate in other small group activities – like field trips – to learn in an active way. We’re also there to help you with counselors, tutors and other support services.
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Integrative Studies Program (formerly Advanced Learning Communities): Continuing, returning, or transfer students with 6 or more credits join a small group, or cohort, of about 25 students. Together, you take three “linked” courses: two courses required for your major and a one-credit integrative seminar. The seminar allows you to critically explore themes and concepts introduced in the two other courses. Since your professors collaborate to connect their courses, you are able to make more connections between what you learn in mental health, for example, and what you study in anthropology. We’re also there to help you with counselors and other support services.
ESL Intensive Learning Communities: At Kingsborough, full-time incoming ESL freshmen are required to enroll in a learning community. You can earn 18 credits, 8 of which will count towards your degree. Coursework includes an ESL course; a speech class; a general education class, like history, sociology, or health; a one-credit student success seminar; a one-credit ESL seminar; as well as tutoring. You also have personal and academic counselors who work with your learning community to ensure that your first semester is as successful and productive as possible.
Program Contact: Phone: 718-368-4903
Access-Ability Program (Phase 1, 2, 3 & 4) Kingsborough’s Access-Ability Services assists students with documented disabilities by determining their eligibility for services and then working with them to determine reasonable accommodations and services, which will, in turn, give them equal access to the college. It is important for students to remember that, in the post-secondary setting, it is their responsibility to self-identify as students with disabilities and to request disability services. The process starts here at AAS. College can be stressful for most individuals. For individuals with disabilities, it can be a daunting task. AAS helps students with disabilities to recognize their potential by removing potential barriers to their education. The office also provides support through counseling, tutoring and academic advisement. Program Website: http://www.kingsborough.edu/access-ability/Pages/welcome.aspx Program Contact: Dr. Stella Woodroffe, PhD, NCC, LMHC, Director; Phone: 718-368-5175; Email: [email protected]
College Discovery (Phase 1, 2, 3 & 4)
College Discovery program was created at CUNY (City University of New York) in 1964 to assist students who have the potential to succeed, but lack educational foundation and economic resources to achieve their goals. Our mission is to enhance the overall growth and development
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of our students through a holistic and individualized approach. The program facilitates their academic success via culturally and linguistically appropriate support services. Our vision is to become the best College Discovery program in CUNY with the highest retention and graduation rates with students going on to baccalaureate programs and beyond. Our program offers a variety of support services: counseling, new student orientation, leadership skills development through various clubs, supplemental instruction, and financial aid. Program Website: http://www.kingsborough.edu/sub-other/sub-special_programs/Pages/Kccbe.aspx Program Contact: Dr. Sandra Ramos, Director; Phone: 718.368.5576/5520; Email: [email protected]
Student Support Services: TRiO (Phases 2, 3 & 4)
TRiO at Kingsborough Community College provides support services which address the educational and vocational needs of students from disadvantaged backgrounds to promote retention and transfer to four year colleges. TRiO currently serves 250 students each semester and addresses academic challenges through individualized interventions including counseling, tutoring, study skills workshops, advisement, career selection, assistance with transfers to four year colleges, among other initiatives. We facilitate academic success and the development of transferable skills so that students can succeed in all future academic and career endeavors. Program Website: http://www.kbcc.cuny.edu/TRio Program Contact: Faith Fogelman, ACSW, Program Director, Room D-205, Phone: 718-368-5175; Email: [email protected]
Black Male Initiative (Men’s Resource Center) (Phases 2, 3 & 4)
The Black Male Initiative (BMI) program was created at CUNY (City University of New York) in 2004 to increase, encourage, and support the inclusion and educational success of under-represented groups in higher education, in particular black males. The BMI program at Kingsborough provides African American/black males and other underrepresented populations, as well as all interested students, mentoring and advising services that will contribute to their academic and professional success on campus. Program Website: https://www.kbcc.cuny.edu/mens_resrc Program Contact: Michael Rodriguez, Program Director; Phone: 718-368-5339; Email: [email protected]
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Collegiate Science and Technology Entry Program (CSTEP) (Phases 2, 3 & 4)
Kingsborough Community College’s Collegiate Science & Technology Entry Program (CSTEP) is designed to facilitate the knowledge of pre-professional and professional opportunities for students enrolled in programs within the biological sciences. CSTEP is particularly focused on building awareness of career options in the sciences among historically underrepresented and economically disadvantaged students. African-American, Hispanic/Latino, Native American, or Alaskan Native and economically disadvantaged students are eligible to participate in this program. CSTEP provides direct comprehensive support to students through: tutoring; career workshops, conferences, and seminars; research internship opportunities; and supplemental study resources. This program effectively supports students throughout the duration of their degree pursuance, and facilitates successful entry into a continuing education program and/or professional position following the completion of their program at Kingsborough. Program Website: http://www.kbcc.cuny.edu/academicdepartments/bio/c_step/Pages/CSTEPinfo.aspx Program Contact: Professor Craig Hinkley, Biological Sciences; Phone: 718-368-5783; Email: [email protected]
College Opportunity to Prepare for Employment (COPE) (Phase 4)
The College Opportunity to Prepare for Employment (COPE) Program provides special services to a population of students receiving public assistance through the Human Resources Administration. The Program targets students receiving any form of public assistance, and offers comprehensive support services to students who enroll full time in approved, vocationally-oriented associate degree programs. Program Website: http://www.kbcc.cuny.edu/sub-other/sub-student_current/Pages/college_opportunity_employment.aspx Program Contact: Marie Beavers-Mandara, Director; Phone: (718) 368-4660
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he
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or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: Vice President Peter Cohen; Phone: 718-368-5563
11. Lehman College The Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) Program at Lehman College (Phases 1, 2, 3 & 4) A Brief Overview of the New York SEEK Program: The Percy Ellis Sutton SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The SEEK program is offered by all 11 of the senior (four year) City University of New York (CUNY) colleges. Here in this guide, some of the individual CUNY colleges have contributed additional information about how the SEEK program operates on their own campus. SEEK programs are designed to assist students in meeting the challenges of transitioning to and completing college, and provide a more supportive academic environment in which these students will flourish. In addition to the regular services all CUNY colleges provide to their
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admitted students, the SEEK program offers an array of supplemental instructional supports, financial services, and counseling. SEEK students are also eligible to receive extended financial support to cover tuition costs through the New York State Tuition Assistance Program (TAP), which provides grants to eligible New York State residents to help pay for tuition at in-state postsecondary institutions. Because TAP is a grant, not a loan, students do not have to pay it back. SEEK students are eligible for up to 10 semesters of TAP funding (non-SEEK students are limited to eight semesters of TAP). In the last forty years, the SEEK programs have enrolled approximately 230,000 low-income students. Students are admitted into the program without regard to age, sex, sexual orientation, race, disability, or creed. CUNY-Wide Program Website: http://www.cuny.edu/academics/programs/notable/seekcd/seek-overview.html The Percy Ellis Sutton SEEK program at Lehman College: The SEEK program at Lehman College targets a previously underserved population for higher education: talented and motivated students who graduated high school underprepared for college. The program provides access to the University's senior colleges under non-traditional admissions criteria, and includes an array of specialized support and enrichment activities dedicated to encouraging student performance, retention, and graduation. Applicants accepted to Lehman College under the auspices of SEEK must register for a full-time day course of study and, once enrolled, meet standard academic performance criteria to maintain matriculation. Support services include pre-freshman academic skills workshops during the summer; an assigned professional SEEK Counselor to help with career planning, school performance, and personal/social growth; intensive academic support and supplemental instruction to address historically difficult courses, study skills, and test preparation; supplemental financial aid for college-related expenses including fees, books, and supplies (subject to the program's budget capabilities); and extended TAP eligibility to cover tuition costs beyond four years of study. Program Website: http://www.lehman.edu/students/seek/learning-center-services.php Program Contact: Annette Hernández Ph.D., SEEK Program Director, Old Gym Bldg., Rm 212, 250 Bedford Park Boulevard West, Bronx, NY 10468; Phone: 718-960-8863; Email: [email protected]
Engaging Latino Communities for Education (ENLACE)/Bronx Institute (Phases 1 &
2)
ENLACE (Engaging Latino Communities for Education) is a multi-year cohort program within the Bronx Institute at Lehman College that provides high-achieving Latino students (in Grades 7-12) with advanced academic enrichment in the sciences and college preparatory disciplines.
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ENLACE seeks to increase high school graduation and college enrollment rates among Latino students from the Bronx, a population of students that remains underrepresented in higher education and in high-technology industries. Students apply by submitting a personal essay, transcripts, test scores, and teacher recommendations. ENLACE comprises three components: Junior ENLACE (7th and 8th grade), ENLACE Preparatory Academy (9th and 10th grade), and the ENLACE Latino Collegiate Society (11th and 12th grade). Through advanced coursework at Lehman College in Saturday and summer courses, Junior ENLACE students build interpersonal and analytical skills, creating a solid foundation for educational achievement. ENLACE Preparatory Academy engages students in challenging coursework with project-based assignments, in Science, Technology, Engineering, and Mathematics (STEM) as well as media subjects, to make them competitive in high school. Enlace Preparatory students also prepare for SAT Subject Test(s), which are necessary for admission to selective institutions. ENLACE Latino Collegiate Society members receive academic support in SAT Reasoning and Subject Test preparation, introduction to college course topics, coaching through the college search and application processes, and training in research and presentation methods. Over the summer, students complete a research project to ready themselves for college-level work. Many ENLACE participants are first-generation college students. ENLACE encourages parents and caregivers to become active, informed participants in their children’s education. Through family workshops and events, parents learn what children need to succeed in high school and college, and how to plan for their children’s education. Program Website: http://www.lehman.edu/thebronxinstitute/HTMLs2/ENLACE.php Program Contact: Daniel Morales-Armstrong, Bronx Institute, APEX 241, 250 Bedford Park Boulevard West, Bronx, NY 10468; Phone: 718-960-5780; Email: [email protected]
The Freshman Year Initiative (FYI) at Lehman College (Phase 2)
Nationwide, growing numbers of freshmen are not “college ready,” despite their academic qualifications. Without the necessary skills to succeed in higher education, they may fall behind, and eventually leave college. To increase retention and graduation rates among potentially at-risk students, Lehman College developed the Freshman Year Initiative (FYI). FYI “Learning Communities” facilitate first year students’ adjustment to college-level work by fostering connections between students and faculty, and also encouraging the formation of peer support networks. Over the course of two semesters students—joined together in the same cohort—are enrolled in blocks of interdisciplinary courses. The faculty members who teach these courses collaborate closely to ensure linkages across the curriculum. Students
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interested in professional fields (pre-med, teacher education, etc.) may request placement in a cohort targeted to a specific professional field, and those who qualify may be placed in Honors blocks. FYI courses include the Freshman Seminar, which introduces students to problem solving, study skills, and learning resources; two English composition courses; three interdisciplinary courses, such as Anthropology, Biology, and History; a course targeted to the cohorts’ fields of interest; and three electives. Courses are selected and developed to satisfy both the goals of FYI and General Education requirements. Optional faculty mentoring is also available to provide students with a nurturing academic relationship at the outset of their college careers. Program Website: http://www.lehman.edu/academics/freshman-programs/index.php Program Contact: Steven Wyckoff, Director, Carman Hall, Room 337, Lehman College 250 Bedford Park Blvd. West, Bronx, NY 10468; Phone: 718-960-8720; Fax: 718-960-7146; Email: [email protected]
Sophomore Year Initiative (SYI) at Lehman College (Phases 2 & 3)
The Sophomore Year Initiative (SYI) at Lehman is a comprehensive program developed to assist students who have earned between 15 and 60 college credits in order to help them continue progressing towards their college degree. The goal of this program is to help Lehman students through the various challenges of the second college year, meet or surpass requirements for good academic standing, and raise retention and graduation rates. At Lehman College—where two-thirds of our undergraduates transfer into the College from elsewhere, most are low-income, many are the first in their families to go to college (i.e. first generation college goers), and many are also the children of recent immigrants—there is particular need for this type of intensive support. The SYI program coordinates the efforts and missions of Lehman College’s advisement, personal counseling, and career services offices. Each student in the SYI program is assigned to a dedicated advisor, who is required to meet with that student at least once per semester. Advisors work with students to identify and plan majors and career goals. The program also utilizes an “early warning system” wherein faculty are asked to notify college support services about any at-risk students they identify early in the semester. Early intervention enables struggling students to avoid academic dismissal: they are referred for assistance before they receive an official warning letter. Once referred to support services, these at-risk students meet with advisors biweekly for guidance and progress reports. All sophomore students’ academic progress—whether they are deemed to be at-risk or not—is tracked in a coordinated database in order to improve student retention and success. Program Website: http://www.lehman.edu/sophomore-year-initiative/
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Program Contact: Erin Varsalone, Sophomore Year Initiative Project Director, Shuster Hall Room 279A, Lehman College, 250 Bedford Park Boulevard West, Bronx, NY 10468; Phone: 718-960-7788; Fax: 718-960-7788; Email: [email protected]
STEM Scholars Program at Lehman College (Phases 1 & 2) The STEM Scholars program is a unique collaboration between Hostos Community College, Bronx Community College, and Lehman College, all three of which serve largely minority and Hispanic populations in the Bronx. The program is designed to serve as a bridge for community college students, who may have initially considered a bachelor’s degree out of reach, to complete their associate's degree and transfer to Lehman College, where they can earn a full bachelor's degree at a senior CUNY college. The program is open to Hostos or Bronx Community College students who are majoring in Science, Technology, Engineering, or Math (STEM) fields. The STEM Scholars program enables students majoring in STEM disciplines to attend a summer laboratory training program at Lehman College. The program provides students with access to Lehman College’s state-of-the-art research facilities, deepens their learning, and enables students to work on research projects in close collaboration with Lehman’s STEM faculty members. STEM Scholars who participate and succeed in this summer program receive special consideration at registration and an opportunity to continue their research with their Lehman faculty mentors. Students in the program come to Lehman College every day over two summer sessions and meet weekly as a group with their mentors and the program director. In addition to gaining research experience, students learn how to present their material using PowerPoint slides and answer questions from faculty mentors and fellow students. At the end of the program, the students produce a final research paper, and create a poster/presentation based on their work to display at their home campuses and at Lehman. Program Website: http://www.lehman.edu/stem-scholars-program/index.php Program Contact: Joseph W. Rachlin, Professor, Biological Sciences, Room 233 Davis Hall, Lehman College, 250 Bedford Park Blvd. West, Bronx, NY 10468; Phone: 718-960-8239; Email: [email protected]; or David Hadaller, Interim Provost, Office of Academic Affairs, Language Hall, Room 11, Bronx Community College, 2155 University Avenue, Bronx, New York 10453; Phone: 718-289-5139; Fax: 718-289-6006; Email: [email protected]; or Dr. Carmen Coballes-Vega, Provost, Office of Academic Affairs, Hostos Community College, 500 Grand Concourse, Bronx, New York 10451; Phone: 718-518-6660; Email: [email protected]
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Adult Degree Program (ADP) at Lehman College (Phases 2, 3 & 4 for Non Traditional and
Adult Students) The Adult Degree Program (ADP) at Lehman is a unique program designed to enable older and non-traditional students to earn a bachelor’s degree and build the skills they need to compete in the job market. The ADP program serves a particularly important need in Lehman’s Bronx neighborhood community. Students who are re-entering the workforce—or entering the workforce for the first time—work closely with ADP counselors to determine both their educational and career goals, and plan an appropriate course of study. Adult Degree students, who apply for and are accepted to Lehman College, are part of the greater student body and take courses alongside students in Lehman’s traditional degree programs. Some college credit may be awarded for prior life and work experience, as well as U.S. military service. Applicants must have been out of school five years or more, be at least 25 years old, and hold a high school or GED diploma. All entering students are subject to the College’s admission criteria, and must pass the CUNY Skills Test. Low tuition fees and financial aid packages make the program accessible to lower-income adults, and those whose existing financial responsibilities are prohibitive. The schedule of ADP classes is flexible to accommodate work and family schedules. Previous college experience is not required, and refresher courses are offered in writing, reading, and math to prepare students for college-level work. Program Website: http://www.lehman.edu/academics/adult-degree-program/index.php Program Contact: Dr. Marzie Jafari, Dean, Carman Hall, Room 128, Lehman College, 250 Bedford Park Blvd. West, Bronx, NY 10468; Phone: 718-960-8666; Fax: 718-960-8727; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid.
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The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: José Magdaleno, Vice President for Student Affairs, Lehman College The City University of New York, Shuster Hall RM 204, 250 Bedford Park Boulevard, West Bronx, NY 10468; Phone: 718-960-8241; Email: [email protected]
12. Medgar Evers College Medgar Evers College Preparatory School (MECPS) (Phases 1 & 2) Medgar Evers College Preparatory School (MECPS) is a high-performing school serving Grades 6-12, which has a strong and close collaborative relationship with Medgar Evers College, part of the City University of New York. Both the College and the School serve “high need” student populations in Central Brooklyn, one of the largest, most densely populated and culturally-diverse sections of the borough. The area is characterized by poor housing, high unemployment, and a large number of low-income families. Over 75% of the students who enter MECPS in the sixth grade from feeder schools are at or below grade level in English Language Arts or Mathematics; 98.1% of the students belong to populations that have historically not had access to, or success in, higher education, including a large number of students of African descent; and 85% qualify for the federal free or reduced-price lunch program. Collaborations between Medgar Evers College and MECPS include a Dual Enrollment Program and an Early Admissions Program. The Dual Enrollment Program provides MECPS students with the opportunity to enroll in college-credit-bearing courses taught at Medgar Evers College.
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These courses enable students to accumulate college credits, while simultaneously earning credit toward their high school graduation requirements. All courses are free of charge, with all the services and amenities that are offered to any college student. The Dual Enrollment Program also fosters student and parent involvement prior to the actual college experience, and promotes planning, discussion, support, and inquiry about the college experience. Program Website: http://www.mecps.org/index.htm Program Contact: Medgar Evers College Preparatory School, 1186 Carroll Street, Brooklyn, NY 11225; Main Phone: 718-703-5400; Fax: 718-703-5600
The Smart Science Scholars (S3) Early-College High School (Phases 1 & 2) The Smart Science Scholars (S3) Early-College High School is another unique collaboration between Medgar Evers College and the Medgar Evers College Preparatory School (MECPS). The goal of the program is to deepen pathways to college, and increase the numbers of traditionally underrepresented students in Central Brooklyn who seeks degrees in science, technology, engineering, and mathematics (STEM). Medgar Evers College, named for the late civil rights leader Medgar Wiley Evers (1925-1963), was established in 1969 and named in 1970, with a strong mandate to meet the educational and social needs of the Central Brooklyn community. In keeping with this mandate, Medgar Evers College is guided by the belief that education has the power to positively transform the lives of individuals, and is the right of all individuals in the pursuit of self-actualization. The Smart “Science” Scholars (S3) program is a robust and comprehensive Early College High School, which is focused on training students in STEM disciplines. S3 Early College High School is comprised of three strands: Early high school (6th - 8th grades); Early college/summer immersion (9th and 10th grades), and Early college (11th and 12th grades). The program is designed to provide students with a solid foundation for further studies in the natural and applied sciences, and a seamless pathway to one of five undergraduate college degrees in Biology, Computer Science, Mathematics, Environmental Science or Psychology. The Program is enhanced by academic supports, enrichment, and immersion activities that increase the number of college-bound high school students who are college ready. Medgar Evers’ S3 Early College High School employs nationally recognized best practices that aim to prepare students for careers in STEM-related fields, where Central Brooklyn’s student populations have historically been disproportionately underrepresented. Currently in its second year, the S3 Early College high school has roughly 120 students in Grades 11 and 12 taking college courses on the campus of Medgar Evers College. All students are taught by full-time faculty housed in the School of Science Health and Technology. In 2012, the average GPA for students taking college courses was 3.2 and the average credits accumulated was 24 credits.
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Program Website: www.mec.cuny.edu/echs Program Contact: Derrick E. Griffith M.S., M.Phil.; 1637 Bedford Avenue Suite 308, Brooklyn, NY 11225; Phone: 718-270-6046; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www.mec.cuny.edu/petrie_fund/ Program Contact: Derrick E. Griffith, Dean of Student Affairs (Acting); Phone: 718-270-6046; Email: [email protected]
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13. The New School Parsons Scholars Program, Parsons the New School for Design (Phase 1) Established in 1997 at Parsons the New School for Design, the Parsons Scholars program is a free, comprehensive college-access and -prep program in art and design which gives motivated New York City public high school students from diverse backgrounds access to all that Parsons has to offer. Through this program, Parsons removes barriers that prevent teens from pursuing college and careers in art and design, and contributing to the vitality of these creative fields. Students who are accepted into the Parsons Scholars program, from a wide range of high schools, dedicate their Saturdays and summers, from their sophomore through their senior years, to studying art and design at the college level, exploring a range of art and design careers, and acquiring the tools and knowledge necessary to gain admittance to and achieve success at competitive art and design schools. This Saturday and summer session curriculum includes a range of classes in the Parsons Pre-College Academy and in the Summer Intensive Studies program, complemented by weekly activities and field trips. In addition to working with Parsons faculty and staff, the Scholars are supported by a dedicated team of Undergraduate Mentors, many of whom are Parsons Scholars alumni who can share insights on their own transitions into college. The curriculum consists of studio courses ranging from animation and architecture to fashion, mentoring and advising, SAT test prep, college/scholarship application support, college financial aid information, skills/career workshops, field trips, and paid internship and highly competitive study abroad opportunities (pending available funding). Parsons Scholars also engage in real-world projects that make a real difference in society. Last year, for instance, students collaborated with Sandy Storyline and designed digital and social media collateral to support this project. The Parsons Scholars program has helped students gain acceptance to some of the most prestigious schools, including Barnard, Cooper Union, Cornell, FIT, NYU, Otis, Pratt, Rhode Island School of Design, School of Visual Arts, Syracuse, University of California Los Angeles, Yale, and Parsons. Parsons strives to provide ongoing financial support to those who enroll as undergraduates Program Website: http://scholars.parsons.edu/ To hear testimonials from Parsons Scholars and their parents, visit: http://tinyurl.com/parsonsscholarsprogram. To learn more on NYC College Line, visit: http://nyccollegeline.org/resources/parsons-scholars-program.
Program Contact: Nadia Williams, Director, Parsons Scholars Program, Parsons The New School for Design, 66 Fifth Avenue, Room 200, New York, NY 10011; Main Phone: 212-229-8933 (dial 3); Email: [email protected]
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Global Citizen Year, Eugene Lang College The New School for Liberal Arts (Phases 2
& 3)
In fall 2012, Eugene Lang College The New School for Liberal Arts began a groundbreaking partnership with the bridge-year program, Global Citizen Year. The program allows students who are accepted to Eugene Lang College to spend their first year overseas working in local communities. While abroad, the students take a year-long seminar (long distance) with a Lang professor, which works as an academic wrap-around for their international learning experience. Here at Eugene Lang College, we believe this bridge-year/freshman-year-abroad program—encompassing hands-on learning and academic study—will have a profound and positive impact on our students’ subsequent college careers. Students come to Eugene Lang College because they want to change the world; spending freshman year abroad as a socially engaged Lang/Global Citizen Year Fellow is a great way to get started on this path. Lang is the first and only college to offer students a full year of freshman year academic credit for this study abroad work. Participants in the Lang/Global Citizen Year program are considered fully matriculated New School students. The cost of the fellowship is the same as the cost of tuition at Eugene Lang for that year. Students eligible for financial aid through Eugene Lang College can use this money to defray the cost of the fellowship. The inaugural class of Lang/Global Citizen Year Fellows engaged with numerous complex and real issues. One student spent the year in Palmerias, Brazil, collaborating with a local environmental group working with the community on conservation and recycling. Another apprenticed with an agriculture organization also located in Brazil, where she learned about small-producer agricultural practices. And a third spent her year teaching English to primary and middle school students at a school in Senegal, and after class worked with the student council. Program Website: http://www.newschool.edu/lang/global-citizen-year/ To read more about the program visit: http://www.forbes.com/sites/ashoka/2013/03/19/how-does-cognitive-dissonance-turn-students-into-leaders/ Program Contact: Karen Williams, Director of Admission, Eugene Lang College The New School for Liberal Arts; Email: [email protected]; Conor Farese, Recruitment and Outreach Associate at Global Citizen Year; Phone: 415-0963-9293 x204; Email: [email protected]
Tutorial Advising, Eugene Lang College The New School for Liberal Arts (Phases 2, 3
& 4) In the Spring of 2013, four professors at Eugene Lang College launched Tutorial Advising, a new, pilot model of advising developed by the faculty during the College’s recent strategic planning process.
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Here at Lang College, we consider close academic advising and faculty mentorship critical to nurturing student learning and success across courses and spanning a wide range of extra-curricular learning experiences. Too often, traditional academic advising focuses narrowly on helping students progress from one academic level to the next (e.g., Courses A and B are prerequisite to enrollment in Course C). This traditional advising fails to help students draw direct and meaningful connections between their educational course work and their lived experiences, interests, and longer term career goals outside the university. Tutorial Advising is a new approach that seeks to deepen the impact and relevance of advising by integrating the many elements of a student’s college experience: academic, extracurricular, and personal. Last Spring, Lang College launched a new course called “Tutorial Advising” which brings students and faculty together to explore how the students’ intellectual journeys extend beyond the College’s walls —thereby linking the work that students are doing in their courses to internships, activism, study abroad, off-campus work, and independent projects. Modeled on the pedagogy and relationships fostered in the Oxford/Cambridge tutorial system, Lang’s Tutorial Advising sections help students develop a more profound and highly individualized understanding of how their liberal education speaks to the world and their lives. Program Contact: Dean Stephanie Browner, Eugene Lang College; Email: [email protected]
I Have a Dream, Eugene Lang College The New School for Liberal Arts (Phase 1)
The I Have a Dream (IHAD) foundation has a unique relationship to the mission and philosophy of Eugene Lang College. Started in 1981 by Eugene Lang, the IHAD foundation makes long-term commitments to low income children, helping them complete their secondary education through mentoring, tutoring, and other forms of support, with a promise that upon graduation, their dreams of higher education will be fulfilled through assured college tuition. Founded in 1985, only 4 years after IHAD, Eugene Lang College represents another aspect of this Eugene Lang mission. The College is dedicated to integrating community service, social responsibility, and activism with a high caliber, rigorous liberal arts education. The college is situated within The New School, a graduate university with a revered history of socially progressive thought. Since its founding, the intersecting histories of the Eugene Lang College and the IHAD foundation have continued to grow and flourish. Today, Lang students in Theater and Education participate in running an after-school program for several classes of IHAD students (called “Dreamers”), which serves Dreamers who live in the Chelsea-Elliott and Fulton Housing Projects in New York City. Over the years, the Eugene Lang College-IHAD Foundation partnership has become a model for the college’s collaborative approach to civic engagement. Lang students serve as mentors and
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interns, using activities such as playwriting, theatrical performance, and after-school tutoring to help IHAD participants develop skills and build the confidence they need to excel academically and to pursue their future educational and professional goals. The program helps students, who come from challenging social and economic backgrounds, to envision themselves in college and in future professional careers. Research has shown that students who participate in the IHAD program are more likely to graduate from high school and enter college than nonparticipants their same age. In this program, teaching and learning are reciprocal. Lang students contribute to the educational and creative development of IHAD students, while simultaneously gaining valuable real world experience in teaching, leadership, and mentoring. Program Website: http://www.newschool.edu/lang/academics Program Contact: Judy Pryor-Ramirez; Director of Civic Engagement and Social Justice, Eugene Lang College; Phone: 212-229-5100, x2227; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
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Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: Tom McDonald, Assistant Vice President, Office of The Senior Vice President for Student Service; 79 Fifth Avenue, Floor 5, Room 505, New York, NY 10003; Phone: 212-229-5900, x3656; Email: [email protected]
14. New York City College of Technology Pre-Freshman Summer Program at City Tech (Phase 1)
All of the senior colleges of The City University of New York, including NYC College of Technology (City Tech), provide the opportunity for a pre-freshman summer learning experience. The focus is largely on developmental courses designed to get students college-level in reading, writing and mathematics. The uniqueness of the program at City Tech is related to the bi-level nature of the College itself. There are only three colleges within the CUNY system that offer both associate and baccalaureate degrees. And of the three, City Tech has by far the largest number of Associate degree programs. A very large majority of City Tech students make substantial progress through this Pre-Freshman Summer Program. If a student at any of the baccalaureate-only colleges fails to reach CUNY’s required levels in the three fundamental subject areas (mathematics, reading and writing), the student must be redirected to a community college. City Tech, however, has the institutional flexibility to allow a student who has made relative progress, but is not yet ready to exit remediation, to remain at the College in the Associate degree program in his/her selected degree area, and subsequently progress seamlessly into the baccalaureate program. Program Website: http://cue.citytech.cuny.edu/ Program Contact: Lauri Shemaria-Aguirre, New York City College of Technology, 300 Jay Street, G414, Brooklyn, New York 11201; Phone: 718-260-5967; Email: [email protected]
The Peer-Led Team Learning (PLTL) Leadership Program at City Tech (Phases 2, 3 &
4) The Peer-Led Team Learning (PLTL) Leadership Program at City Tech is designed to promote, foster, and recognize diverse student leaders, and their ability to motivate, inspire, and positively influence others on campus and in the community. Peer Leaders are chosen and provided training to facilitate workshops in Science, Technology, Engineering, and Mathematics (STEM).
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A group of eight to ten students meets weekly as a team and works collectively to solve carefully structured problems that are designed to develop strong computational abilities, critical thinking skills, and problem-solving aptitudes. Training and mentoring are provided by City Tech faculty. In this way, Peer Leaders are equipped with the essential leadership tools that are needed to assist students in the challenges of STEM learning. Peer leaders also become involved in a community of practice, where they develop ethical principles, build vital skills to communicate effectively, and create collaborative teams. In doing this, peer leaders learn strategies to manage and effect change, while appreciating the complexities and richness of a diverse student population. Peer Leaders are also afforded a variety of opportunities to represent the college at prestigious local and national conferences, and frequently gain acceptance into nationally-recognized undergraduate research programs. Program Website: http://www.pltlis.org/ Program Contact: Dr. Janet Liou-Mark, Department of Mathematics; Email: [email protected]
Learning Communities at City Tech (Phase 2)
City Tech’s Learning Communities (LC) initiative strives to ensure that all new students have a nurturing and supportive academic environment when they transition from high school to college. Research indicates that students in LCs adjust better to the requirements of college life, and are better able to handle the heightened academic expectations of college level work. City’s Tech’s LC Initiative links two or three classes together with an interdisciplinary theme, giving incoming first-year students common learning objectives and a shared classroom experience. For example, a learning community that consists of entering Hospitality Management students might be grouped together in an introductory hospitality course, an English composition class, and the upper-level course in remedial math. Themes in the math and composition courses are informed by the subject matter of the hospitality course. Dedicated faculty mentors and peer advisors help to cultivate a team-oriented educational setting for the students, ensuring a successful transition both socially and academically. Through this shared experience and bonding, a strong sense of supportive community is developed.
Program Website: http://cue.citytech.cuny.edu/firstyearlearningcommunities.shtml Program Contact: Ilia Silva, New York City College of Technology, 300 Jay Street, G-414, Brooklyn, New York 11201; Email: [email protected]
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The Brooklyn Educational Opportunity Center (EOC) at City Tech (Phases 1 & 2)
Students who enter college with significant deficits in their academic preparation are by definition “at risk.” In the past, at risk students frequently used so much of their limited financial aid eligibility taking remedial courses that, even when they succeeded, they often did not have the financial resources afterwards to complete the coursework necessary to earn a degree. To address this situation, City Tech established the Brooklyn Educational Opportunity Center (BEOC), a stand-alone administrative unit of the College. Each fall, approximately 300 incoming first-year students (about 10% of the total admitted) are deemed “at-risk” based upon placement test scores. These students are immediately referred to the BEOC to complete an intensive, semester-long basic skills program. Those who qualify, under the BEOC means test, participate in the BEOC program at no cost, and without using any of their financial aid eligibility. College counselors and advisors remain in contact with these students, who are able to take full advantage of the resources of the College (library, learning centers, etc.). Those who succeed in the BEOC college preparatory program are eligible to begin at City Tech in the following semester. Those who do not are able to continue to pursue basic education or job-oriented preparation, without cutting off their eventual ability to enter college with financial aid eligibility intact, thus fulfilling much the same role that the “fifth year” programs do for more affluent student. Program Website: http://otto.citytech.cuny.edu/BEOC/ Program Contact: Grazyna B. Kenda, Ph.D., Associate Director for Academic Affairs; Phone: 718-802-3321; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness
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Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: The Counseling Center; Phone: 718-260-5030; Email: [email protected]
15. New York University National College Advising Corps (NCAC) at NYU (Phase 1)
In 2010, NYU’s Steinhardt School of Culture, Education, and Human Development was proud to be selected by the National College Advising Corps to lead its operations in the New York City metropolitan region. The College Advising Corps at NYU places well-trained, recent NYU graduates inside partnering NYC public high schools to promote college readiness and advise students applying to college, in order to increase the number of low-income, first-generation, and underrepresented students who are admitted to two-and-four year colleges and vocational programs.
The NCAC-NYU currently serves 16 public high schools in Districts 9 and 12 of the South Bronx, and other underserved communities in Manhattan, Brooklyn and Queens. 90% of the students at NCAC-NYU’s partnering schools are low-income (as measured by their eligibility for free and reduced lunch), and 94% are under-represented minorities, two groups that historically have had persistently lower rates of college access and success. When NCAC-NYU began its work, its partnering high schools had a baseline college enrollment rate of just 41%. (The city-wide average for the entire New York City public school system is roughly 70%.) In its first full year of operation, NCAC-NYU successfully raised the college enrollment rate at its 16 partnering schools by 8-10%, bringing college enrollment rates to between 49-50%— a remarkable gain in a short period of time.
Program Website: http://www.advisingcorps.org/partner-institutions/new-york-university- college-advising-corps
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Program Contact: Aileen Moner, The Steinhardt School of Culture, Education and Human Development; Phone: 212-992-6728; Email: [email protected]
NYU College Access Leadership Institute (NYU CALI) (Phases 1)
As part of our university-wide diversity initiative, NYU has established a pre-college program aimed at building a greater understanding of the college admissions process for NYC high school students. Established in 2010, the NYU College Access Leadership Institute (NYU CALI) was developed and executed by the NYU Office of Undergraduate Admissions. The students who attend NYU CALI come from the New York Metro area and are either underrepresented students of color, financially disadvantaged, or the first in their families to pursue a college degree. This five-day residential program has been designed to demystify the often daunting college admissions process. The focus of NYU CALI is not to boost admissions to NYU, rather the program aims to ensure that all participating students apply to and gain entry into a college or university that fits their academic interests, acumen, and provides the resources they may need to be successful. The curriculum includes workshops and small group sessions on college admissions, college-entrance test preparation, leadership development strategies, time-management and the “transition to college,” college essay and resume writing for the application, interviewing and presentation skills, and financial aid literacy. Program graduates are trained to be certified College Access Ambassadors and are required to act as mentors and advisers in their respective high schools by conducting a college application workshop for fellow students.
Program Website: Website currently under construction Program Contact: Evelyn Thimba, Director of Diversity Initiatives; Email: [email protected]
The Science and Technology Entry Program (STEP) at NYU (Phase 1)
The Science and Technology Entry Program (STEP) at NYU is an innovative pre-college enrichment program for talented and motivated Black, Latino, and Native American middle- and high-school students in New York City. The goal of STEP is to: (1) prepare our high school students to be competitive so that they are accepted into a selective college of their choice; and (2) encourage and increase the number of historically under-represented minority groups pursuing careers in Science, Technology, Engineering, and Math (STEM) subject areas, as well as health-related fields and licensed professions. STEP students participate in Saturday classes throughout the academic year, in addition to a 4-week summer program. STEP provides enrichment classes for most secondary school math and science courses (all aligned with the National Common Core Standards), along with opportunities to participate in instructor-guided group research.
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Mentoring, counseling, PSAT and SAT/ACT preparation, career exploration, and college discovery are also integral parts of the STEP curriculum. STEP provides morning academic classes that focus on typical secondary school math and science Regents’ curricula. Math classes include Algebra, Geometry, Trigonometry, Pre-Calculus, Calculus AB, and Calculus BC. Students are also required to take a science course (Earth Science, Biology, Chemistry, and Physics) to enhance and foster the knowledge, skills, experiences, and aptitude necessary to pursue a science-related career. English (providing students with critical reading and writing skills) is also required. Finally, each student is placed in an age-appropriate seminar called “Institutes,” which provides information and guidance regarding the PSAT, SAT/ACT, and the college application process. Building Excellence in Science and Technology, BEST (Phase 1) is a joint program with STEP at NYU. The NYU BEST program specifically serves students who attend middle school and high school in Community School District 13 in Brooklyn, New York. NYU BEST’s goal is to encourage and increase the presence of historically under-represented groups in science, technology, engineering, math (STEM) disciplines and careers, and other licensed professions. To be eligible for STEP and BEST, a student must:
Be a high school or middle school student in grades 7-12
Have an 80 Average in Math, Science, and English
Have an 80 Cumulative Average
Be a resident of New York State
Identify as African American, Latino, Native American, and Alaskan American, or meet state-determined economic criteria described on the website below.
*There is a cost associated with the STEP and BEST programs. Program Website: http://www.nyu.edu/admissions/undergraduate-admissions/apply/freshmen-applicants/opportunity-programs/middle-and-high-school-program.html Program Contact: Anna C. Ortega Chavolla, Director of CSTEP, STEP, and BEST; Phone: 212-998-5661; Email: [email protected]
The Girls' Science, Technology, Engineering, and Mathematics (GSTEM) Summer Program at NYU (Phase 1) The Girls’ Science, Technology, Engineering, and Mathematics (GSTEM) program at NYU is a six-week summer program for high school girls who have demonstrated a high aptitude in STEM subjects. GSTEM is offered through the NYU Courant Institute of Mathematical Sciences, one of the nation’s top schools for applied mathematics, mathematical analysis, and scientific computation.
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The program’s objective is to prevent so many girls and young women from dropping out of STEM studies by providing them with a supportive community of female peers, as well as mentors and role models who can inspire them to stay engaged and continue to excel in STEM-related studies. Throughout elementary school, boys’ and girls’ aptitude levels in math and science are on par. However, during critical transition periods—including the transition from middle to high school, and high school to college—large numbers of girls and young women shift their attention away from these important STEM disciplines, losing the opportunity to work in STEM careers. GSTEM gives rising high school senior girls the opportunity to work on real-world projects alongside female professionals, scientists, and researchers who can serve as mentors and role models. The majority of the program is spent completing research under the guidance of a faculty or professional mentor, based on each students’ own research interests. Students are also given the opportunity to explore STEM subjects through hands-on lab research projects, lectures, class and group discussions, and excursions around New York City to industries, organizations, and other sites involved in STEM-related activities. GSTEM students receive close one-on-one mentoring from STEM professionals, and develop close relationships with fellow students that continue after the summer program ends. Program Website: http://www.nyu.edu/admissions/visiting-students/nyu-gstem.html See also: http://cims.nyu.edu/gstem/ Program Contact: Rebecca Stern, NYU GSTEM Program Coordinator; Email: [email protected]
The Central Brooklyn STEM Initiative (CBSI) at NYU Engineering (Phase 1) For more than ten years, the Center for K-12 STEM Education at NYU Engineering (formerly NYU Polytechnic) has been working to address the critical need to engage more K-12 students in hands-on learning in Science, Technology, Engineering, and Math (STEM) in order to expand their access to higher education opportunities and good paying jobs in STEM fields. By 2018, the U.S. Department of Commerce projects that STEM-related occupations will grow by 17 percent, compared to just 9.8 percent for all other occupations. However, currently in the U.S., there is a severe shortage of workers who possess the STEM skills and training needed to fill these jobs. The Central Brooklyn STEM Initiative (CBSI) is one of the most successful of the Center’s educational programs, serving nearly 3,000 students in 18 public schools during the school year. Currently, CBSI operates at the following schools: Stanley Eugene Clark PS 399, Purvis J Behan PS 11, Fort Greene Prep, IS 318 Eugenio Maria De Hostos, PS 3 The Bedford Village, PS 5 Dr. Ronald E. McNair, MS 366 Science & Medicine Middle School, PS 628 The Brooklyn Brownstone, PS 270 Johann DeKalb, Community Partnership Charter School, Crispus Attucks PS 21, The New Lots Schools PS 213, Madiba Prep Middle School, Brooklyn High School for Law & Tech, Gotham Professional Arts Academy, ITAVA, IS 383, Pathways In Technology Early College HS.
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CBSI aims to bring creative learning opportunities and programming to students, teachers, and schools that have limited access to high-quality STEM education. It also places a strong emphasis on serving students historically underrepresented in STEM disciplines, including girls, students of color, and low-income students. K-12 students who participate in CBSI’s programs are mentored and taught by NYU Engineering graduate students who have been rigorously trained by NYU faculty. These graduate student teachers utilize a variety of creative hands-on learning tools, demonstrations, and experiments developed by the Center to spark and nurture K-12 students’ interest in STEM studies. This includes engaging students' fascination with modern technologies (such as robotics, mechatronics, and sensing) and using these as hooks to stimulate students’ curiosity, imagination, and creativity. Graduate student instructors work closely with the schools’ regular classroom teachers, and are attentive to the schools’ learning objectives. At the end of the program, teams of students compete at FIRST (For Inspiration and Recognition of Science and Technology), a national STEM competition. Competitions like these reveal what CBSI students have learned: applied math and science, improved computer skills, research practice, effective collaboration, and how to make public presentations. Since its inception outside evaluations of CBSI, conducted with National Science Foundation funding, have found that more than 70% of participating children increased their STEM subject grades by half or one full letter grade after going through the program, more than 69% increased their overall grades by half or one full letter grade, and 77% of students showed increased interest in STEM subjects. Program Website: https://engineering.nyu.edu/k12stem/about Program Contact: Ben Esner, Director, K-12 STEM Education; Phone: 718-260-3511; Email: [email protected]; and Dr. Vikram Kapila, Professor, Mechanical Engineering; Phone: 718- 260-3161; Email: [email protected]
Science of Smart Cities (SoSC)—A Summer Program Offered by NYU Engineering (Phase 1) Science of Smart Cities (SoSC) is a four-week summer program offered to rising 7th and 8th graders who are enrolled at participating educational institutions. Since 2012, when SoSC first launched at NYU Engineering’s MetroTech campus in Downtown Brooklyn, SoSC has continued to operate at diverse NYC schools and institutions including: MS 88 in Brooklyn (http://ms88.schoolwires.net/site/default.aspx?PageID=1), Harlem Educational Activities Fund (http://www.heaf.org/), Chapin School, Roxbury Latin School, and Liberty Science Center. SoSC is under the supervision of NYU Engineering’s Center for K-12 STEM Education, a program that works to improve K-12 students’ hands-on learning in Science, Technology, Engineering,
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and Math (STEM) subjects to expand student access to higher education and good paying jobs in STEM-related fields. SoSC deepens students’ engagement with Science, Technology, Engineering, and Math (STEM) subjects through hands-on learning, demonstrations, experiments that are organized around the building and design of more livable, efficient, sustainable, and resilient cities. Taught by NYU Engineering students, the SoSC summer program consists of four curricular modules focusing on: Energy, Urban Infrastructure, Transportation, and Wireless Communications. Using a creative and engaging curriculum, centering on teamwork and mentorship, SoSC teaches students core scientific methods and research practices, and exposes them to new ideas in science, engineering, technology, urban planning, and sustainability. Students use real-world materials and technologies, and take field trips directly integrated with the program’s curriculum. The four-week program culminates in the construction of a model smart city and an evening exposition for parents, NYU faculty, students, and others. Program Website: https://engineering.nyu.edu/k12stem/about Program Contact: Ben Esner, Director, K-12 STEM Education; Phone: 718-260-3511; Email: [email protected]; and Dr. Vikram Kapila, Professor, Mechanical Engineering; Phone: 718- 260-3161; Email: [email protected]
Applied Research Innovations in Science and Engineering (ARISE) at NYU Engineering (Phase 1) ARISE is a highly selective, seven-week, applied science program for academically strong 10th and 11th grade New York City students with a demonstrated interest in Science, Technology, Engineering, and Math (STEM). The program is particularly focused on reaching students from demographic groups underrepresented in STEM disciplines and careers, including women, students of color, and those from low income backgrounds. The program offers college level coursework, high level research experience in one of several NYU Engineering faculty labs, and mentoring in that placement by a graduate or postdoctoral student. In the coursework component, students are introduced to engineering concepts and principles, scientific method and ethics, research and writing practices and lab safety. With their mentors, participants spend the latter four weeks of the program making practical contributions to their lab’s research objectives. These objectives include areas such as mechanical and civil engineering; information systems and cyber security; materials science and robotics; protein engineering and molecular design; and bio-interfacial engineering and diagnostics. Students also present their research and findings, and make a public presentation at the program’s conclusion to NYU Engineering faculty and students, ARISE participants, family members, and others. Program Website: https://engineering.nyu.edu/k12stem/about See also: http://arise.poly.edu/
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Program Contact: Ben Esner, Director, K-12 STEM Education; Phone: 718-260-3511; Email: [email protected]; and Dr. Vikram Kapila, Professor, Mechanical Engineering; Phone: 718- 260-3161; Email: [email protected]
Collegiate Science Technology Entry Program (CSTEP) at NYU (Phases 1, 2, 3 & 4) The Collegiate Science Technology Entry Program (CSTEP), created and partly funded by the New York State Legislature, is a long standing and integral part of the academic life of New York University (NYU). CSTEP is an alternative-admissions program that provides academic and personal counseling supports to approximately 300 Black, Latino, and Native American students who are pursuing majors in the Science, Technology, Engineering, or Math (STEM) fields. Students admitted to NYU through CSTEP are required to participate in a 6-week, pre-freshman-year summer program, as well as supplemental non- credit courses during their freshman year.
The summer program provides a preview of the courses that students will pursue in the fall term, and helps prepare them academically as well as connect socially. This concentrated focus on the transition from high-school to college-level academic work has a positive effect on the persistence rate of students from freshman to sophomore year.
While all CSTEP students at NYU have great promise, this program provides more concentrated supports for incoming students as well as upperclassmen to help them successfully matriculate and have a successful overall college experience. It is well documented, in the scholarly literature, that retention and graduation are closely correlated with a positive experience on campus, including involvement in supplemental college activities. To help this population successfully matriculate, CSTEP works to enhance the students’ college experience through a particular focus on career preparation as well as greater engagement on campus. As a result, CSTEP students at NYU have an 87 percent graduation rate. Program Website: http://www.nyu.edu/admissions/undergraduate- admissions/apply/freshmen-applicants/opportunity-programs/college-programs/cstep.html Program Contact: Anna C. Ortega Chavolla, Director of CSTEP, STEP, and BEST; Phone: 212- 998-5661; Email: [email protected]
Upward Bound at NYU (Phases 1 & 2)
Upward Bound is the first program of its kind in the nation to increase the number of students with disabilities who advance to post-secondary education. Here at NYU, the Upward Bound program is administered by the Metropolitan Center for Urban Education at the Steinhardt School for Culture, Education, and Human Development. Since 1984, NYU Upward Bound has annually served 50 low-income, economically disadvantaged NYC high school students, who have a physical or learning disability, many of whom are also potential first-generation college students.
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To be eligible for the program a student must meet the following criteria:
Have a disability (physical, orthopedic, neurological or sensory) and or be in a Resource Room, Learning Center, or Special Education Class; Attend ninth or tenth grade in a New York City Department of Education high school; Be a potential first-generation college student; Have a family income that is within the federal eligibility requirements for Upward Bound (discussed further on the program’s website); Be in need of academic support in order to succeed in high school and entire
post- secondary education
The mission of Upward Bound is to give these students the skills and experience they need to enroll in and successfully complete postsecondary education. The program has focused on rigorous academic and skills development, with particular emphasis on computer, math, and science courses. In addition, students learn how to select colleges, complete a college application, and seek financial aid. Follow-up services are made available to assist those who enroll in college. During the academic year, students meet on Saturdays at NYU, and after school at either their target school or the program site. The program also includes a 6-week summer experience curriculum. The measurable results achieved by Upward Bound are impressive. Each year, 85% of Upward Bound students advance at least one grade level in math and reading skills; 96% are promoted; and 90% go on to graduate from a postsecondary educational institution. Due to a reorganization of funding priorities, Upward Bound was not renewed for the coming academic year. Metro Center is actively seeking alternative means of funding for this important work. Program Website: http://steinhardt.nyu.edu/metrocenter/upward_bound Program Contact: Patricia Ryan-Canedo, Director; Phone: 212-998-5115; Email: [email protected]; Marilyn Anne Sommer, Assistant Director; Phone: 212-998-5111; Email: [email protected]
The Higher Education Opportunity Program (HEOP) at NYU (Phases 1, 2, 3 & 4)
The Arthur O. Eve Higher Education Opportunity Program (HEOP) at New York University is sponsored jointly through a grant from the New York State Education Department and New York University. Since 1969, HEOP has been integral to NYU’s commitment to a diverse student body. Our program provides a means for traditionally underserved, low-income students to obtain admission to NYU as well as additional academic and financial supports. After acceptance and enrollment through NYU-HEOP, students are required to complete a six-week introductory, non-credit academic program during the summer prior to their freshman
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year. Each student’s course schedule is determined by his or her individual academic needs, and seeks to expose students to first-year courses and activities, ensuring a smooth entry into university-level course work and life. Students also gain access to a larger support system, which includes: Academic and personal counseling, Financial counseling, Mentoring, Academic workshops and seminars, and Tutoring.
Program Website: http://www.nyu.edu/admissions/undergraduate- admissions/apply/freshmen-applicants/opportunity-programs/college-programs/new-york- state-heop.html Program Contact: Bridget McCurtis; Assistant Vice Provost, Diversity Initiatives and Senior Director, Arthur O. Eve Higher Education Opportunity Program; Phone: 212-998-5690; Email: [email protected]
Community College Transfer Opportunity Program (CCTOP) at NYU (Phases 1, 2, 3 &
4)
The Community College Transfer Opportunity Program (CCTOP) at NYU’s Steinhardt School of Culture, Education, and Human Development provides roughly 75 students each year with access to a high-caliber, four-year NYU degree. CCTOP offers scholarship incentives, personal advising, and continuous guidance to community college students interested in transferring to a four-year institution to complete a baccalaureate degree. CCTOP’s success stems from its concentration on the biggest obstacles that often prevent underserved community college students from succeeding. First, CCTOP reduces informational and cultural barriers for students considering a 4-year degree through extensive outreach programs targeting community college transfer counselors, faculty, and students, as well as one-on-one pre-transfer advising for prospective students. Second, CCTOP reduces financial barriers by providing substantial merit- and need-based scholarships (covering 50% of a student's financial need in advance of any state or federal aid). Third, CCTOP reduces academic barriers by providing detailed advising for incoming students on how to transfer nearly 100% of their associate degree credits to NYU’s four-year baccalaureate degree programs. Fourth, CCTOP increases retention and graduation rates by ensuring that all transfer students will have access to high-quality advisors and support services throughout their Steinhardt career to help them manage the academic and financial challenges they may encounter along the way. Program Website: http://steinhardt.nyu.edu/cctop/ Program Contact: Jacqueline McPhillips, Director. Community College Transfer Opportunity
Program, New York University, Pless Hall, 82 Washington Square East, 2nd Floor, New York, New York 10003; Phone: 212-998-5139; Email: [email protected]
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Martin Luther King Jr. Scholars Program at NYU (Phase 1, 2, 3, & 4)
For over 30 years, the Martin Luther King Jr. Scholars Program at NYU has celebrated the commitment of more than 300 students to provide leadership and give back to their local communities through the awarding of prestigious scholarships. In 1986, the Association of Black Faculty and Administrators at NYU proposed to our then Chancellor L. Jay Oliva that an all-University honors program be named in memory of Dr. Martin Luther King, Jr. and support his vision of a world free of racism, poverty, violence, and war. Martin Luther King, Jr. Scholars would not only be among the "best and brightest," but they would also be asked to "give back" in the form of service to others. The MLK Scholars Program brings together students from diverse ethnic and cultural backgrounds who have demonstrated a commitment to furthering the legacy of Dr. Martin Luther King, Jr. through excellence in academic achievement and distinguished leadership. All MLK Scholars must demonstrate an outstanding record of high school academic achievement and social leadership through community service work, thereby helping to further the legacy of Dr. Martin Luther King, Jr. The program’s goals are to:
Promote excellence in academic achievement and leadership Build community Help to prepare and nurture the next generation of leadership for change
Students selected to become MLK Scholars are awarded a merit and need-based financial aid package, however the MLK Scholars Program is more than an academic scholarship program. MLK scholars enroll in fulltime study and complete their degrees in one of NYU’s undergraduate divisions. Each scholar is expected to maintain a minimum 3.5 GPA. Scholars are also expected to actively participate in a rich combination of seminars, domestic and international travel colloquia, research, leadership activities, including community service, and educational and cultural activities. During Freshman and Sophomore years, the centerpiece of the MLK Scholars Program is the Scholars Seminar, which organizes scholars’ activities, including travel colloquia around an annual theme chosen by the scholars themselves. Recently, the theme was: “Injustice Anywhere is a Threat to Justice Everywhere.” Through discussion, debate, outside speakers, social activities, the performance of a play, a group-community-service project, and other activities the MLK scholars explore their annual theme in diverse and creative ways, bringing into practice leadership development, current events, multiculturalism, social justice, and community building. As Juniors and Seniors, MLK Scholars are expected to continue performing community service. During the Senior year, scholars typically complete professional internships and fieldwork connected with their degree requirements; many also participate in departmental honors and/or honors research.
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Program Website: http://www.nyu.edu/academics/awards-and-highlights/mlk-scholars-program.html Program Contact: Patricia M. Carey, Chair, Martin Luther King, Jr. Scholars Program, Steinhardt School of Culture, Education, and Human Development Affairs; Email: [email protected]
The Academic Achievement Program (AAP) at NYU (Phases 2, 3 & 4)
The Academic Achievement Program (AAP) is a multi-faceted program geared toward self-identified Black, Latino, Native American, and other underrepresented college students at NYU which is designed to develop and enhance students’ academic and leadership potential. Today, AAP is a program that attracts the best and the most energetic students at NYU’s College of Arts and Science. Through its various programs AAP provides outreach and services to all students of color University-Wide. Currently, there are approximately 200 students in AAP, which functions as a family away from home for those who actively participate.
AAP offers two student-led programs a week. Rap Session provides an opportunity for students to share and discuss their opinions and perspectives in an open, safe forum. Gamesday offers students opportunities to interact and engage in activities that serve as stress busters. In addition to these two staple programs, AAP proudly hosts the World Changers community-based mentoring program, the AAP Executive Alumni-Network, an in-house Big Brother/Sister academic mentor program, three annual University-Wide Galas, and the Gentlemen of Quality (GQ) program.
Students in the program excel in every aspect of college life and do so through the support of each other and the guidance of their academic advisors. Everything that happens in AAP is done by its members, who in the process learn how to lead, organize, and plan—all skills needed to succeed in life.
The track record of AAP students is remarkable. AAP alumni can now be found at various prestigious medical, law, and other degree programs at Harvard, Columbia, Cornell, NYU, Mt. Sinai, John Hopkins, Tufts and more. AAP has a long legacy of producing successful professionals working in fields such as medicine, law, education, banking, and politics.
Program Website: http://aap.cas.nyu.edu/page/home Program Contact: Michael Sean Funk, Director, Academic Achievement Program; Phone: 212- 998-8130; Email: [email protected]
NYU Partnership Schools Network College Access/Success Initiative at NYU (Phases 2, 3 & 4)
The NYU Partnership Schools Network was launched when NYU agreed to serve as a community
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partner in an effort to reform and revitalize a large failing high school on the Lower East Side called University Neighborhood High School. Since then, the partnership has grown to include 23 NYC schools.
The mission of the Partnership is to serve the mutual interests of the partner schools and NYU regarding the education of teachers, and of children and youth. Critical outcomes stemming from this support include: substantial changes in NYU teacher education, a deepening of relationships between NYU and the New York City Department of Education, and expansion of our Partnership work beyond the Lower East Side to East Harlem and the South Bronx.
Today the Partnership, which is fully funded by NYU, operates several initiatives that are focused on enhancing college access and pathways toward college success. Two of the most successful programs in this area provide high school students with greater exposure to university-level professors, courses, and teaching methods so they will be better prepared and more confident about their ability to handle college-level work.
Program Website: http://steinhardt.nyu.edu/partnershipschools/history?title_image=partnership_history Program Contact: Rosa Riccio Pietanza, Partnership Schools Coordinator; Phone: 212-998-7388; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4)
The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid.
The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster
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Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to
recent unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www.nyu.edu/admissions/financial-aid-and-scholarships.html Program Contact: Office of Financial Aid, 25 West Fourth Street, New York, NY 10012-1119; Phone: 212-998-4444; Fax: 212-995-4661; Email: [email protected]
16. Purchase College Baccalaureate and Beyond Community College Mentoring Program (Phases 1 & 2 for
community college transfer students) The Baccalaureate and Beyond Community College Mentoring Program was established at Purchase College, SUNY in 2000. The program’s goal is to aid underrepresented minority, financially disadvantaged, and first-generation community college students in completing a Bachelor’s degree. The program places a strong emphasis on baccalaureate attainment in the Science, Technology, Engineering, and Mathematics (STEM) disciplines, as well as the humanities and social sciences. The Baccalaureate and Beyond Community College Mentoring Program received the Presidential Award for Excellence in Science, Mathematics, and Education Mentoring in 2011. The program is currently delivered in cooperation with six community colleges: Dutchess, Orange, Rockland, Nassau, Sullivan, and Westchester. Due to its success, the SUNY Provost’s Office and the SUNY Office of Diversity, Equity and Inclusion (ODEI) have sought to replicate the program state-wide, throughout the SUNY system, under the leadership of Dr. Joseph Skrivanek. A key component of the Baccalaureate and Beyond Community College Mentoring Program’s success involves the placement of program advisors directly in the community college to identify and guide students into a Baccalaureate program, based on their interests and academic performance. Other critical components of the program include: five weeks of paid, advanced faculty-student research during the summer; financial assistance covering five weeks of room and board; the opportunity to present research at national meetings; field trips; academic support and advising; financial support; internships; and assistance with job placement or graduate school applications and medical school preparation. All of these
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targeted forms of assistance and support are carefully designed to provide students with a seamless transfer from Community College to Purchase College and beyond. Program Website: Under Construction Program Contact: Dr. Joseph Skrivanek, Bridges to the Baccalaureate Program Director; Phone: 914-251-6631; Email: [email protected]
Purchase College Academic Internship Program (Phases 2, 3 & 4)
An internship is a career-related learning experience that provides an opportunity for students to gain "real world" experience and to explore career fields. Similarly, the Academic Internship Program at Purchase College is designed to give students practical experience related to their academic study or other fields of interest. These internships are coordinated by Purchase’s Career Development Center together with the relevant academic Boards of Study. One unique feature of the Purchase College Academic Internship Program is the availability of both on-campus and off-campus internship opportunities. On-campus Internships take place in campus departments, programs, and approved student organizations. Campus interns are supervised by professional staff and receive mentoring from faculty. Interning on-campus creates greater opportunities for experiential education since it is readily accessible to students. This has been particularly helpful for students interning for the first time to “get their feet wet,” develop professional skills, and leverage their experience for future employment. All student interns are supervised both at the internship site and by a sponsoring faculty member. Interns receive on-going support and professional development training through career counseling sessions, workshops, and a required internship meeting facilitated by the Career Development Center, as well as seminars and individual faculty advisement. At the end of the internship, a student receives a performance evaluation from the internship site supervisor. The evaluation and academic project stemming from this internship form the basis upon which a grade is determined. Experiential instruction, such as provided through the Academic Internship program, educates the “whole student.” When a student is able to clarify their career goals and see them crystallized through hands-on work experience, the connections between classroom learning and the real world become clear. Program Website: www.purchase.edu/careerdevelopment Program Contact: Wendy Morosoff, Director, Purchase College Career Development Center; Email: [email protected]
Freshman Seminar at Purchase College (Phase 2)
The Freshman Seminar is a one-credit course that introduces new BA/BS freshmen to the merits and expectations of a liberal arts education, and the services offered by Purchase
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College. Through readings, discussion, and faculty-based activities, students become members of the College’s intellectual community and participate in the many co-curricular opportunities available at Purchase. Freshman Seminar instructors serve as the initial academic advisor of each new BA/BS freshman student, providing weekly interaction with faculty and consistent academic support. Each section is also assigned a Peer Advisor, a faculty-recommended upperclassmen of good academic standing who can offer each student additional support and perspective from an established peer. Students who have not declared their major, or are indecisive about their studies, often clarify their academic interests through their steady communication with Freshman Seminar faculty, who also provide insights into their own scholarly pursuits and the various pathways that a student may choose to pursue. Due to the remarkable commitment and dedication of Purchase’s faculty and staff, Freshman Seminar is a vital component of a new student’s First-Year Experience. Program Website: http://www.purchase.edu/coursecatalog/current/AcademicPrograms/GeneralEducation/Courses.aspx Program Contact: Adam Brown, Director, Academic Resource Center; Phone: 914-251-3998; Email: [email protected]
Freshman and Transfer Student and Parent Orientation (Phase 2)
The mission of Freshman and Transfer Student and Parent Orientation is to provide new students, and their parents, with the basic and necessary information they require to transition successfully into the Purchase College community, including both its academic and social settings. The Orientation program’s primary goals are to inform new students about academic expectations as well as learning activities and opportunities that exist outside the classroom; to create a comfortable and welcoming campus environment that encourages personal interaction and social engagement; and to introduce students and parents to the various support services available on campus to improve both success and retention. The program features two distinct tracks—one for the new student and the other for parents (optional). The tracks are run separately for the most part. However there is some overlap to communicate to both constituencies that this is the student's experience, but parents also need to be informed stakeholders. The Orientation program is also designed to address the needs of first generation students (students who are the first in the family to attend college), who make up a significant portion of Purchase’s student body. This unique aspect of the Orientation program does not isolate, rather it provides students and their parents with helpful guidance and information from supportive students and professional staff (many of whom are first generation students or graduates themselves).
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Program Website: http://www.purchase.edu/CampusLifeAndAthletics/studentlife/campuseventsandprograms.aspx Program Contact: Jason Minh Alt, Director, Student Life and Community Partnerships, Email: [email protected]
Sophomore and Junior Days at Purchase College (Phases 2 & 3)
Sophomore and Junior Days are aimed at increasing persistence, retention, and the students’ sense of connection to Purchase College. Sophomores face a higher risk of transferring out of college because they frequently have finished the majority of their core/general education courses during their first two years, and do not receive as much specialized attention as they had when they were new to the college. Many Sophomores struggle to feel fully integrated into their academic major; others experience doubts about whether the major they have chosen is the right “fit.” Sophomore Day is a celebratory event, held in December, which celebrates each Sophomore Class’s presence on campus. It seeks to build class identity and spirit around a shared, expected graduation date, and boost motivation and retention. Junior Day, held in April, is merely an extension of these goals: it builds a sense of community around the Junior class and prepares them for Senior-year expectations (academic projects/recitals, grad school applications, etc.). The event culminates with an opportunity for students to register for Commencement Day, which we market with the slogan: "the countdown begins.” Program Website: http://www.purchase.edu/CampusLifeAndAthletics/studentlife/campuseventsandprograms.aspx Program Contact: Jason Minh Alt, Director, Student Life and Community Partnerships; Email: [email protected]
Residential Learning Communities (LCs) and Freshman Interest Groups (FIGs) (Phase 2)
Residential Learning Communities (LCs) are composed of a diverse group of 20 freshmen students who take three courses together and live together in a common residence. Coordinated by full-time faculty who live on campus and are available for advising and social and academic events all year, the Residential LC programs at Purchase College offer intense and closely supervised instruction that connects students’ learning with lived experience. LCs are offered in: Literature and Media [Humanities]; Anthropology; Sociology; Environmental Science; Psychology; Theatre and Performance; and General Studies. Every LC accepts students who have not yet determined a major.
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LCs enable students with diverse learning styles to succeed: students work individually with faculty and trained Peer Mentors. LCs also employ innovative pedagogies, provide detailed feedback, and teach or offer students access to essential skills for college achievement—including research skills, revision and editing skills, strong study and time management habits, and other learning opportunities outside of the classroom. Furthermore, Peer Mentors connected with these LCs help students integrate more rapidly into the college community. Freshman Interest Groups (FIGs) are a cluster of courses organized around a theme or major and are offered in most academic areas. Students in FIGs are assigned a freshman advisor, their teachers work together informally to monitor their progress, and FIG students may also participate in common activities. Some majors require participation in a majors-only FIG. Program Website: http://www.purchase.edu/coursecatalog/current/AcademicPrograms/LearningCommunitiesAndFigs.aspx Program Contact: Ryan Homsey, Interim Director of the Academic Resource Center; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty
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Automobile expenses (if a student’s car breaks down and is their only means of transportation)
Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: Ms. Corey York, Director of Student Financial Services; Phone: 914-251-6085; Fax: 914-251-6099; Email: [email protected]
17. Queens College Percy Ellis Sutton Search for Education, Elevation, and Knowledge (SEEK) at Queens College (Phases 1, 2, 3 & 4)
A Brief Overview of the New York SEEK Program: The Percy Ellis Sutton SEEK program, which stands for Search for Education, Elevation, and Knowledge, is a comprehensive higher education opportunity program established and signed into law by the New York State Legislature in 1966. SEEK provides comprehensive academic support to assist capable students who otherwise might not be able to attend and succeed in college, due to their educational and financial circumstances. The SEEK program is offered by all 11 of the senior (four year) City University of New York (CUNY) colleges. Here in this guide, some of the individual CUNY colleges have contributed additional information about how the SEEK program operates on their own campus. SEEK programs are designed to assist students in meeting the challenges of transitioning to and completing college, and provide a more supportive academic environment in which these students will flourish. In addition to the regular services all CUNY colleges provide to their admitted students, the SEEK program offers an array of supplemental instructional supports, financial services, and counseling. SEEK students are also eligible to receive extended financial support to cover tuition costs through the New York State Tuition Assistance Program (TAP), which provides grants to eligible New York State residents to help pay for tuition at in-state postsecondary institutions. Because TAP is a grant, not a loan, students do not have to pay it back. SEEK students are eligible for up to 10 semesters of TAP funding (non-SEEK students are limited to eight semesters of TAP). In the last forty years, the SEEK programs have enrolled approximately 230,000 low-income students. Students are admitted into the program without regard to age, sex, sexual orientation, race, disability, or creed. CUNY-Wide Program Website: http://www.cuny.edu/academics/programs/notable/seekcd/seek-overview.html
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The Percy Ellis Sutton SEEK program at Queens College: Launched in 1966, SEEK is designed to reach qualified high school graduates who might not attend college otherwise. The program starts during the summer, with intensive workshops for matriculating freshmen who did not pass portions of the CUNY Assessment Test. During their first semester, SEEK participants are organized into learning communities—groups who take at least three courses together and develop their own informal support network. Supplemental instruction covers all the first-year classes and some upper-level courses and free tutoring is always available. Staff counselors help students apply for financial aid and address personal, social, and career issues. SEEK aims to address the needs of students who are at risk of not attending college by giving them the tools and opportunities to succeed. The program provides students with a friendly and supportive environment prior to starting college and throughout their four years. In addition to fostering friendship among peers, the program also allows students to develop relationships with faculty and staff prior to starting college. Program Website: http://qcseek.info/ Program Contact: Frank Franklin; Phone: 718-997-3100; Email: [email protected]
Freshman Year Initiative (FYI) at Queens College (Phase 2) The Freshman Year Initiative is a unique program that brings entering students together in two linked courses on a related topic—known as Learning Communities—during their first semester at Queens College. The purpose of the FYI Learning Communities is to facilitate a smoother transition from high school to college by engaging students more intensively with their peers. Overall, the program aids in increasing the retention rates and GPA scores of the freshman class. While the program benefits a majority of students, it has been particularly successful in aiding minority students who may be experiencing a difficult time adjusting to college. Taking two courses together, students share common experiences and build a stronger sense of community beginning with their first week of classes. In this environment, it becomes natural for them to share notes, breaks, and lunch, helping friendships form early in the semester. These friendships also carry over to finals week, where many students come together to test prep and exchange ideas and knowledge. At freshman orientation, students are invited to register for one of the 22 Learning Communities offered in the fall. Each community is centered on a theme; students select the one that piques their interest the most. In addition to joining a community of students, FYI offers Academic Advising and mentors are always available to ensure that the semester goes by smoothly.
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Program Website: http://www.qc.cuny.edu/academics/specialprograms/FYI/Pages/default.aspx Program Contact: Dr. Martin Braun, Director; Phone: 718-997-5567; Email: [email protected] or [email protected]
Queens School of Inquiry (QSI) (Phase 1) The Queens School of Inquiry (QSI) in Flushing works with Queens College to help struggling 6th-12th grade students prepare to enter college. To establish QSI, Queens College joined forces with CUNY’s Early College Initiative and the Bill and Melinda Gates Foundation. Adding one grade per year, the school now has more than 300 students enrolled in grades 6 through 12. One primary goal of QSI is for students to earn up to 60 college credits, tuition-free, through Queens College. QSI’s broader mission is to strengthen student aptitude and provide students with an opportunity to access and succeed in higher education. To this end, the program targets young students who are at risk of not attending college and gives them the tools to succeed. Through this dual partnership, Queens College helps to forge pathways inside the community for individuals who might not have had the opportunity to attend college and earn a degree. Program Website: http://schools.nyc.gov/SchoolPortals/25/Q252/default.html Program Contact: Craig Michaels, Dean of Education; Phone: 718-997-5220; Email: [email protected]
Adult Collegiate Education (ACE) (Phase 3)
The Adult Collegiate Education (ACE) program provides highly motivated adults with an opportunity to earn a bachelor's degree at a slightly accelerated pace. While the students in the program may be different from the typical 18-year-old college student in that some already have careers and families, their desire to earn a degree is the same. The ACE program helps these non-traditional students overcome the challenges of earning a bachelor’s degree by providing them with a balanced liberal studies program combined with strong advising services and other supports. ACE serves an important need in the Queens community as many enrolled students come from disadvantaged backgrounds. Program Website: http://www.qc.cuny.edu/ACADEMICS/SPECIALPROGRAMS/ACE/Pages/default.aspx Program Contact: Richard Adams, Director; Phone: 718-997-5713; Email: [email protected]
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Undergraduate Research and Mentoring Education (UR/ME) (Phases 2, 3 & 4)
The Undergraduate Research and Mentoring Education (URME) program at Queens College provides undergraduate students with opportunities to collaborate with faculty by engaging in exciting activities involving research and other scholarly or creative work. The program expands student access to faculty mentoring and research, by offering faculty financial supplements for their research efforts so they can take on and mentor undergraduate students. The experiences for undergraduate students are a "home-grown" form of experiential education, exposing students to authentic research laboratories and other scholarly environments. URME students acquire valuable scholarship and research experience, in addition to enjoying collaborations with world-class professors. Students are further encouraged to attend local and national conferences to present their work, and to collaborate with faculty on papers or other publications. This student-centered program complements other initiatives from the Office of the Provost that reach all divisions of the College. Program Website: http://ctl.qc.cuny.edu/undergraduate-research/ Program Contact: Eva Fernández, Provost Office; Phone: 718-997-4650; Email: [email protected]
Veteran Support Services (VSS) (Phases 2 & 3)
Veterans Support Services (VSS) at Queens College is dedicated to fostering a sense of community and developing channels of communication and support among veteran and reservist students, faculty, staff, and administrators. Queens College welcomes and supports veterans and reservists on campus and recognizes the contributions they make as citizens and as students. Queens College is proud of the level of diversity and academic excellence that veterans and reservists bring to our campus. VSS has been designed specifically to address the multiple needs of veteran and reservist students at Queens College by offering academic and other supportive services. The VSS team provides additional supports to veterans and reservists who may be at risk of not completing their degree. Program Website: http://www.qc.cuny.edu/StudentLife/services/advising/veterans/Pages/default.aspx Program Contact: Patrick O'Connell; Phone: 718-997-4438; Email: [email protected]
Women and Work (W&W) (Phases 2, 3 & 4)
Since 1999, Women and Work (W&W) has partnered with Queens College to address the issues of violence against women through events and awareness month activities. W&W offers innovative approaches to empowerment for women, and its services are available for free to women living at the economic margins in New York City. In addition to their direct-service work
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in NYC communities, W&W serves as a resource for QC students who are dealing with domestic violence and may be at risk of not completing college. The program serves as a source of comfort and empowerment, and provides valuable services to students who may be denied a voice and at risk. Program Website: http://www.qc.cuny.edu/community/womenwork/Pages/about-us.aspx Program Contact: Carmella T. M. Marrone, PhD; Phone: 212-642-2071; Email: [email protected]
Mellon Mays Undergraduate Fellowship Program at Queens College (Phases 2, 3 &
4) In 1988, the Andrew Mellon Foundation created the Mellon Mays Undergraduate Fellowship Program (MMUF) in response to the shortage of faculty of color in higher education. Since its inception, more than 100 fellows have completed PhDs and are teaching across the country. Other fellows are in the process of completing their PhD dissertations, and new fellows are continuing to join the program yearly. The objective of the MMUF is to "increase the number of minority students, and others with a demonstrated commitment to eradicating racial disparities, which will pursue PhDs in core fields in the arts and sciences." The MMUF has been a part of the intellectual life of Queens College since 1989, and every year new students are admitted into the program. Students must be interested in pursuing graduate-level work and show a solid academic record. Students accepted are eligible to receive stipends, mentors, and the necessary information and supports to apply and attend graduate school. Program Website: http://www.qc.cuny.edu/Academics/Honors/mellonmays/Pages/default.aspx Program Contact: Dr. Grace Davie; Phone: 718-997-5381; Email: [email protected]
The Sophomore Initiative at Queens College (Phase 2)
The Sophomore Initiative, a program led by the Queens College Academic Advising Center, targets second year students who might be having difficulties adjusting to school, connecting to academic departments, or choosing a degree program focus and major. Sophomore year is a time riddled with decisions, change, and opportunity. In addition to declaring a major, this is also the year when students must decide about possible study abroad, applying to internships, running for club office, and other academic goals. Every semester, the Initiative addresses important sophomore year milestones by hosting various events that relay essential information to students, concerning: major exploration workshops, academic planning meetings with advisors, clarification of degree requirements, mock interviews, career
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counseling, internship orientations, study abroad forums, etc. The Initiative is designed to help sophomores who may be at risk of graduating late by helping them to successfully navigate through the college departments, and hit all their academic milestone decisions on time. Program Website: http://advising.qc.cuny.edu/sophomore.php Program Contact: Samantha Clement; Phone: 718-997-5666; Email: [email protected]
Project ExCEL (Phases 2, 3 & 4)
Project ExCEL is part of the CUNY Black Male Initiative program at Queens College. Project ExCEL provides African American students and other under-represented populations, as well as all interested students, with services and supports that contribute to their academic and professional success in college. The goal of Project ExCEL is to assist the college in maintaining a consistent multicultural enrollment with a strong focus on retention and graduation. Through mentoring, and a variety of academic and professional development workshops and grants, participants receive support and encouragement throughout their undergraduate careers. Program Website: http://advising.qc.cuny.edu/projectexcel/ Program Contact: Emmanuel Thelusma; Phone: 718-997-5924; Email: [email protected]
Minority Access to Research Careers (MARC–U–STAR) (Phases 2, 3 & 4)
Minority Access to Research Careers (MARC-U-STAR) is an undergraduate student training program in academic research. The goal of this program is to increase the number of under-represented students involved in biomedical sciences at Queens College by creating an environment conducive to nurturing these students’ interest in scientific research and learning. The Queens College MARC-U-STAR Program is supported through a grant from the National Institutes of Health, and is the first program specifically focused on developing and directing under-represented minority students toward graduate school and careers in biomedical research. The program provides support and opportunities in laboratory research, while guiding students toward opportunities for successful admission to graduate biomedical research programs. Program Website: http://www.qc.cuny.edu/academics/Honors/MARC/Pages/default.aspx Program Contact: Dr. Zahra Zakeri; Phone: 718-997-3417; Email: [email protected]
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The Louis Stokes Alliance for Minority Participation (LSAMP) (Phases 2, 3 & 4)
The Louis Stokes Alliance for Minority Participation (LSAMP) is an alliance of CUNY colleges with a goal of increasing the number of under-represented minority students pursuing graduate and bachelor's degrees in science, technology, engineering, and mathematics (STEM) fields. The program offers research assistantships and fellowships to participating students, peer and faculty mentoring, and many other educational activities. Students who are full time students, are U.S. citizens or permanent residents, and are Black, Hispanic, American Indian, Alaskan Native or Native Pacific Islander are eligible for the NYC-LSAMP research assistantship. Once accepted into the program, students can receive up to $5,000 at the undergraduate level, $7,000 at the graduate level, and $15,000 at the doctoral level. Program Website: http://www.qc.cuny.edu/Academics/Degrees/DMNS/Pages/LSAMP.aspx Program Contact: David Clarke; Phone: 718-997-4140; Email: [email protected]
Minority Affairs and Pre-Professional Advisement (Phases 2, 3 & 4)
Under-represented minority students have a special resource at Queens College: an office that not only promotes their energy, determination, and success, but also addresses their aspirations, challenges, and issues. The Office of Minority Affairs and Pre-Professional Advisement connects African/Black American, Latino Hispanic students, and others who identify as under-represented with QC’s wide range of supports and resources. Its mission is to enable the college to attract, nurture, retain, and graduate an ethnically diverse student body and to encourage and assist students of color in preparing for careers and graduate/professional school. Among the services offered are: counseling (personal and academic), support groups for men and women, graduate school planning and application assistance, cultural and social events, coaching/mentoring, and advising for the health professions and law school—all in a friendly and nurturing environment. Program Website: http://www.qc.cuny.edu/studentlife/services/counseling/minority/Pages/default.aspx Program Contact: Maureen Pierce-Anyan, Director; Phone: 718-997-5420; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be
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forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Contact: Jennifer Jarvis, Assistant Vice President for Student Affairs; Phone: 718-997-5500; Email: [email protected]
18. Queensborough Community College Queensborough Academies (Phase 3)
Queensborough Community College is proud to announce the launch of the Queensborough Academies, a major academic initiative with the mission of providing all students with a thoroughly engaging undergraduate experience. The Queensborough Academies matches every full-time student with an adviser based on the student’s area of study in one of Queensborough’s five Academies:
Business - Adviser Contact – Phone: 718-631-6376; Email: [email protected]
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Liberal Arts - Adviser Contact – Phone: 718-631-6204; Email: [email protected]
Health Related Sciences - Adviser Contact – Phone: 718-281-5139; Email: [email protected]
Visual and Performing Arts (VAPA) - Adviser Contact – Phone: 718-281-5190; Email: [email protected]
Science, Technology, Engineering and Mathematics (STEM) - Adviser Contact – Phone: 718-281-5340; [email protected]
Academy advisers serve as personal guides to students throughout their college careers at Queensborough, whether they plan to transfer to a senior college or enter the workforce. A key component of this initiative is the High Impact Practices (http://www.qcc.cuny.edu/academies/high-impact-practices.html), namely: Writing Intensive; Academic Service Learning; Learning Communities; Collaborative Projects; The Common Intellectual Experience; Undergraduate Research; and Global and Diversity Learning. These learning experiences help students fulfill their General Education Objectives and have been shown to dramatically enhance student learning outcomes. Moreover, a supplemental Queensborough Academies web page called Career TraQ (https://www2.qcc.cuny.edu/careercentral/default.aspx) has been created to provide current and prospective students with access to information on curriculum, transfer agreements and potential careers. In addition, a new software technology (Starfish Retention Solutions) has been implemented and will act as an early alert tool to help advisers intervene when students experience challenges in their studies, to keep students focused on accomplishing their academic goals and to enrich their overall college experience. Program Website: http://www.qcc.cuny.edu/academics/index.html
Accelerated Study in Associate Programs (ASAP) (Phase 3)
The Accelerated Study in Associate Programs (ASAP) is designed to accelerate degree completion within three years, and it is one of the most successful community college programs in CUNY’s history. Qualified students must be enrolled full time, have earned no more than 15 college credits prior to enrollment in the program and be fully proficient in reading, writing and math or have no more than two developmental course needs based on scores on the CUNY Assessment Test. Queensborough, which began the fall 2011 semester with 230 new ASAP students, now has one of the highest enrollments of ASAP students among the six community colleges. This program, which includes personalized instructional and support services, helps students reach their academic and career goals. Program Website: http://www.qcc.cuny.edu/asap/eligibility.html
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Program Contact: Bobbi Brauer, Director, ASAP; Library, Room 118A; Phone: 718-631-6680; Email: [email protected]
Project PRIZE (Phase 1)
Project PRIZE, a Liberty Partnerships program funded by the New York State Education Department, provides middle and high school students with a wide variety of activities and personalized academic guidance. At Queensborough, 95% of Project PRIZE students move on to a four-year college or university. Program Website: http://www.qcc.cuny.edu/projectPrize/index.html Program Contact: Yicel Nota-Latif, Director, Project PRIZE; Room MC-34; Phone: 718-281-5331; Email: [email protected]
College Discovery (Phases 1 & 2)
College Discovery provides counseling, academic support services and in some cases financial aid to students who otherwise would not be able to attend college. One of the many services offered is the tuition-free Pre-Freshman Summer Program which enables students to hone their academic skills, become acquainted with the college and meet new people. Program Website: http://www.qcc.cuny.edu/collegeDiscovery/index.html Program Contact: Winston Yarde, Director, College Discovery; Room L-440; Phone: 718-631-6210; Email: [email protected]
Port of Entry (POE) Program (Phases 2, 3 & 4)
The Port of Entry (POE) Program at Queensborough— which has served more than 8,000 students since it was founded more than 30 years ago— advises and instructs students who need to take English as a Second Language (ESL). The process is complex because of the many different ethnic groups the program serves, such as: high school-aged students who already graduated in another country and need to learn English; mature adults who want to learn English so they can take Certificate courses and enter the workforce as quickly as possible; Asian-Americans who already speak English and want to learn Chinese; and younger high school students who speak only Chinese at home and need to learn English. Students actively participate in the mastering of language skills and are taught by experienced faculty specializing in teaching English as a Second Language, using the most up-to-date materials and techniques. Program Website: http://www.qcc.cuny.edu/poe/index.html Program Contact: Florence Tse, Director, Port of Entry; Room S-108; Phone: 718-281-5410
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Center for International Affairs, Immigration & Study Abroad (Phase 3)
Center for International Affairs, Immigration & Study Abroad offers a wide range of programs designed to provide guidance and support to international students on a number of issues including travel overseas and obtaining an I-20. Study Abroad Programs such as the Salzburg Global Seminar in Austria and the Summer Study Abroad program in France help students expand their perspectives and insight about freedom, understanding differences, and responsibility as individuals and citizens of the world. QCC students represent a wide diversity of cultures, religions, and ideas. Program Website: http://www.qcc.cuny.edu/isa/index.html Program Contact: Lampeto (Bette) Efthymiou, Manager, Center for International Affairs, Immigration and Study Abroad; Phone: 718-631-6611; Email: [email protected]
CUNY Language Immersion Program (CLIP) (Phase 2)
The goal of the CUNY Language Immersion Program (CLIP) is to provide instruction to students who are learners of English as a second language. The multiple benefits of CLIP include working in a computer lab with state-of-the-art technology and retaking the reading/writing/mathematics assessment tests. Students who participate in the program typically find that their scores go up and they are then automatically re-admitted to Queensborough. Program Website: http://www.qcc.cuny.edu/clip/index.html Program Contact: Dr. Diana Berkowitz, Director, CLIP; Room Y2-2; Phone: 718-281-5461; Email: [email protected]
College Opportunity to Prepare for Employment (COPE) Program (Phases 1, 2, 3 & 4)
College Opportunity to Prepare for Employment (COPE) provides a broad range of support services to Queensborough students who receive public assistance and who meet specific economic guidelines. The COPE program is offered by The City University of New York (CUNY) in conjunction with the New York City Human resources Administration. The program is geared to help students become successful graduates and find long-term economic self-sufficiency and independence through gainful employment. Program Website: http://www.qcc.cuny.edu/cope/index.html Program Contact: Veronica Vidal, Director, COPE; Room L-432A; Phone: 718-281-5174
Collegiate Science and Technology Entry Program (CSTEP) (Phases 2, 3 & 4)
Collegiate Science and Technology Entry Program (CSTEP) is a joint project of the New York State Education Department and Queensborough. The program is designed for full-time,
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economically disadvantaged students who are planning careers in science, technology, engineering, mathematics (STEM) and the licensed professions. Program Website: http://www.qcc.cuny.edu/cStep/index.html Program Contact: Francesca Berrouët, Director, CSTEP; Room L-440; Phone: 718-631-6036; Email: [email protected]
Senior College Transfer Office (Phase 4)
The Senior College Transfer Office provides outreach to all students who are about to graduate or otherwise leave Queensborough Community College; especially those who are contemplating transferring to other institutions of higher learning. Program Website: http://www.qcc.cuny.edu/transfer/index.html Program Contact: George A. Muchita, Sr. College Transfer Coordinator; Room A-119; Phone: 718-631-6670; Email: [email protected]
Services for Students with Disabilities (SSD) (Phase 2, 3 & 4)
Queensborough Community College is committed to providing opportunity and access to individuals with disabilities in all programs offered by the college. The philosophy and mission of Services for Students with Disabilities (SSD) is “to facilitate the academic success of students with disabilities through the provision of appropriate educational supports and settings while nurturing personal development.” This commitment is consistent with the guidelines set forth by the Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, and the ADA Amendments Act of 2008 (P.L. 110-325). Services for Students with Disabilities is here to provide the services and support that foster independence and student development on all levels. Students must register with the office to be eligible for accommodations, which are determined on an individual basis. Program Website: http://www.qcc.cuny.edu/ssd/index.html Program Contact: Ben-Ami Freier, Director, Services for Students with Disabilities; Room S-132; Phone: 718-631-6257; Email: [email protected]
QCC Single Stop (Phases 2, 3 & 4)
Queensborough Community College has partnered with Single Stop USA, a nonprofit organization for students to get connected with benefits and services that help students stay in
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school and graduate. The overall concept is to make sure that students who qualify for government benefits take full advantage of those benefits and services. Program Website: http://www.qcc.cuny.edu/singlestop/index.html Program Contact: Antonio Luna, Jr., Project Director; Room L-432-A; Phone: 718-631-6347; Email: [email protected]
Military and Veterans Services (Phases 1, 2, 3 & 4)
The goal of the Military and Veterans Services is to provide a wide array of support services during the application and registration process as well as throughout each student-Veterans’ academic experience while at Queensborough. Program Website: http://www.qcc.cuny.edu/veterans/index.html Program Contact: Kevin J. Stevens, Director, Office of Military and Veterans Services; Room L-417; Phone: 718-281-5767
Men Achieving and Leading in Excellence and Success (MALES) (Phases 1, 2, 3 & 4)
The mission of Men Achieving and Leading in Excellence and Success (MALES) is to increase the enrollment of and support services for African American males and other underrepresented groups. Our goal is to provide students the tools they need to succeed in the field they have chosen to pursue, through both on campus enrichment and off campus exposure. Services include:
Mentoring Priority advisement and registration Employment support and internships MALES club MALES workshops
Program Website: http://www.qcc.cuny.edu/males/index.html Program Contact: Gisela Rivera, Director and Director of Student Activities; Room L-417; Phone: 718-281-5645; Email: [email protected]
NIH Bridges to the Baccalaureate Program (Phases 3 & 4)
The NIH Bridges to the Baccalaureate Program is a partnership with Queens College and The City College of New York designed to increase the number of underrepresented science students who transfer to a four-year baccalaureate-granting institution and pursue careers in science or biomedicine. Funded by the National Institutes of Health (NIH), the program provides
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participants with the academic skills, research experience and support network needed for success in these careers. Program Website: http://www.qcc.cuny.edu/biologicalSciences/rims/index.html
19. York College The First Year Experience (FYE) Program (Phases 1 & 2)
The mission of the First-Year Experience Program is to assist in promoting the successful transition to and the achievement and retention of first-year students who come to York College. FYE is a comprehensive program of academic and co-curricular activities, which includes the following components:
Freshman Advisement—carefully trained faculty and staff members from the Counseling Center work with each incoming first-year student to ensure that each student begins their academic journey at York College with careful consideration and preparation.
The Freshman Reader Program—York College provides all first-year students with a shared academic experience, and introduces them into an educational community where intellectual engagement is fostered and valued.
Freshman Orientation – new students participate in a summer event that welcomes them to campus, and celebrates their decision to choose York College and to advance their education.
Week of Welcome (WOW)/Spirit Week—this is a week’s worth of events designed to welcome students back from the summer break, and provide various opportunities to encourage school engagement and spirit.
First Year Seminar/SD 110—this seminar provides an introduction to college life; all first-year students are encouraged to take the course although it is not required.
Early Alert System—this intervention program is designed to identify academic and other family and social problems early, and connect students to campus support services to ensure their academic success at the college.
The Freshman Pledge—is recited at the conclusion of our First Year Experience events; it is a reminder to each student of the commitment that is necessary for academic success.
Program Website: https://www.york.cuny.edu/administrative/enrollment-management-office/first-year-experience-fye Program Contact: Dr. Geneva Walker-Johnson, Vice President for Student Development; Phone: 718-262-2981; Email: [email protected]
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The York College Mentoring Program (Phases 1, 2, 3 & 4)
The York College Mentoring Program serves as a resource to assist students with their academic and social adjustments to the college. The program, which is open to all enrolled students from all majors, especially incoming freshman and sophomores, pairs students with an academically-successful upperclassman or faculty/staff member who has common interests and who wants to inspire and help students to do their best at York. Interested students can enroll online, or by visiting the Office of Student Development and filling out an application. Mentees are then paired with mentors, based on shared interests and time availability. Mentors are asked to meet with their mentees at least three times during the course of the semester, face to face. We also encourage our mentors to attend our mentor training sessions, in accordance with the College Reading and Learning Association’s mentor certification process (CRLA). There are also various mentoring events that each mentor is asked to attend, and to encourage their mentees to attend. Research has found that a strong mentoring relationship often leads to personal and professional success. Program Website: https://www.york.cuny.edu/administrative/enrollment-management-office/first-year-experience-fye/mentoring-program Program Contact: Dr. Geneva Walker-Johnson, Vice President for Student Development; Phone: 718-262-2981; Email: [email protected]
The York College Male Initiative Program (Phases 1, 2, 3 & 4)
The purpose of the York Male Initiative Program and the Men's Center is to provide a system of supports and resources that will serve to increase the enrollment, success, and graduation rates of underrepresented populations in higher education, focusing in particular on male students. We feel that these efforts are crucial to success of our diverse student body. Nationally, according to a 2012 study by the Schott Foundation for Public Education called the “The Urgency of Now,” only 52% of Black males and 58% of Latino males graduate from high school in four years, compared with 78% of White, non-Latino males. While states and districts have been able to provide supports to secure a timely high school diploma for over three-quarters of White, non-Latino males, the study found that only a little more than half of Black and Latino males were provided with the same supports. In 2002, Black men comprised only 4.3% of students enrolled at institutions of higher education, the exact same percentage as in 1976 (Harper, 2006a; Strayhorn, 2010) Our program seeks to enroll and retain the students in this population by conducting various forms of outreach and support, both academic and non-academic. The program makes a coordinated effort to recruit students from various areas in the community; it also provides these students with systems of support that will help them experience continuous, satisfactory progress towards degree completion. These programs include:
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Mentoring — the cornerstone of the Male Initiative is our mentoring program in which students have the opportunity to interact with, and develop sustained relationships with, other role models on our faculty/staff and in the wider college community.
The Back On Track Program — gives college students an opportunity to demonstrate leadership, and provide service to the wider community by tutoring and mentoring middle school and high school students.
Pi Eta Kappa — Pi Eta Kappa is an academic fraternity and honor society for urban males. It was established by Dr. Edison O. Jackson, President of Medgar Evers College, in April of 2007.
The Barbershop — is a monthly forum sponsored by the Men's Center which allows students to express their opinions and dialog about diverse issues. This is an informal setting, based upon the cultural dynamic often found in neighborhood venues like barbershops.
All programs and activities of the Black Male Initiative are open to all academically eligible students, faculty and staff, without regard to race, gender, national origin or other characteristic. Program Website: https://www.york.cuny.edu/student-development/mens-center Program Contact: Jonathan Quash, Director of Male Initiative/Men’s Center; Phone: 718-262-3772; Email: [email protected]
The Carroll and Milton Petrie Student Emergency Fund (Phases 2, 3 & 4) The Carroll and Milton Petrie Student Emergency Fund provides quick response grants to matriculated students who are facing short-term financial emergencies. The Petrie Fund’s emergency grants seek to help students with limited means to remain in school, rather than be forced to take a leave of absence or drop out of school, which would postpone or possibly end their opportunities to earn a post-secondary or other vocational degree. Any matriculated student in good standing, who is experiencing a current and unforeseen emergency, is eligible to apply for a Petrie Student Emergency Fund assistance grant. Each applicant is required to submit a statement of need explaining his or her situation, and how he or she will use the funds, if awarded. It should be noted that decisions on grant awards are made on a case-by-case basis. If awarded, this money does not need to be repaid. The following are some examples of eligible emergency situations and expenses that the Fund will consider:
Overdue utilities bills and shut-off notices Rent in arrears, at risk for eviction Housing assistance for homelessness Medical and dental bills for uninsured necessary procedures
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Destruction of living quarters, due to fire or other natural disaster Theft of computer, books, clothing, or other essential belongings Assistance in paying for food, transportation, and basic necessities due to recent
unemployment or recent financial difficulty Automobile expenses (if a student’s car breaks down and is their only means of
transportation) Child care for legal dependents Travel home for illness or death in the immediate family
Currently, 15 schools are able to provide students with this essential emergency assistance through the generous support of The Carroll and Milton Petrie Foundation. Program Website: http://www.york.cuny.edu/student-development/petrie-fund-application Program Contact: Jonathan Quash, Director; Phone: 718-262-3772; Email: [email protected]
