Division of Adult and Continuing Education

Transition Report

March, 1989 -

In 1972 the Division of Continuing Education enrolled 2600 adults. By

1980 enrollment had grown to 7500 (+188%), and today stands at 21,000 adults,

a seven-fold increase from 1972. This growth is reflective of the general

history of LaGuardia. The Division of Adult and Continuing Education has

always played and continues to play a significant role in the mission of the

College.

I

A.

.__ Historic Overview

Mission and Philosophy of the Division

The strength and special nature of LaGuardia's Division of Adult and
Continuing Education can be primarily attributed to two factors:

1. The college's commitment to develop comprehensive programs and services
to address the needs of adult populations was such an important part of
its overall mission that the Division's administrative structure in which
the Dean reports dipvotiy to the President and is part of his Dean's
Advisory Group was designed to ensure that substantive ind sustained
commitment of staff and resources would be available.

2. The unwaivering dedication, enthusiasm and a sense of advocacy of the
Division's professional staff. As one director stated, "we are all risk
takers. We are not afraid to deal with challenging populations,
particularly those who have been disenfranchised. We become educational
advocates for the populations we serve and, as such, have been the
pioneers for other educational institutions."

The 1972 Master Plan committed the City University of New York to broaden
its services to the city's adult population. As a comprehensive community

college, LaGuardia was mandated to serve all segments of the surrounding


community in Western Queens. Founding President Joseph Shenker clearly
recognized that "no single program, goal or direction could possibly treat
directly the diversity of needs with which the college is confronted;
rather our programs and services must be as diverse as the people we hope
to serve".
The Division of Adult and Continuing Education was envisioned as a major
outreach vehicle to accomplish this mission and, from its inception, has
played a pivotal role in enabling ee college to fulfill its mission to
~ provide access for non-traditional populations. As such, it has continued
to seek out and respond to identifiable and unmet educational and
- career-related needs within communities. Its methodology has included an
"Assessment of the Needs of Western Queens," undertaken in 1980. The
results of this survey indicated that a major focus of the Division's
programs should be on academic and career oriented instruction and have
led to our current emphasis on courses offering academic development and
skills training, as well as career counseling.
B. Organization
The Division is organized around the following program areas: Extended
Day (evening and week-end credit programs); Extension Programs (Astoria,
Chinatown, Eastside Connection, Woodside); English Language Center (credit and
non-credit ESL); College for Children; Community Services Programs (Mature
Adults, Correctional Education, Disabled, Homeless Families); Programs for
Deaf Adults; Programs for Women and Youth; Programs for Business; the Adult
Learning Center; Career and Professional Programs; Health Services and
Veterans Program. Two other units, Program Operations and the Adult Career
Counseling and Resource Center provide administrative and counseling services,
respectively, to Division Program areas. d
Through these program areas the Division provides adults access to

educational programs ranging from adult basic education to skills training and


enhanced personal and professional development. Adult students are served on
and off-campus through courses, workshops, seminars, intensive programs and
special events of varying duration. Off-campus efforts include programs in
Queens, Brooklyn, the Bronx, and Manhattan. Additionally, special events and
projects are planned and offered as a community services effort using
volunteers from the college and community.

A belief that is crucial to the Division's methodology is that adults can
take a great deal of responsibility for their own learning. This approach is
particularly evident in our guided independent and individualized study
classes, as well as in the mature adults program in which older adults decide
what courses they would like to see developed and offered. Generally,
inclusion of adults in an advisory capacity at early program phases, as well
as their potential as students, faculty members, or evaluators in later stages
suggest the wide range of possible involvement. Creating flexible learning
environments while maintaining academic integrity are major instructional and
administrative goals. Additionally, ae Division remains sensitive to
emerging societal needs, unpredictable changes in the labor market, funding
sources and the political and social climate, all of which aie an impact on

the kinds of programs which are, or need to be, developed.

C. Nature of Continuing Education Student Body

Students enrolled in Division programs represent populations of diverse
cultures, age, ethnicity, educational and economic backgrounds. The rapid
increase in student enrollment from 2600 in 1972 to 21,000 in 1988 reflects
the dynamic and responsive nature of the Division to emerging societal needs.
Examples include the following: of the 21,000 students enrolled during
1987-88, over 6,200 came from 42 different countries for English as a Second
Language instruction; 1,500 children enrolled in the College for Children;

3,000 new taxi drivers enrolled in the New York Taxi Driver Institute; and

over 600 executives, technical employees, salespersons and managers received


skills training through Programs for Business. No single profile of a
Continuing Education student exists except that each enrollee recognizes a
need for further education, training or retraining to achieve his/her goal.
Divisional students represent the entire spectrum of educational achievement
from the highest achievers to the undereducated. Many have additional special
needs, for example, a deaf student may be foreign born and therefore has ESL
needs in addition to sign language, while an out-of-school youth in a training
program may also be a single parent. When such situations occur and are
recognized, students are often linked to additional resources. A holistic
approach is used in developing Continuing Education programs, one that
recognizes the learner as an adult with many roles to be considered in

creating a viable educational plan.

D. _Relationship to the Community

Here, again, Divisional activities keenly reflect the mission of the
college to be responsive to its community which extends beyond the
geographical limits of Long Island City to include all of New York City.
Imagination and initiative are demonstrated in the range of community-based
Continuing Education programs developed.

The first group of students to enter LaGuardia in 1971 were 125 adult
learners in the Education Associate Program who needed to upgrade their skills
and salaries. Another example of community responsiveness is illuminated by
our involvement with the deaf community. Prior to 1974, there were no
accessible Continuing Education programs for deaf persons in New York City.
Fourteen years later, LaGuardia offers the most comprehensive educational
programs for deaf adults in metropolitan New York. In addition to developing
programs at the request of many different constituencies and organizations,
the Division has also expanded its off-site programming to 10 locations in :
Queens, Manhattan, and Brooklyn. Moreover, the Division provides classes for

mature adults at 22 centers throughout Queens.


E. _Relationship to other College Divisions

The increasing numbers of collaborative programs between the Division of
Adult_and Continuing Education and the other college divisions have provided
important opportunities for creative and integrated program development. Some
programs include the Nursing Career Ladder and the Dietary Manager's Programs
offered through the Natural and Applied Science Division, Human Services
courses at Bellevue Hospital for Education Assistants in Special Education and
Travel and Tourism courses at our Astoria Center linked to the Accounting and
Managerial Studies Department. Through Extended Day, credit courses from all
academic departments are offered during evenings and week-ends.

The ideas for these programs can be stimulated by either Continuing Education
administrators or academic faculty who are acutely aware of the Division's
capacity to davaheo and implement sound program ideas within a short period of
time and so, are usually very positive in their willingness to collaborate
with us.

Another vehicle which brings all divisions together is the development and
sharing each year of individual, departmental and divisional goals within the
context of the college's mission. Many of these goals sipror the one College
concept because of the extent of their cross divisional efforts.

Continuing Education enrollment is often the first point of entry for adults
into the higher education mainstream with programs acting as feeder programs,
moving students from ESL, high school equivalency, and certificate training,
into degree study. The number of adults moving through such programs to
degree study at LaGuardia continues to grow with over 300 doing so during

-

1987-88.


II. _Program Descriptions and Current Enrollments
A. EXTENDED DAY ..... Me cjeicem te alee s 948 eiee e tiive 29, 100.
2,700 enroll in credit classes offered during evening and Saturday hours.
The largest numbers of students enroll in accounting, business management,
computer information systems and liberal arts. All degree programs are
offered through Extended Day except nursing, physical therapy, animal health
technology, mortuary science, dietetic technology, and legal secretarial
science. Historically, about one-third of LaGuardia's credit students take
evening classes though this proportion has increased to 40% for students in
Accounting and Computer Information Systems.
B. EXTENSION PROGRAMS
1. Astoria Adult Education Canter - 1133 students enrolled in classes in
real estate, bookkeeping, ESL, Conversational Spanish and Greek and
various personal enrichment courses.
2. Chinatown - 270 students attended credit ESL and Introductory courses,
free basic education classes and work-related ESL courses for homecare
attendants.
3. CAMBA - 500 Southeast Asian, Afghan and Haitian peribties enrolled in
ESL classes and job readiness workshops offered in collaboration with the
Church Avenue Merchants Block Association (CAMBA) in Brooklyn.
4. EastSide Connection - 550 adults enrolled in aerobics, financial
planning, and health-related courses run at the City University's Central
- Offices on Manhattan's eastside.
5. Woodside at the Bulova School - 345 students enrolled in recreational
and language einidin clock repair and jewelry craft.
C. ENGLISH LANGUAGE CENTER
The Center encompasses both credit (2000 students) and non-credit programs

(4280) and is recognized as the largest and most innovative ESL program in the

CUNY system. Non-credit offerings encompass intensive and non-intensive


programs as well as topical workshops (e.g., language and the computer,
pronunciation, TOEFL preparation). As a special venture, a series of courses
were designed and offered at a number of senior centers under a contract with
the New York City Department for the Aging. Oe ;

As an outcome of special workshops on immigration and college admissions,
an increasing number of ESL students apply for and are admitted to degree
programs in the College.

D. COMMUNITY SERVICES PROGRAMS

a. Programs for Mature Adulte. oli sos des oS kis crake with wreleie overs 639 students

Through credit ann non-credit offerings, as well as seminars and

workshops, this program provides mature adults with educational and social

activities to meet their interests and needs. ‘Free one-day workshops

(College Samplers) designed for this population and taught by LaGuardia

faculty cover such topics as: psychology of aging, bargain travel, and

health-focus programs. An annual health fair co-sponsored with New York

Hospital, a 4-K walk, and Best of Broadway performances round out

offerings to this over 60 population. Phase II, a recently formed student

” ¢hub of mature adults, is also gaining in membership and activity.

2. Correctional Education Bicones WAS) RS SusWE RIG! yiMialS. Gait Sl eee vel 3 0 ie So 3597 students

This program works in conjunction with the Correctional Education

Consdrtium, headquartered at LaGuardia. The Consortium oversees

educational programs offered by the Osborne Association, Long Island

University, and LaGuardia. Courses in adult basic education, ESL, GED,

college prep, and tutor training are offered at the Queens House of

Detention and at two facilities on Rikers Island by LaGuardia. The

program also offers official high school equivalency testing in three

s languages five times a year. Through the Tutor Training Program,

qualified inmates with GED diplomas, inmates are trained and then under

the supervision of teachers, tutor other students in math and reading.


New services this year include vocational training in data entry,
keyboarding, wall-papering and painting, and educational counseling and
referral services for inmates who have recently been released.

3. Programs ‘for Disabled: Students ii. io. ois acini oie oles ee ne oe ees =. 2135 students
In collaboration with CASE, CUNY Graduate Center and Federation Employment
and Guidance Services (FEGS), the Division provides academic instruction
and counseling to learning impaired youth who have left the Board of
Education. tae addition, through FEGS, participants are trained in
reprographics and furniture repair and re-finishing.

A second population, develemsentit ly disabled adults, come to the college
on Saturdays for theme classes in psychology, daily living and current
events. These courses are offered through the Association for the Help of
Retarded Children. Using typewriting as the instructional vehicle, the
Typing for the Handicapped Program provides instruction in math, reading
and computers to seventy-five youth and adults with physical and
neurological impairments.

MEO JOCURI ds! we oleae sino Wh Sass. c'h ae. 15% Ente cUONy > Bathe, och lay cual BY 311 students
This project is designed to serve homeless heads of eotennioni te through a
flexible curriculum with two components: academic preparation (literacy,
GED, ESL) and job skills training (clerical/word processing). To help
participants develop self-confidence and life management skills, there are
. special sessions on career and life planning, parenting under stress,
issues of poverty and empowerment, time management, and self-concept
enhancement. During this past year, two off-site classes for high school
equivalency preparation were initiated in East New York and Jamaica, and,

for the first time, classes in English as a Second Language were offered

for Hispanic homeless and public assistance recipients.


E. PROGRAMS FOR DEAF & HEARING IMPAIRED ADULTS ..............+24- 286 students
Advocacy for the deaf is a hallmark of the Programs for Deaf Adults which
serves students in a variety of credit and non-credit courses and support
services including interpreters, counseling, and notetaking assistance.
Telecommunication Devices for the Deaf equipment allows students to
communicate by phone with non-deaf people in the library and several key
college offices and a closed-caption decoder in the College's cafeteria
enables deaf students to widiteieann dialogue on T.V. In addition to preparing
deaf and hearing impaired for academic, technical, or vocational occupations,
the program has since its inception been dedicated to encouraging a positive
‘self-image through use of instructional materials on deaf culture, the
availability of full-time staff who are deaf and exposure to successful deaf
people in various fields.
F. PROGRAMS FOR WOMEN AND YOUTH
ANN TH WOMENS PRORPEME . 6 sos a:b. Sos:c Rikie s widls 06) BRIS Peo BG hpe-biche eo: o ais 45 students
Through the Office Information Systems Certificate Program, women ranging
in age from 24 to 65, half of them single heads of households, are trained
in the use of the latest electronic and computerized office equipment.
Counseling and specialized workshops build participants’ confidence to
make a successful transition into the working world. Another initiative
will provide 300 hours of training to 30 minority and women entrepreneurs
in northern Brooklyn and Queens that will improve and enhance skills
necessary for business success.
a) NE DOMME. 5 nisin hie Mew hhewin de ds cp edb dee ikon dees cdeden 300 students
Through the Youth Internship State Legislative initiative, this project
addresses the educational and vocational needs of school dropouts and
unemployed young people between the ages of 17 and 21. Each five month
program cycle consists of ten weeks of concentrated academic study

followed by nine weeks of part-time internship supplemented by more


classroom activity. Job development focuses on areas predicted to have
high employment in the next decade: data processing/wordprocessing,
clerical skills, food service, bank teller training, and automotive repair
training. During the 1987-88 academic year, 70% of the graduates were
successfully placed in jobs and were receiving an average of $5.25 hourly.
Twenty percent chose to go on to college, and 95% of the students who took
the high school equivalency exam passed it.
BC ere far Chea G ia ois oS pre's are: 9.4 gskiusee regis hc eke Fels obi 0 gb amis 1510 students
This program was begun in 1982 as a result of a community needs assessment
conducted by the Division which identified a clear desire on the part of
parents in western Queens to have access to activities for their children.
During 1987-88, the program offered 36 different classes with academic or
recreational focus. Special current efforts are focused on creating a
learning center for homeless children in hotels and to work with deaf
children and their parents through workshops geared to developing parent
effectiveness skills as well as deaf parent advocacy strategies. While
parents attend the workshops, play activity classes are provided to the
children to enhance language skill development. Finally, with the Queens
Child Guidance Clinic, College for Children offers free sessions with
counselors on specific parenting issues for parents living in the Woodside
area.
Gu: PROGRAM: POR BURT OR so idee eek les scothescekse bees 9 bade'eees 674 students
This program, first begun in 1979, is dedicated to meeting the needs of
the many. small and mid-sized companies and factories in the New York City
area, especially in data by providing on-site, cost-effective
specially-designed courses. Courses requested generally fall into four
categories: management/supervisory skills, computer science,
communication/self-help, and one day special focus seminars. Another area

increasingly in demand is English for Specific Purposes geared to job needs

10


for the non-English speaking employee. Eagle Electric, Coach Leather, Long
Island Railroad and the Marriott Corporation are among major employers who
contract regularly with the Division for training.

Through the Regional Education Center for Economic Development, a number
of courses and workshops for businesses and non-profit organizations focusing
on assertiveness training, computer applications and customer relations were
offered.

H. THE TAXI DRIVER INSTITUTE.......... Sieint € Mini hele aisher Dea wie oie. 9) os ....3101 students
This Institute, a joint effort with Federation Employment and Guidance
Service (FEGS), is dedicated to new taxi driver applicants in the metropolitan

area. The core curriculum is a 20-hour program which focuses on geography,
safe driving techniques, driver/passenger relations, and NYC Taxi and
Limousine Commission rules and regulations. As of 1987-88, the Institute had
served over 25,000 applicants.

I. THE ADULT LEARNING CENTER............... sichelel Witte! 0g Sike Ms nie e060 Stuaents
p The Center serves a diverse range of students by providing literacy and
high school equivalency instruction in both English and Spanish, on campus and

at five locations throughout New York City. During 1987-88, the Corona
Community Education Project provided basic education in the students' native
language (Spanish) and English as a Second Language as well as Spanish GED
courses. 3

As a collaborative effort with Emergency Medical Services of the City's
Health and Hospitals Corporation, the Center has assisted in the academic
testing and screening of over 1,500 applicants who want to be trained to
become emergency eeateal technicians.

J. CAREER & PROFESSIONAL PROGRAMS.............eeceeeeeeecee ...1980 students

Courses offered through this unit include: word and data processing,

accounting/bookkeeping, real estate, telecommunications and a specialized

program for service and power engineers.

11


A number of distinct programs in this category reflect the collaboration

between the Division and other college departments. The Animal Health
_Technology program is geared to prepare employed laboratory and assistant
laboratory animal technicians to take the certification examination. The
Dietary Managers Program offered jointly by the Division and the College's
Department of Natural and Applied Sciences helps health care food services
employees to upgrade job skills and, in some instances, to qualify for
management-level positions.

K. ~HEALTH, SERVICES,........... a « minh eiel sie shole)eibheleies/e"e ee ae ew se aaeive seee SCUGents

THE EMT-A certificate program trains participants in basic pre-hospital
emergency care. After 166 hours of classroom clinical instruction and
practical experience, enrollees sit for the state’ licensing exam for Emergency
Medical Peoknd dla: Specialized workshops and refresher courses are also
offered for technicians and paramedics.

The Nursing Career Ladder Program, run in conjunction with the College of
Staten Island, Bronx Community College and LaGuardia's Nursing Program,
provides access to an associate degree in nursing for health care aides
currently working for the N.Y.C. Health and Hospitals Corporation. Released
from work, but still on full salary, these students attend LaGuardia's Nursing
Program full-time. Upon licensing and graduation, they return to Health and
Hospitals as registered nurses for a minimum two-year commitment.

L. VETERAN'S PROGRAM.......... wise Rote: AS. choi MAND Todas Fiat t coe ete! x Siete: opm te Gam 145 students

Eighty-percent of the 145 veterans enrolled in the 1987-88 program passed
the high school equivalency exam, a measure of the success achieved in this
program, the dtioel of its kind on the East Coast. To the extent possible,
the program seeks to individualize instruction to meet the particular needs of
veterans whose ages range from 20 to 60 and whose education background
encompasses dropouts to holders of graduate degrees. Along with academic

instruction, participants receive counseling focusing on career management and

12


college planning. Special college transition courses are offered to those who
plan to enter college.
M. NON-CREDIT PROGRAM OPERATIONS
This unit is the major administrative arm of the Division. Major
functions include: student registration and records generation for all
programs, student, faculty and program data base management, student program
and financial report generation and audit control. In addition, this office
is in charge of the production and dissemination of the Divisional quarterly
course brochure and develops marketing approaches to attract new students to
Continuing Education programs.
N. ADULT CAREER COUNSELING AND RESOURCE CENTER..................600 students
This Center, in its third year, provides career counseling to students

enrolled in non-credit dobrenk’. Center provides seminars and workshops
focused on career information, resume preparation, job interviews, and as
appropriate, college admission. A computerized career information library
with reference and resource materials and a software package that allows
Center-staff to score the Strong-Campbell Vocational Interest Inventory
further complement the services of the Center.

~ Other initiatives include: collaboration with Project Giant Step, a
Mayor's Office literacy initiative, through which staff provide counseling
services to parents of children participating in a pre-kindergarten experience
in Queens, Brooklyn and the Bronx; and Project Teach (Teacher Education: A
Career Headstart), through which staff identify and recruit people into
pre-education programs at LaGuardia. These activities are coordinated with
the Teacher deneceds ey Corps at Queens College, School of Education. A third
grant-funded program offered with Non-Traditional Employment for Women

provides career choice seminars for women considering employment in the

building trades industry.

13


III. Fiscal and Staff Resources
A. Structure and Staffing

Mirroring the tremendous growth_in student enrollment, staff of the
Division has also grown at all levels. The total staff complement is composed
of 75 full-time and 12 part-time professionals, 34 full-time and 42 part-time
support staff. In addition, in any one quarter an average of 300 instructors
are teaching in Continuing Education programs.

Because of this tremendous piaettd: the Division was re-organized during
1988 to allow for greater supervisory balance across programs and to provide
new management’ opportunity for senior staff. Under this structure, 2
associate deans and 2 senior administrators report to the Dean and each of
these staff members has 3 - 5 directors or danleteieatons reporting to
him/her. Each director/administrator is responsible for one of the major
program units of the Division (e.g., Adult Learning Center, Community Services
Programs). Depending upon the size of the program unit, each director
typically supervises 2 - 8 full-time faculty, 1 - 3 counselors/job developers,
2 - 5 support staff and 30 - 40 part-time instructional staff. Almost all
program units carry some specialized functions as well, e.g., | ROR D rte
computer lab technicians, fiscal assistants, outreach specialists, tutors.
Larger program units also have assistant director and coordinator roles. The
attached chart illustrates the major Divisional leadership roles.

The Associate Deans and Senior Administrators comprise the Deans' policy
group which meets bi-weekly. Directors and Administrators meet twice
quarterly with the Associate Deans to discuss major program issues, goals and
accomplishments and Seok agenda items. The entire Division meets as a
whole every other month for program presentations and professional development
activities. In addition, several ongoing Divisional committees meet regularly

focused on such areas as: operations, curriculum, health and safety,

professional development and computers.

14


Division of Adult and Continuing Education

Associate Associate
Dean Dean
rr. Adninistrator
& Director
English Lang. Ctr.
Adninistrator
: Comunity
: ; Director Ee Services
Director Coordinator EMT/
Adult Leamn'g FESL Paramedic
Center
A 5 Administrator
Director Assistant Director una k

Adult Career Director
Counseling Ctr Faby ine

Director : Coordinators

Research & ESL TEER

Progran
Operations

Coordinator
Chinatown

Director -
Veterans
Center


B. Finance
The Division's fiscal base is derived from 4 sources: tax levy

allocation, Continuing Education fee income, grant revenues and special

subsidies. ‘
Adult and Continuing Education Budget: Fiscal 1990
Source Allocation %_of Total
Tax Levy $1.1 mil 19%
Fee Income (ACE/IFR) 1.7 mil 30
Grants 2.1 mil ; 37
Spec. Subsidies -8 mil 14

$5.7 mil 100%

1. Tax Levy allocation: in 1988-89 the Division's tax levy base was $1.1
million which is 3.4% of the college's expense budget ($31.6 million).
Ninety-two percent of this allocation supports full-time personnel (3
Deans, 19 administrators and 3 clerical staff). An average of 5%
($62,000) supports adjunct and hourly (primarily wiekical) elcvicws with
the remainder covering 0.T.P.S. (3% - $32,000). 5

As an offset to this allocation the College received $1.6 million through
state aid generated for Continuing Education remedial, vocational and
community services courses.

2. Continuing Education fee income (ACE/IFR): in 1988-89 the Division
anticipates generating $1.7 million in Continuing Education tuition and
fees. Of this amount, 35% ($590,000) supports 21 full-time professional
and clerical staff, 3% ($57,000) covers part-time administrative support
and 4% ($60,000) is allocated to 0.T.P.S. The largest portion, 58%
($993,000) covers all instruction for fee-based courses run by the

Division.

15


3. Grant revenues: in 1988-89 grant income for Continuing Education
programs will exceed $2.1 million. This supports an array of programs
including: Project Enable, Corrections, Adult Literacy, Adult Career
Counseling, Veterans Center, Women's Programs and Programs for Business.

Of this total about 10% - 12% is released to the College and the CUNY

Research Foundation.

4. Special Subsidies: this is a relatively recent allocation category

for the Division (4 years) and is the ‘iti variable in funding level.

Three special allocations comprise this year's total of $850,000. The

N.Y.S.. Governor's budget earmarked $310,000 to support LaGuardia's

Programs for Deaf Adults. Through state legislative initiative $510,000

supports LaGuardia's Youth Internship effort, JobWard Bound, for high

school drop-outs. An additional $30,000 from the CUNY Chancellor's office
under the Worker Education initiative supports the EMT/Paramedic program.

Through the Division's Programs for Business training for local industry

the College also receives $400,000 in state aid.

The total Divisional budget has been increasing each year with the
proportion among categories shifting somewhat from a a i ey The fact
that college leadership has maintained a sustained tax levy base for
Continuing Education has been essential to its development and success. This
base has created continuity in leadership, cohesion in programs and has given
the Division the flexibility to successfully seek other funding sources for
programs.

C. Space

The major portion of the Division is located in Center 3 (IDCNY) with
administrative, program offices, and classrooms on the 7th floor and program
offices and classrooms on the 3rd floor. Classrooms, including computer labs,
are shared with the Academic Division in accordance with the College's Master

Schedule. In addition, the Division has administrative offices (Non-Credit

16


Program Operations, Taxi Institute, and Extended Day) in the Main Building and
a small office for ESL faculty in the Satellite Building.

The College's presence, through the Division's programs, is felt in almost
every borough of the city. In Queens, there is a permanent rental site in
Astoria which consists of administrative offices, 3 classrooms, and a computer
lab. Classes are also held in the following Queens community locations:
Corona (Our Lady of Sorrows School), Long Island City (Ravenswood Community
Center and St. Rita's School), Woodside (Bulova Center), Rikers Island
(Corrections), and Kew Gardens (Detention Center). The Division also
regularly offers classes at 22 senior centers located throughout Queens.

In Manhattan, the College maintains a permanent rental site in Chinatown
(Canal Street) with an administrative and counseling office. Classes are held
nearby in Murry Bergtraum High School. Classes are also conducted at East
Side Connection (CUNY Central Offices) and the Human Resources Center (East
16th Street).

Brooklyn is the site for the Division's CAMBA (Church Avenue Merchants
Business Association) classes for Asian and South American immigrant students.
Lastly, the Emergency Medical Technician students within the Division receive
their emergency room observation experience and their ambulance practicum at
Metropolitan Hospital in Manhattan and Mary Immaculate Hospital in Queens.

Of the total 21,000 enrollment for 1987-88, approximately 62% (13,000)
attended classes on-campus. Of this number, 45% (5800) attended only on
Fridays, Saturdays or Sundays. Just over 8,000 students were served in

off-campus classes and programs.

17


Iv. Current Issues
A. Students: Academic and Certification Needs

Adult students' lack of academic or job-oriented skills and corresponding
credentials to gain meaningful employment or enhance opportunity for upward
mobility are common elements reinforcing much of our program activity.

Despite the tremendous variety of our programs, almost all address this
need. In the area of credentialing, high school equivalency preparation is a
component of the Adult Learning Center, Corrections, JobWard Bound, Project
Enable, Deaf Adults and Veteran's Programs.

State certification for maintaining licenses or eligibility for
advancement are integral to our programs in real estate, accounting,
telecceadatcations!, emergency medical technology, and service engineering.
Qivae: shane emphases, it is essential that staff know academic and licensing
requirements and that curricular content and methodology effectively prepare
adults for credentialing and certification. We need to develop more
professional development opportunities for our staff so they may stay abreast
of changing and emerging trends and new technologies.

B. Students: Career-related needs

Increasingly, much of adults' reasons for involvement in Continuing
Education is to address immediate career-related needs. The opportunity to
test newly acquired skills in a work or work-simulated environment is
invaluable. The need for better information on careers and career mobility is
essential.

To address these needs several Divisional programs are now building in,

4
along with skills training, work internships and subsequent job placement,
e.g., Project Enable, JobWard Bound, and Office Information Systems Training.
This has necessitated hiring professionals who are experienced and skilled in
career counseling (ACCRC), internship development and job placement. The

demands on these professionals are especially noteworthy because of the nature

18


of the populations with whom we work (homeless, incarcerated, disabled, school
leavers, welfare recipients). We are increasingly successful in providing
these services but more needs to be done. Additional funds are needed to
augment instruction with counseling, tutoring, child care, job assistance and
service referrals.

C. Need for Research

Because of the unique nature of many of our programs we are a “living
jeuaeteus® for research in many areas which predominate community, political
and educational attention today - illiteracy, homelessness, drop-out
prevention, emergency medical response, etc.

Though we have much of the data and hands-on experience, we do not have
the time, staff adodctiee or research capability to conduct policy/research
studies. Further linkages with our own Academic Department faculty, other
colleges and agencies need to be established and funds allocated for this
purpose.

D. Growth Factor
~ As has been noted throughout, we have grown tremendously in the past 8
years. This. growth has created significant concerns:

Pa “Space: We do not have adequate classroom, office or laboratory space.

In some current programs we turn students away (ESL) and in others we

create waiting lists. For the first time in Divisional history, we have

had to turn down funds because there was no room for program.

2. Efficiency: We need to continue to streamline our systems - Our

fiscal management systems are all manual, they need to be computerized.

Our registration and student records systems are computerized but with a

system that is rapidly becoming obsolete. We face the question and cost

of significant upgrading or conversion.

3. Professional Development: All levels of staff (administrators,

faculty, support) are feeling increased pressure to “keep-up" -

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physically, emotionally and intellectually. Education, training, exposure
to new people, events, ideas and time for professional reflection need to
be better incorporated into staff's work lives.
4. Overlapping jurisdictions and segmented programming: With program
growth, lines of demarcation between program units are sometimes vague
(e.g., should The English Language Center have administrative and academic
responsibility over ESL instruction conducted in prisons, should all GED
instruction be standardized across programs, etc.). Though some
ambiguity, overlap or segmentation is inevitable in any dynamic
institution, we must, to the extent possible, keep lines of authority and
responsibility clear. Only in this way can goals be identified and
accountability for their accomplishment established. Division staff have
done a remarkable job of péavabos wad program sharing. This has greatly
reduced the potential for conflicting agendas or programmatic disruptions.
Given our growth and complexity, open and ongoing communications has
become even more essential to the smooth functioning of all Division
units. vs
E. External Factors
External factors which stimulate competing priorities has become a growing
issue for the Division, which has one of the strongest reputations in the city
and state for responsiveness, and the capacity to develop and deliver sound
programs. idee different external constituencies have different agendas we
are occasionally faced with demands or expectations which cannot be met. A
political force wants more programs for the homeless, while a university
entity wants pein education initiatives. Do we do both? A federal source
wants our proposal submission and assures funding, we know we cannot meet all
the proposal criteria - do we submit? The magnitude of our programs dictates
need for more full-time staff, university and state guidelines do not allow

their appointment. How do we respond? These are just some examples of the

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dilemmas faced daily by program administrators. The level of sophisticated
and experienced thinking and analysis required has increased dramatically.
Staff must become increasingly attuned to these factors and incorporate them
into all phases of planning. e ;

Also in the external realm, we must stay in touch with our changing
community. Long Island City is undergoing significant changes in its
industrial/economic base as well as its residential/commercial mix. These
obiniibs will have an impact on our programming. It will be important for
Continuing Education administrators to keep in contact with our many community
constituencies and to establish liaison with newly arrived entities. The
initiative for these contacts rests with the Division.

F. Integration or Autonomy i

Throughout its history, the Division has been fairly well integrated into
the larger college, certainly more so than at many other CUNY colleges. This
integration is reflected in Divisional structure, staffing and its role in
college governance. It shares in the use of many college-wide resources (e.g.
space, administrative services). Though often looked to first for the public
relations appeal of its programs, the Division does not fare as well in the
distribution of resources, especially classroom and laboratory space.

Further integration is important for the College and the Division.
Artificial distinctions between credit and non-credit programs should be
reduced, Sdoktienay since many non-credit students enroll in credit programs
once they receive their GED. The Division's access to certain college
resources needs to be extended, e.g., child care, micro-computer labs.

While the es ssa works toward further integration, it should do so in
the context of preserving the positive elements of autonomy. Though the
amount of regulation, monitoring and review on the part of the University and

the State has increased considerably, the Division still functions as a

relatively autonomous entity. To a large extent, types of programs developed,

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their staffing and financing are local decisions. In most grant programs,
accountability guidelines are generally manageable. This freedom must not be
eroded. Over-regulation may stifle the Division's capacity to_be responsive,

creative and productive. ~

Vv. Future Plans

1. Programs

is ahticibeted that there will not be any major changes in programmatic
thrust from those currently underway, though there may be some shifts in
emphasis. It is expected that there will be continuing strong growth in ESL,
family literacy and career and professional programs. If additional space and
personnel are possible, we will expand in health care training and in out
computer hardware/software applications offerings. Collaborative efforts with
high school adult education programs will be pursued as will an expansion of
our off-campus program serving Elmhurst/Corona. Attention will also be
devoted to furthering the Week-end College plan and to further developing
programs for the “Over 50" population. or

In terms of existing programs, particular emphasis for the immediate
future will be placed on strengthening curricula, providing more training for
adjunct faculty and developing more effective strategies for student and
program assessment. %

2. Staff and Students

It is hoped that, with additional resources, counseling services can be
extended to serve all Divisional program students as well as a larger
community patecd eames

Further effort will be devoted to drawing community residents to the
College for "sampler" and Continuing Education orientation experiences.

Particular strategies will be explored for drawing larger numbers of minority

males to the College and Divisional programs.

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Professional development opportunities for full and part-time professional
staff should be extended. Emphasis will be placed on micro-computer training,
management and supervisory skills development as well as the creation of
"special interest" workshops and presentations.

We would like to re-vitalize training and development activities for
support staff. Along with this, plans should be developed and implemented for
increasing support staff salaries.

3. Resources and Relationships

- Additional space for Divisional staff and programs would improve current
functioning and make modest expansion possible. Without it, on-campus growth
is constrained. To expand off-campus will require additional revenue for
space rental and for hiring off-campus program supervisors. External funding
sources must be stimulated to approve rent as an allowable and fundable
expense. We will work to encourage the Board of Education to make
after-school use of buildings more financially feasible.

In terms of staff resources, further expertise in administrative computing
should be developed or sought through new hiring. Plans to become less
dependent on computer consultants will be ‘developed and haptanentad:

Within the College, continuing collaboration between the Division and ti
Academic Departments will focus on student credit banking, joint program
development (credit and non-credit) and arogton resource sharing (labs,
faculty, specialized services). Stronger linkages with Cooperative Education
and assistance with job placement efforts in targeted programs will be
explored. Continuing assistance from College Publications, Community and
Legislative Relations areas will be essential to Divisional success.

Across the Division, a large need is felt by staff for greater knowledge
and understanding of Continuing Education on the part of other College
Divisions and Departments. College leadership should encourage and recommend

means for ongoing dialogue and communications across all areas.

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External to the College, liaison to our many communities must be
maintained. In addition, more concrete ties need to be developed with IDCNY,
Citibank and other new commercial and service enterprises. It is increasingly
evident that much of the Division's future external funding will flow by
virtue of collaborative arrangements among two or more major agencies. This
will make program administration more cumbersome and will require constant
negotiation and consensus building among all parties. Certain trends should
be carefully assessed for their potential impact on cube aida Education.
Among those trends which bear watching include: a potential shift from grants
to performance-based contracts, potential for financial aid eligibility for
Continuing Education enrollment, a tightening of proprietary school
regulations, and increasing political calls for more accountability in

Continuing Education funding and programming.

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