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!—
1
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








2.
Borough of Manhattan Community College, City University of New York ................................. 15



















3.
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
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
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
2












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









6.
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
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
3
7.
Hostos Community College, City University of New York ....................................................... 51






















8.
Hunter College, City University of New York ............................................................................... 63













9.
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
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
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
4




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
3
 The Smart Science Scholars (S ) 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
5
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
6














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
7
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!
Goddard Riverside Community Center &
Options Institute
The Charles Hayden Foundation
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!
lisa.castillorichmond@mail.cuny.edu
(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
8
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 Citymetro 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:
Phase 2:
Phase 3:
Phase 4:
“Transition from High School to College”
“From Enrollment to Declaration of Degree”
“From Program Entry to Completion of Program/Degree”
“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)
9
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
10

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:
collegenow@baruch.cuny.edu
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 lowincome 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.
11
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:
seek@baruch.cuny.edu
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 smallgroup 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
12
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
13
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)
14


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 firstgeneration 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:
amckain@bmcc.cuny.edu
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
15
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:
ebarrett@bmcc.cuny.edu
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:
pawilliams@bmcc.cuny.edu
16
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:
fla@bmcc.cuny.edu
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: 212220-8000, Ext. 7321; Email: jginese@bmcc.cuny.edu
“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: 212-2208133; Email: sgyamfi@bmcc.cuny.edu
17
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: mgillespie@bmcc.cuny.edu
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:
doparker@bmcc.cuny.edu
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.
18
Program Website: http://www.bmcc.cuny.edu/studentactivities/
Program Contact: Melissa Aponte, Assistant Director, Office of Student Activities; Phone: 212220-5594; Email: maponte@bmcc.cuny.edu
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
19

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:
lleppert@bmcc.cuny.edu
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:
magonzalez@bmcc.cuny.edu
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.
20
Program Website: http://www.bmcc.cuny.edu/cd/
Program Contact: Dr. Pedro Perez, Director; Phone: 212-220-8154; Email:
pperez@bmcc.cuny.edu
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:
arrodriguez@bmcc.cuny.edu
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: wcotto@bmcc.cuny.edu
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
21
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: writingcenter@bmcc.cuny.edu
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 selfexploration 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:
aholmes@bmcc.cuny.edu
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.
22
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: 212-2208195; Email: dharte@bmcc.cuny.edu
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
23








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: 212-2208133; Email: sgyamfi@bmcc.cuny.edu
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: EducationalTS@brooklyn.cuny.edu; Alternate Email: rclarke@brooklyn.cuny.edu
24
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:
pieronip@brooklyn.cuny.edu
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
25
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: mmalone@schools.nyc.gov
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: mchiusano@brooklyn.cuny.edu
26
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:
slevy@brooklyn.cuny.edu
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. FirstYear 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
27
Program Contact: Nicole St. Clair, Assistant Director of First College Year Programs; Phone: 718951-5771; Email: nstclair@brooklyn.cuny.edu; Program Email: fcy@brooklyn.cuny.edu
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 1015 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: lisas@brooklyn.cuny.edu
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
28
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: 718951-5771; Email: nstclair@brooklyn.cuny.edu; Program Email: blmi@brooklyn.cuny.edu
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:
lisas@brooklyn.cuny.edu
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
29
Program Contact: Dr. Steven Silbering, Director of Pre-Health Professions Advisement/Director
of Coordinated B.A.-M.D. Program; Phone: 718-951-4706; Email: silbering@brooklyn.cuny.edu
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: 718951-5610; Email: louiseh@brooklyn.cuny.edu
30
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:
jadams@brooklyn.cuny.edu
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
31
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: hkharem@brooklyn.cuny.edu
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/EducationalOpportunity-Diversity-Program
Program Contact: CUNY Office of Educational and Diversity Programs; Phone: 212-817-7540;
Email: oedopmail@gc.cuny.edu
32
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: lisas@brooklyn.cuny.edu
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.
33
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: silbering@brooklyn.cuny.edu
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: silbering@brooklyn.cuny.edu
34
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: silbering@brooklyn.cuny.edu
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
35








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: sjoyner@brooklyn.cuny.edu
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.
36
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 lowincome 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: seek@ccny.cuny.edu
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
37
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: nsoleyn@ccny.cuny.edu
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
38
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:
dstellini@ccny.cuny.edu
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:
ccappsci@ccny.cuny.edu
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 selfreflection through experiential activities and receive incentives for lessons learned.
39
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:
jmeadow@ccny.cuny.edu
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
40
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:
jfantozzi@ccny.cuny.edu
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: gthompson@ccny.cuny.edu
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
41
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: sssp@ccny.cuny.edu; Alternate Email: ethangaraj@ccny.cuny.edu
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
42








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
43
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 lowincome 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: 718-9822415; Email: Gloria.Garcia@csi.cuny.edu
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
44
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: 718-9822157; Email: Shawn.Landry@csi.cuny.edu
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.
45
Program Website: http://www.csi.cuny.edu/CLUE
Program Contact: Kafele Khalfani, Director of New Student Orientation; Phone: 718-982-2572;
Email: orientation@csi.cuny.edu; Alternate Email: Kafele.Khalfani@csi.cuny.edu
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 peermentoring 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: StudentAffairs@mail.cuny.edu
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.
46
Program Contact: Harriet Giapoutzis, COPE Coordinator; Phone: 718-982-2398; Email:
Harriet.Giapoutzis@csi.cuny.edu
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:
Caryl.Watkins@csi.cuny.edu
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:
Caryl.Watkins@csi.cuny.edu
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
47
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:
debra.evans@csi.cuny.edu
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
48

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, 10am5pm, 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
49
Program Contacts: Marina Gutierrez, Director of The Saturday Program, The Cooper Union;
Phone: 212-353-4108; Email: toamarina@yahoo.com and Stephanie Hightower, Director of The
Outreach Program, The Cooper Union; Phone: 212-353-4202; Email: highto@cooper.edu
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 highachieving 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: jmargher@cooper.edu
50
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-petriestudent-emergency-grant-fund
Program Contact: Christopher Chamberlin, Acting Associate Dean of Students; Phone: 212-3534009; Email: chamber@cooper.edu
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:
51
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: ewilson@hostos.cuny.edu
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.
52
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: Djohnson@hostos.cuny.edu
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.
53

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: jencarnacion@hostos.cuny.edu
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: mkoffi@hostos.cuny.edu
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:
54
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: mkoffi@hostos.cuny.edu
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: mgrieco@hostos.cuny.edu
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.
55
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: lmcgowan@hostos.cuny.edu
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: fmakloufi@hostos.cuny.edu
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: clip@hostos.cuny.edu; Contact Email:
fmakloufi@hostos.cuny.edu
56
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: mcano@hostos.cuny.edu
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
57
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: arios@hostos.cuny.edu
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
58
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, B442, Bronx, NY 10451; Phone: 718-319-7907; Email: cgrindley@hostos.cuny.edu
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:
mcruz@hostos.cuny.edu
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
59
Program Contact: Dana Lennon, Director, 500 Grand Concourse, T-511, Bronx, NY 10451;
Phone: 718-664-2532; Email: dlennon@hostos.cuny.edu
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: fchan@hostos.cuny.edu
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 selfsufficient, 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 C375, Bronx, NY 10451; Phone: 718-518-6567; Email: Fwander@hostos.cuny.edu
60
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 C375, Bronx, NY 10451; Phone: 718-518-6567; Email: Fwander@hostos.cuny.edu
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: cuwa@hostos.cuny.edu
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/
61
Program Contact: Isabel Li, Director, 450 Grand Concourse, Room C-596, Bronx, NY 10451;
Phone: 718-518-6624; Program Email: HALC@hostos.cuny.edu; Contact Email:
ili@hostos.cuny.edu
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: ewilson@hostos.cuny.edu
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
62
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: arios@hostos.cuny.edu
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: 718518-4345; Email: lmorales@hostos.cuny.edu
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.
63
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: CollegeNow@hunter.cuny.edu
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.
64
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 lowincome 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: SEEK@hunter.cuny.edu
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
65
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:
shawn.best@hunter.cuny.edu
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 offcampus resources.
Program Website: http://www.hunter.cuny.edu/studentservices/veterans
Program Contact: Alex Rosero, Hunter College Veteran Services/Certifying Official; Phone: 212772-4923; Email: veterans@hunter.cuny.edu
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
66
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:
AccessABILITY@hunter.cuny.edu
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: 212-7724864; Email: intlss@hunter.cuny.edu
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
67
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:
SciMON@hunter.cuny.edu
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: prehealth@hunter.cuny.edu
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:
career@hunter.cuny.edu
68
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 oneon-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:
prelaw@hunter.cuny.edu
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
69





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
70
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: 212-2376349; Email: seek@jjay.cuny.edu
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.
71
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 collegecredits 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: Ngreene@jjay.cuny.edu
or Djeanpaul@jjay.cuny.edu
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
72
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: sasp@jjay.cuny.edu
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 communitybased 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
73
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: rec@jjay.cuny.edu
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
74
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 59 th Street, NYC, NY 10019, Rooms
100W and L.73 NB, respectively; Phone: 212-484-1130 (SASP) or 646-557-4872 (AAC); Email:
cja@jjay.cuny.edu
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.
75
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: umi@jjay.cuny.edu
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;
76



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:
PLI@jjay.cuny.edu
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
77



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: counseling@jjay.cuny.edu
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 underresourced 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/subspecial_programs/Pages/Kcclp.aspx
Program Contact: Tina Souverain, Interim Program Director; Phone: 718-368-5767; Email:
Tina.Souverain@kbcc.cuny.edu
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/
78
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
79
Program Contact: Mr. Robert Pero, Director; Phone: 718-368-5170; Email:
collegenow@kingsborough.edu
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:
Cindy.Lui@kbcc.cuny.edu
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.
80

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: stella.woodroffe@kbcc.cuny.edu
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
81
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/subspecial_programs/Pages/Kccbe.aspx
Program Contact: Dr. Sandra Ramos, Director; Phone: 718.368.5576/5520; Email:
Sandra.Ramos@kbcc.cuny.edu
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: 718-3685175; Email: Faith.fogelman@kbcc.cuny.edu
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 underrepresented 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:
Michael.rodriguez@kingsborough.edu
82
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:
Craig.Hinkley@kbcc.cuny.edu
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/substudent_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
83
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
84
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 lowincome 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:
Seek.learning@lehman.cuny.edu
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.
85
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:
Daniel.MoralesArmstrong@lehman.cuny.edu
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
86
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: steven.wyckoff@lehman.cuny.edu
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/
87
Program Contact: Erin Varsalone, Sophomore Year Initiative Project Director, Shuster Hall
Room 279A, Lehman College, 250 Bedford Park Boulevard West, Bronx, NY 10468; Phone: 718960-7788; Fax: 718-960-7788; Email: Erin.Varsalone@lehman.cuny.edu
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:
joseph.rachlin@lehman.cuny.edu; 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:
david.hadaller@bcc.cuny.edu; or Dr. Carmen Coballes-Vega, Provost, Office of Academic
Affairs, Hostos Community College, 500 Grand Concourse, Bronx, New York 10451; Phone: 718518-6660; Email: ccvega@hostos.cuny.edu
88
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:
adult.degree@lehman.cuny.edu
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.
89
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: joseph.magdaleno@lehman.cuny.edu
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.
90
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. S 3 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 collegebound high school students who are college ready. Medgar Evers’ S 3 Early College High School
employs nationally recognized best practices that aim to prepare students for careers in STEMrelated 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.
91
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: Dgriffith@mec.cuny.edu
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: Dgriffith@mec.cuny.edu
92
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 realworld 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: parsonsscholars@newschool.edu
93
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/howdoes-cognitive-dissonance-turn-students-into-leaders/
Program Contact: Karen Williams, Director of Admission, Eugene Lang College The New School
for Liberal Arts; Email: williaka@newschool.edu; Conor Farese, Recruitment and Outreach
Associate at Global Citizen Year; Phone: 415-0963-9293 x204; Email:
conor@globalcitizenyear.org
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.
94
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 extracurricular 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:
browners@newschool.edu
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
95
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: pryorraj@newschool.edu
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
96
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: 212-2295900, x3656; Email: PetrieFund@newschool.edu
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 collegelevel 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: laguirre@citytech.cuny.edu
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).
97
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: jlioumark@citytech.cuny.edu
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: isilva@citytech.cuny.edu
98
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: 718802-3321; Email: gkenda@citytech.cuny.edu
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
99







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:
counseling@citytech.cuny.edu
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-yorkuniversity- college-advising-corps
100
Program Contact: Aileen Moner, The Steinhardt School of Culture, Education and Human
Development; Phone: 212-992-6728; Email: am2368@nyu.edu
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:
evelyn.thimba@nyu.edu
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 middleand 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 4week 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.
101
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/undergraduateadmissions/apply/freshmen-applicants/opportunity-programs/middle-and-high-schoolprogram.html
Program Contact: Anna C. Ortega Chavolla, Director of CSTEP, STEP, and BEST; Phone: 212-9985661; Email: anna.ortegachavolla@nyu.edu
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 sixweek 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.
102
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 STEMrelated 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: rs4925@nyu.edu
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.
103
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:
besner@poly.edu; and Dr. Vikram Kapila, Professor, Mechanical Engineering; Phone: 718- 2603161; Email: vkapila@poly.edu
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,
104
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:
besner@poly.edu; and Dr. Vikram Kapila, Professor, Mechanical Engineering; Phone: 718- 2603161; Email: vkapila@poly.edu
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/
105
Program Contact: Ben Esner, Director, K-12 STEM Education; Phone: 718-260-3511; Email:
besner@poly.edu; and Dr. Vikram Kapila, Professor, Mechanical Engineering; Phone: 718- 2603161; Email: vkapila@poly.edu
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-freshmanyear 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/undergraduateadmissions/apply/freshmen-applicants/opportunity-programs/college-programs/cstep.html
Program Contact: Anna C. Ortega Chavolla, Director of CSTEP, STEP, and BEST; Phone: 212998-5661; Email: anna.ortegachavolla@nyu.edu
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.
106
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: par3@nyu.edu;
Marilyn Anne Sommer, Assistant Director; Phone: 212-998-5111; Email: mas5@nyu.edu
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
107
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/undergraduateadmissions/apply/freshmen-applicants/opportunity-programs/college-programs/newyork- 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:
heop.admissions@nyu.edu
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 fouryear 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: cctop@nyu.edu
108
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.
109
Program Website: http://www.nyu.edu/academics/awards-and-highlights/mlk-scholarsprogram.html
Program Contact: Patricia M. Carey, Chair, Martin Luther King, Jr. Scholars Program,
Steinhardt School of Culture, Education, and Human Development Affairs; Email:
patricia.carey@nyu.edu
The Academic Achievement Program (AAP) at NYU (Phases 2, 3 & 4)
The Academic Achievement Program (AAP) is a multi-faceted program geared toward selfidentified 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: 212998-8130; Email: mike.funk@nyu.edu
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
110
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: 212998-7388; Email: rosa.pietanza@nyu.edu
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
111





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: financial.aid@nyu.edu
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
112
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: joe.skrivanek@purchase.edu
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: Wendy.Morosoff@purchase.edu
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
113
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/Cours
es.aspx
Program Contact: Adam Brown, Director, Academic Resource Center; Phone: 914-251-3998;
Email: Adam.brown@purchase.edu
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).
114
Program Website:
http://www.purchase.edu/CampusLifeAndAthletics/studentlife/campuseventsandprograms.as
px
Program Contact: Jason Minh Alt, Director, Student Life and Community Partnerships, Email:
jason.alt@purchase.edu
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.as
px
Program Contact: Jason Minh Alt, Director, Student Life and Community Partnerships; Email:
jason.alt@purchase.edu
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.
115
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/LearningCommunitiesAn
dFigs.aspx
Program Contact: Ryan Homsey, Interim Director of the Academic Resource Center; Email:
Ryan.Homsey@purchase.edu
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
116



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: cyork@purchase.edu
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
117
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: Frank.Franklin@qc.cuny.edu
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.
118
Program Website:
http://www.qc.cuny.edu/academics/specialprograms/FYI/Pages/default.aspx
Program Contact: Dr. Martin Braun, Director; Phone: 718-997-5567; Email:
Martin.Braun@qc.cuny.edu or FYI.Program@qc.cuny.edu
Queens School of Inquiry (QSI) (Phase 1)
The Queens School of Inquiry (QSI) in Flushing works with Queens College to help struggling 6 th12th 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:
Craig.Michaels@qc.cuny.edu
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: ace@qc.edu
119
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:
eva.fernandez@qc.cuny.edu
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: veterans@qc.cuny.edu
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
120
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:
carmella.marrone@qc.cuny.edu
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: grace.davie@qc.cuny.edu
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
121
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:
Samantha.Clement@qc.cuny.edu
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:
Emmanuel.Thelusma@qc.cuny.edu
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 underrepresented 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: zahra_zakeri@hotmail.com
122
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 NYCLSAMP 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: dclarke@qc.cuny.edu
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:
Maureen.Pierce-Anyan@qc.cuny.edu
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
123
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: Jennifer.jarvis@qc.cuny.edu
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: Businessacademy@qcc.cuny.edu
124

Liberal Arts
- Adviser Contact – Phone: 718-631-6204; Email: Liberalartsacademy@qcc.cuny.edu

Health Related Sciences
- Adviser Contact – Phone: 718-281-5139; Email: Healthacademy@qcc.cuny.edu

Visual and Performing Arts (VAPA)
- Adviser Contact – Phone: 718-281-5190; Email: VAPAacademy@qcc.cuny.edu

Science, Technology, Engineering and Mathematics (STEM)
- Adviser Contact – Phone: 718-281-5340; STEMAcademy@qcc.cuny.edu
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
125
Program Contact: Bobbi Brauer, Director, ASAP; Library, Room 118A; Phone: 718-631-6680;
Email: ASAP@qcc.cuny.edu
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: ynotalatif@qcc.cuny.edu
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: 718-6316210; Email: CDMainoffice@qcc.cuny.edu
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
126
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: isc@qcc.cuny.edu
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:
CLIP@qcc.cuny.edu
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,
127
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: MBerrouet@qcc.cuny.edu
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: GMuchita@qcc.cuny.edu
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: Bfreier@qcc.cuny.edu
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
128
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: aluna@qcc.cuny.edu
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 L417; 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: GRivera@qcc.cuny.edu
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
129
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 firstyear 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-managementoffice/first-year-experience-fye
Program Contact: Dr. Geneva Walker-Johnson, Vice President for Student Development;
Phone: 718-262-2981; Email: gwalkerjohnson@york.cuny.edu
130
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 academicallysuccessful 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-managementoffice/first-year-experience-fye/mentoring-program
Program Contact: Dr. Geneva Walker-Johnson, Vice President for Student Development;
Phone: 718-262-2981; Email: gwalkerjohnson@york.cuny.edu
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:
131




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: 718-2623772; Email: jquash@york.cuny.edu
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
132






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:
jquash@york.cuny.edu
133