L. Silverman
Middle States Retention Task
Force
Sub-Committee Examining
Current/Existing Programs
and Efforts Fostering
Student Retention
(REVISED and UPDATED)
Kevin Birth, Diane Forté,
Caroline Rupprecht, Laura Silverman
In an effort for us as educators and higher education professionals to better understand through self-study the factors that influence student retention and contribute to the future development of effective strategies and programs to reduce attrition at the College, the Middle States Retention Sub-Committee on Existing Programs has prepared this initial examination of the retention- related initiatives and programs that are currently threaded throughout the institution.
In order to better organize and present this information, we have divided our inquiry into three areas:
•Academics
•Academic Support Services
•Student
Affairs
ACADEMICS
Current Retention Efforts by Academic Departments and Faculty
1. Foster an overall sense of community by:
a.) Organizing events such as Open Houses, End-of-Semester Parties, lectures with invited speakers, and conferences that include student participation.
b.) Publishing student journals; exhibit and showcase students’ creative works.
c.) Providing physical spaces, such as lounges, where students can meet and study.
2. Foster an overall coherent learning experience by:
a.) Designing curricula based on faculty research, in keeping with the college’s mission of a liberal arts education.
b.) Designing synthesis courses with faculty from other departments.
c.) Co-listing courses with other departments and programs.
3. Attract students to their major by:
a.) Informing them about the department via web sites and flyers; and participating in events such as the Major/Minor Fair.
b.) Explicitly defining the nature of their disciplines in the classroom.
c.) Drawing attention to their major during transfer credit evaluations.
4. Support their current majors by:
a.) Designing a curriculum that enables them to complete their major (and offering those courses accordingly).
b.) Offering awards and providing recommendations. In some cases, offering credit for professional internships.
c.) Providing opportunities to meet alumni from the department.
5. Provide personal support of students on an individual basis by:
a.) Advising students on how to fulfill requirements, apply for graduate school, etc.
b.) Being available to meet and/or communicate with students outside office hours (full-time faculty only).
(See additional information on retention efforts by academic departments in separate section.)
ACADEMIC SUPPORT SERVICES
Current Retention Efforts by offices and programs that bolster and support students’ academic studies and the College’s goals and targets.
Dr. Howard Kleinmann,
Director
As the motto “We learn in order
to serve” (Discimus ut serviamus) expresses the mission of
Academic support services including the following: the Writing Lab and e-tutoring; Science Tutoring Center; language lab; mathematics lab; Writing Across the Curriculum (WAC); College English a Second Language (CESL) classes and immersion programs; Academic Support lab with tutoring for reading and study skills (including workshops in note-taking, textbook reading, reading books without headings, reading journal articles, organizing information for study, making oral presentations, time management, taking objective tests, taking essay tests); networked computers for school-related use; speed-reading video tapes; study carrels; CUNY Proficiency Exam (CPE) preparation; and free tutoring in specific content courses.
We accept the primacy of English reading and writing skills for functioning effectively in the academy and the society in which it is embedded. It is these skills that we seek to develop in our students so that they may comprehend, analyze, and communicate ideas, and become contributing members of the wider community.
The department recognizes the multilingual and multicultural composition of its students and, in particular, the special needs of students for whom English is a second language. We strive to address not only the language needs of ESL students but their overall academic advisement needs as well by creating a supportive environment in which they can request and receive professional assistance.
We view the development of English literacy skills as an ongoing process, requiring attention in different ways throughout a student’s college experience. Thus, we strive to support the learning activities not only of basic skills students but also of all students.
The department seeks to address the literacy, communication, and study skills needs of students through course offerings, independent study, individual and small-group tutoring, computer-assisted instruction (CAI), video, and other innovative instructional formats (e.g., paired courses, workshops, theme-based classes).
The department recognizes the potential of emerging technologies (e.g., CAI, CD-ROM) and seeks to evaluate, test, and integrate such instructional innovations in its programs. We view familiarizing students with the technology as important not only for the development of their literacy skills but as an educational asset in and of itself.
The department accepts its responsibility to administer, score, and report the results of assessment tests mandated by the University and the College in order that students can be placed at the appropriate level of instruction, receive the necessary support to maximize the likelihood of persistence and retention in the College, and have a successful academic experience.
Writing Center Statistics
(based on Spring 2005 and Fall 2005)
●60 tutoring appointments per week plus 25-30 drop-in tutoring sessions per week
●1000-1100 tutoring hours per semester
●110 e-tutoring submissions per semester (excluding Task 2 CPE e-tutoring)
15% of tutees are in CESL courses;
05% of tutees are in English 095.0;
32% of tutees are in English 110;
11% of tutees are in English 120;
18% of tutees are in Writing Intensive courses;
20% of tutees are in other courses.
33% of tutees are freshmen
20% of tutees are sophomores;
25% of tutees are juniors;
13% of tutees are seniors;
8% of tutees are Graduate Students.
Academic Support Lab Statistics (2005)
●Approximately 40,000 student visits to the lab per year
●Reading/ESL tutoring: 85 students
per year
●Content tutoring in non-science courses:
330 students per year
●Content tutoring in science courses:
275 students per year
●Study Skills Workshops: 320 students
per year
CPE Miniclasses: 185 students per
year
CPE Intensive Class: 20 students per
year
CPE tutoring: 35 students per year
CPE e-tutoring: 15 submissions per semester for Task 2 of the CPE
The strength of the ASC is very
much tied to the amount and quality of interaction with academic departments
and programs whose students rely on our services. Rather than wait for departments and programs
to approach us, we have taken an active role in reaching out to them to inform
them of our services and explore ways in which we can work collaboratively to
assist our students. Such outreach on
our part cannot be overstated. We need
to do more of it. We need to have the
Director of the
Presently the Director of the
Over the last few years, we have been developing our content area-tutoring program. The ASC offers tutoring in a selection of gateway courses, writing-intensive courses, and other offerings across the curriculum. We inaugurated our Science Tutoring Center (STC) last year, in which tutorial support in Biology, Chemistry, and Physics is offered. But space is a problem. We have outgrown the meager space that has been allocated to us for the STC, and the space in which we conduct tutoring for courses in the Social Sciences and Humanities is overflowing with students. We need to address the space problem for these programs, which are in high demand, so that they can continue to grow.
The ASL has demonstrated its
effectiveness in basic skills preparation through its immersion and ESL programs,
CPE preparation through its various intervention types (workshops,
mini-classes, intensive classes), writing support in the
Having met the University standards for basic skills is not to say that such students are fully prepared to engage the undergraduate curriculum. Students require ongoing support in their general education courses to succeed at higher levels. We need to further develop tutorial support across the curriculum. Such development, however, depends on expanded collaborations between the ASC and academic departments, appropriate physical space, and staff time to develop such linkages.
Most of the content courses that are supported are 100-level courses that students take as they are beginning a major. Students often seek assistance in 200- and 300-level courses, which presently is unavailable. Expanding content tutoring to serve the “forgotten” sophomores would offer uninterrupted support for students as they move into their majors.
Consideration should be given to embedding teaching assistants in targeted lecture classes. The assistants could meet with students immediately after or before class to model appropriate study strategies and answer questions on the spot. Courses such as Biology 107 and Chemistry 113, which have a limited number of sections taught in a large lecture format and have low rates of successful completion, would be excellent candidates for such an initiative.
We need to
continue to reach out to academic departments for ideas on what support
services could best serve their students, and departments need to collaborate
with the ASC in designing and delivering academic support services to
students. In the past we have offered
some Math workshops for introductory Chemistry and Physics courses with mixed
success. This is an area that is still
worth developing in cooperation with the academic departments.
Adult Collegiate Education
Program (ACE)
Ms. Elizabeth
Hennessey, Acting Director
The program was based on the conviction, relatively new in higher education at that time, that a college education should be available to all who want it – whatever their age. At its inception, ACE was one of the very few special baccalaureate programs for adults in this country, and as such, ACE has been defining education for adults for over 40 year by building on a rich adult experience with a balanced program in the arts, natural sciences, and social sciences. ACE is committed to the idea that learning is a life-long adventure. ACE is also aware that adults are busy with family, jobs, and community involvement, so scheduling, counseling services, and the pace are all tuned to adult needs.
The foundation of the ACE Program is a special series of basic ACE Seminars in the liberal arts. These courses satisfy most of the College’s primary college competency and liberal arts and science requirements. After completion of these seminars, the ACE student can then apply for up to 36 tuition-free Life Achievement credits. The student then chooses a field of concentrated study – the major. While working on the major, the student will complete the remaining requirements in the following areas: foreign language (or an alternate plan), physical education, and, finally, the ACE student takes electives from all across the curriculum to bring the total credits up to 120 for graduation and the baccalaureate degree.
Currently there are 564 students enrolled in the ACE program. Our Fall 2005, Spring and Summer 2006 graduates total 58 females and 21 males.
All ACE applicants are considered
direct admit students. ACE applicants do
not filter their applications through the central admitting CUNY Office of
Application Processing Center. They
forward their application directly to the ACE office which keeps the
application on file until all applicant requirements have been are met. These include the requirement of passing or
waiver of the CUNY Assessment Tests.
Students are counseled as to when to test and follow-up takes place in
the event of passing or failing. If
failure occurs in any of the three areas of
Upon being admitted, all first-semester freshmen and transfer ACE students are registered by the ACE department, thus enabling the adult to adapt as seamlessly as possible into the new environment of college. There is an orientation held prior to registration which advises students on what to expect in the world of college; important dates; identification of buildings; tours etc.,
In collaboration with the
College’s
Additionally, ACE students are uniquely offered the opportunity to apply for Life Achievement credits. The decision to grant or to not grant credits (after initial completion of 36 ACE required credits) is made by academic departments upon receipt and review of a student portfolio. Each work is documented and backed by proof of completion of task and knowledge gained from completion. Students are offered a workshop once each semester in which they are fully advised on the application process for Life Achievement Credits.
An open door policy is on going in the ACE office with the director/staff and the ACE population. Evening office hours (Wednesday, 5 – 7pm) are available to ACE students when classes are in session, which is in common with other administrative offices such as Admissions; Financial Aid; Registrar etc. Advising is available three full days a week, a well as on Wednesday evenings in the Center on an appointment or drop-in basis.
There are no current resources/efforts to track ACE student progress and retention.
Additional Thoughts on Student Progress and Retention
There is a need for student
tracking in terms of the ACE population, their progress, and their
retention. This could possibly be
implemented with the new Degree Works program whereby the ACE office would,
perhaps each semester, download the ACE students cumulative grade point
averages and registration norms with the idea of offering guidance and/or
setting up academic assistance to those who are in jeopardy or heading in that
direction. The Office of Academic Skills
and/or the Learning Lab could possibly play a more significant role in the life
of the ACE student at
Another thought would be to incorporate a new introductory course, which would be a required by all adults who have been away from academics for a to-be-determined number of years. This course would offer skills preparation in areas such as writing, library usage, internet use for research, and conversation/discussion groups and the like.
Massive recruiting events are
needed in the area of gaining new adults into the ACE program at
Ms. Laura
A. Silverman, Director
The
Since its inception in 1995, the Advising Center has significantly and exponentially expanded in terms of its charges and mandates, scope of activities, volume of those whom it serves, and quantity of personnel (particularly part-timers). In general terms, the Center’s team of professionals negotiate and articulate on behalf of undergraduate students the College’s requirements, procedures, and academic offerings; and, most notably, as above-mentioned, following fall and spring admissions, the Center is the primary point of entry for new freshmen, transfers, and re-entering students via our orientation, advising, and registration programs.
In its
provision of services to new students,
Additionally,
the
• A dedicated new student phone line (718-997-5573) for incoming students to call to get information/sign up for workshops (freshmen, transfer, re-entry, reactivating).
• Outreach to and preparation for admitted students prior to their registration: includes determining testing placements, exemptions and waivers, immunization status, transfer credit evaluations, anticipated majors, holds and stops.
• Collaborative new-student advising and registration programs: offer special groups a forum for and our assistance with incoming students (Time 2000, Honors Experience, CESL, etc.).
• 100% of all entering freshmen
attend an advising and registration workshop where they are introduced to the
College, general education requirements, programs of study, and other academic
offerings and opportunities. Expanded to
include students’ families through collaboration with Student Affairs for five
sessions in June. The remaining
workshops are conducted solely by the
Freshman Orientation and Registration Workshops
– Fall 2005
Date of
Registration Number
of Students
Registered Totals
|
|
138 |
138 |
|
|
138 |
276 |
|
|
141 |
417 |
|
|
175 |
592 |
|
|
190 |
782 |
Total for June
(Including |
|
809 |
|
|
138 |
947 |
|
|
88 |
1035 |
|
|
97 |
1132 |
|
|
59 |
1191 |
|
|
69 |
1260 |
|
First Week of Classes (1 wkshp day) |
64 |
1324 |
Total Freshmen Registered Fall ‘05
|
1,324 |
1,324 |
Date
of Registration ` Number
of Students Totals
Registered
|
|
29 |
29 |
|
|
31 |
60 |
|
|
33 |
93 |
|
1st week of school and One Stop Admissions Programs (1 wksp per day) |
35 |
128 |
Total
|
128 |
128 |
• After having attended an orientation session, new freshmen can only make changes to their schedules with advisor accompaniment. This prevents incorrect registration into higher-level classes for which they do not have prerequisites, proper maintenance of FYI communities, correct course placement, attempted and encouraged full-time retention in courses, overall retention at the College, and encouraged maintenance of 15-credit schedules (or, if registered for fewer, the addition of credit to create full-time or 15-credit schedules after discussion of the pros and cons of doing so).
• New transfers offered flexible workshop options. The workshop presentation covers all aspects of the College’s general education degree requirements, major requirements, the transfer credit and evaluation processes, the telephone and on-line registration systems, how to navigate tuition, financial aid, books, parking, ID cards, grading policies, graduation with honors, and information on special programs.
Fall 2005 Transfer Advising
Workshop Statistics
Workshop date Time
# Attended Special Program
Friday, May 6th 10:00am 39 NCC/QCC
Friday, May 13th 10:00am 22 NCC/QCC
Thursday,
May 19th 10:00am 33
Monday,
May 23rd
Tuesday,
May 24th 10:00am 18
Thursday,
May 26th 10:00am 26
Monday,
June 6th
Thursday,
June 9th
Monday,
June 13th
Tuesday
June 14th
Thursday,
June 16th
Monday,
June 20th
Thursday,
June 23rd
Monday,
June 27th