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CITY UNIVERSITY OF NEW YORK
Office of the Dean for Community College Affairs

A_Proposal to Plan and Implement Experimental Programs
for Conmunity College Number Seven
July 3, 1968

On Noveniber 27, 1967, the Board of Higher Education adopted a

‘ series of resolutions which éreated a new community college for the

City University of New York, the institution presently known as
Community College Numbers Seven. (The proposal for the establish-
ment of Community College Number Seven is appended.) In so doing,
the Board was responding to the continuing demands of New York City
for additional’ higher education opportunities; more enecificnliy, the
Board was mov-te to correct the existing situation where several
communities within New York City receive a disproportionately small
share of the educational opportunities available to the City as a

whole.

The establishment of Community College Number Seven was not,

-however, an isolated instance of University concern for, or response

to, the educational needs of those students who will not necessarily
continue their education to the baccalaureate degree. Since 1962,

'
when the University's four community colleges enrolled 14,682 students,

two additional community colleges have been established, and the

-enrollments of existing institutions expanded, bringing the present

total community college enrollment to over 37,700 students. ‘The

resolution of February 2, 1967, which called for the establishment

of Community College Number Seven also authorized the establistment
of three additional community colleges (one already planned for the



roy

‘South Bronx by 1969) before 1972. Thus, the City University community
colleges - and theatre method activities, such as College Discovery,
the federally supported Public Service Career Training Program, and
the two Urban Centers - contime their rapid growth and expansion into
areas of higher education unique to the modern urban setting.

In addition to helpine to fufili the City University's overall
enrollment goals, Community College Number Seven will be a unique
educational institution, serving a eats ite not previously reached
by higher education. It will be the first truly "neighborhood"
community college specifically designed to meet the needs of a ghetto
_ population. It will be a school where eeebeat tion of the necessity for
change ana innovation must be built into its very structure. Large
amounts of time and resources must be devoted to developing eapblenbntant
. programs, methods of instruction, techniques of guidance and counseling -
all designed to meet the needs of this new type of student body;
extenssre planning and research are needed to develop and implement
these programs which are necessary for the early success of this college
ana its students.

The overall purpose of the’ proposals discussed below will be to
assist the City Baiventtey in developing a totally new type of college
' which will be able not only to, serve the traditional functions of a
community college but meet the special needs of the students and the
conmunity-at-large in a disadvantaged area. The University is aware

of the magnitude or types of problems to be faced and solved, but due


ch

to both budgetary considerations and staff limitations has been unable
to make adequate provision for providing answers and programs based on
new research and/or experimentation. The proposed innovations: planned
for Community College Number Seven fall into the following categories:

1) those totally new, innovative programs for which research and
planning are necessary, with rer for implementation and
evaluation;

Che rt whe

2) those programs not requiring research which are basically “in
nature, and will provide a richer immediate envirnoment for
students and/or faculty;

3) creation and initial support of a central office for ‘community
college curriculum, research and training, which would coordinate
all projects for Community College Number Seven and articulate
them with on-going projects within the City University;

4) support and development of an advisory board comprised of
comminity members to assist in the planning and decision-making
for Community College Number Seven.

The first group of proposals would include projects to research -
and implement: a) new types of admissions policies; b) articulation
between this community college and other educational institutions (e.g.
4-year or upper divisional colleges); c)-a comnon first semester or”
"core semester"; and d) an oral-emphasis instructional program.

—_—_—_—_« ' a ne ren nn

The second group of proposals designed to supplement traditional
college programs and facilities, both quantitatively and qualitatively,
would include: a) a library/study center;. b) teaching internships for
graduate students; c) student personnel assistants drawn from local
residents who are community college graduates; and d) pre-service and

in-service institutes and training for faculty members and administrative

personnel.


Although each of the projects listed above will be designed to
meet specific needs, many of them are interrelated both in the problems
they will face and the desired results to be achieved. In order to
maximize the effectiveness of these projects, a high degree of articulation |
coordination, feedback, and evaluation is necessary, - not only among
projects concerning Community College Number Seven, but among al]. similar
projects carried on by the City University. Thus a further proposal
calls for the creation of an office of community college curriculum,
research, and training with a director who would be directly responsible
to the University Dean for Community College Affairs.

The final proposal requesting support for a community advisory
comnittee is, perhaps, the most unique feature designed for this college.
Soon after the announcement of the new college - and the concomitant
statement that the new college would be located iin the Bedford-Stuyvesant

_apea - a coalition of between twenty-five and thirty concerned community
groups was formed to present the community's views on the new college to

the Board. Since that time, this coalition has elected a committee of

five members to serve with five members of the Board on a committee
responsible for planning and dmplementing college programs, In order

to operate effectively, this community committee needs funds to conduct
yeeeancn and employ consultants in order to gain sufficient expertise

on educational. programs and process. The City University wishes to demon-
strate its commitment to the principle of community involvement by supporting

and assisting this committee in every way possible.


Zoe

A. Research.
1. New Admissions Standards

In the area of admissions, the planning document promises that
"The new institution will seek to develop wholly new admissions standards
which do not penalize students for poor choices or poor performance in
high school." (page 14) Yet, since the ultimate product (the graduate)
must reach certain specified levels of achievement, and since admissions
to programs unique to the new institution cannot be limited to members of
a given community or locality, at least three basic questions, remain
unanswered: what specific admissions procedures can be developed to

implement the decision to provide preferential admissions to community

residents while allowing for students from other sections of the City;
how should community residents be defined; what are the legal and. educational
problems to be anticipated in whatever system is developed?

Traditional admissions criteria for the University's community colleges
have been the students' high school grades, with Pnose students presenting
the highest academic averages gaining admission to the curriculum of their
‘choice. The intent of the new college is to provide a mechanism by which
students from the community (Bedfore-Stuyvesant) can gain admission to
pregrene hich they might otherwise not qualify ern of higher grade
averages presented by students from other sections of the City. At the
sane time, those students from other areas of the City cannot be denied

admission to those programs which the new institution offers which may be

unique to this institution within the City University. And, perhaps more


Ge.

basic, one may question on what basis students should He admitted - if
noi their prior performance - and what role the various interested groups
(such as the community itself) should play in he selection of these
students.

Once new admissions standards are established, the research staff
for this program will develop a follow-up study to measure the performance
of students admitted to the college under special admissions policies as
compared to those adinitted under traditional policies at this and other
City University community colleges. At this time, the new admissions systeii,
and possible alternatives, will be re-evaluated. ;

2. Articulation .

Closely related to both of the above questions - and predicated upon
the assumption that the new admissions policies may result in students
whose preparation for college differs from that of current, students - is
. the problem of insuring the opportunity for qualified students to continue
toward a baccalaureate degree. Although présent University policy
mandates admission to the junior year of a four-year institution for any
student successfully completing a transfer program within a City University ~
college, it may be anticipated that the institution of new admissions
eriteria might effect the senior colleges’ willingness or responsibility
to accept graduates of the new college. The Univessity must study the
possible effects of a homogeneous group Wien saauiree advanced education
based on significantly different admissions and curricular patterns;

estimates must be made as to the numbers and percentages of students who


ay fee

will desire and qualify for a four-year education in each of the major
areas of study. Finally, the University must develop the capacity to
provide the necessary and desired education to graduates of Community
College Number Seven, whether through modification of existing programs
or creation of new peoeeane,.

Several possibilities will be investigated by the research staff
of this program. It may be desirable to create an additional “upper
davaedona! institution," similar to the University's Richmond College

—————— ea —
composed of only the junior and senior years and drawing upon ‘graduates

of community colleges for the majority of its students. Or, it may be
desirable to create a new institution, at the senior college level, which
provides specialized education in a given field, such as the four-year
teacher-training institution proposed for Harlem. ‘The research staff of
this program will undertake studies to determine the aieoees rate of
disadvantaged students in each of these two institutions as a guide to
the peereerate model to be chosen for the graduates of Community College
Number Seven.

The planning document for the new institution (page 11) proposes a
common first semester of study for all students in that "The proposed
“institution would admit students to the college rather than to specific
programs of study." Yet, several basic questions goneernine tite common
first semester remain. Since most City University students are now

admitted to a curriculum, the colleges are able to gauge the space and



pe

staffing requirements which each enteningelsea will have. Institution of
a common first wemnentan - with choice of eaentcutem coming at a later time -
poses problems for the institution which it otherwise might not face.
Further, the criteria ta be used in deciding which students will be admitted
to which curricula have yet to be determined; regardless of the criteria
selected, the mechanism for utilizing these criteria within the limited
time between the first and second semesters must be developed.

Serious academic questions also remain. The idea of a common first

RS ee Sa
semester is aimed at three present problems: with admission to curricula

based on high school performance, n@Qst students from disadvantaged back-
grounds are unable to enter the more demanding curricula; also, it has
long been felt that a common core for all students might better prepare

the students for their later studies. In addition, students from
disadvantaged backgrounds are often lacking. in ddeeante high school guidance
which would enable them to make appropriate and informed curricular choices
before entering college. Yet, should the common core be college-wide, or
based upon the major curricular Aividiong within each community college
(transfer or liberal arts, business, health, and technologies)? The
‘answer to this question will greatly effect any decision as to the criteria
to be used for admitting students to individual curricula after the first
semester, as well as the criteria for admissions iE major area if the
cores are only area-wide. Finally, decisions regarding ultimate curricular
choice, if they are based on performance during the first semester, may
create undue pressure for grade-achievement during the common semester of
study.

In addition to the more general types of research indicated above,


-~9-

the’ researen staff for this program must determine the appropriate
structure of a core program so that loss of credit or delayed
graduation is avoided upon transfer to a senior or four-year institution.
Further, the staff must carefully review the purpose and objectives of
the core curricula (whether college-wide or area~wids) with particular Ve
LL ———
reference to the ultimate needs and objectives of disadvantaged students.
Alternate approaches to the comnon first semester will be outlined and
discussed with educators, guidance pencousel ana forner students from
the community; the administrative implications of a core program, includ-
ing those arising from the need for State Education Department approval,
will also be explored, Once a program has been developed, a set of
hypotheses will be developed as to the expected outcomes of the program,
The Director of Research will design and conduct a research progran to
test these hypotheses once the program becomes operational, °
4. Oval-Emphasis Program
The fourth research proposal is also based upon the projected student

body which may be anticipated when the ay admissions criteria are adopted.
Within the context of either a regular first semester or a core semester,
studeats at the new commmity college may be expected to encounter diffi-
culties based on poor reading or communication skills. Present University
community college studeats with skills deficiencids enter the College

oo SSsSSSsSSSsSSSSSSSSSsSSSSSSSSSSSSSSSSSSSSssSsSFSsSFSFSFSFSSSMSeeFs
Discovery Program, in which they receive remediation and counseling and
pene
carry redaced course loads.

Remediation, concurrent with traditional study, is not always

adequate, since the student is expected to utilize those very skills of
reading and writing in which he is deficient in his regular classes.

Thus, the University wishes to investigate and develop a core of first


-10-

semester studies based on an oral-emphasis approach which would provide
the student with an opportunity to receive remedial assistance while
taking classes which did not require college-level reading or communications
skills, yet which would nonetheless provide college credit.

Various methods of aephine sca testing would be planned, implemented
and evaluated. They would include a range of visual presentations, verbal

presentations, and programmed instruction. Teachers wow S tra ‘to

whe dneteuchonel media gnch as tape eecumdete and teaching machines
where deemed appropriate. :

Students would remain in these specially developed courses until able
to assume a full program of traditional types of college course work. By
that students with skills deficiencies could schdave success, not failure,
in their first contact with college credit work, - thus helping them to
develope.the strong commitment and motivation necessary for the completion
of ened wollege degree. It is hoped hae view ways of presenting course
material would result in a minimum of delay in fulfilling degree require-
ments. If this program with special courses in all the basic subject
areas (Enelich, mathematics, social studies, and physical sciences)
proves effective, it may be expanded for use not only .at Commnity College

Number Seven, but wherever else such a program is appropriate Sauces
needs. .
Budget for Research:

During the planning year 1968-69 a research director would be
employed who would be responsible for the development, and planning of
the Admissions, Core Semester, and Oral-Emphasis programs. He would be
assisted by three staff assistants, one responsible for each project.

Consultants Would be used as curriculun specialists particularly in the


“.

Asi Ne

Core Semester and Oral-Emphasis projects.where they would help develop
programs in each of the following areas: social sciences, mathematics,
wre) Arn specinlrafr

physical sciences, English, remediation, and learning theory. wrtd be cnt

During 1969-70 the research director and one staff assistant would
be needed to begin the articulation study and carry out the implementation
of the Core Semester, Oral-Emphasis and Admissions projects. They would
evaluate each project at several stages during the year, and present

final evaluations of each project as well as an overall evaluation of

the entire research effort.

1968-1969
Research Director $18,000
Staff Assistants (3) 36,000
Secretaries (3) 16,500
Fringe Benefits 11,985
Consultants 30,000
Space Rental 5,400
Supplies & Equipment 7,000
; $124,885

"1969-1970
Research Director $19,000
Staff Assistant 13,500
Secretaries (2) 11,000
Fringe Benefits 75310
Space Rental ~ 4,200
Supplies & Equipment 4,500
$ 59,010

-B. COMPENSATORY PROJECTS
NE A Library Study Center
Most new colleges suffer, during their first several years, from

critical lack of library facilities and/or generally free study areas.


x.

fi

Sale

For example, most City University colleges develop libraries slowly
over a period of years in proportion to the rate of growth of student
population. This approach will be problematic at Community College
Number Severi since it may be expected that many students will lack
adequate study facilities or library resources at home. It is therefore
proposed that a combination library/study center be rented and equipped
for Community College Number Seven to be ready to open as the college
opens (with 500 students in the fall of 1969). These facilities will

be utilized until such time as the permanent facilities of the College
are available, at which time the equipment and books may be tpalcramal
to the regular college library. Staffing for this facility will be
provided through the college's regular operating budget; the approximate

budget for this project would be as follows:

1969-1970: Rent and renovation of 5000 sq. ft. - 20,000
Purchase of tables, shelving, chairs 6,900

Purchase of books ; 50,000

Creation of study carrels ~ 10,000

86,900

2. Interns

‘In addition to the planning and facilities needs of the new college,

there exists a need for both faculty and guidance counselors who are aware

of the specific needs of their student body and are able to respond to
those needs. A variety of proposals - all aimed at meeting these neéds,
both short-term and long-term - is presented below.

The existence of a new noohain tty college, dedicated to educational
opportunity in urban ghetto areas, presents an opportunity not only for
those who will be students, but also for those who would become teachers.

Thus, one program with both an immediate anda long-term effect on urban


ALE

education would be an internship program for community college teachers to
‘be established in cooperation with local graduate schools. ‘Through provisio:
of the interhs’ salaries and that of a program coordinator, a program can
be established which will (1) provide intern-teachers to aid in and supple-
nent the instruction given in the regular community college curriculum,
(2) provide the students with greater access to those with expertise in
the various subject areas (3) offer an opportunity for graduate students
who hope to be teachers to: both earn and gain first-hand experience which
will aid in their own ddeiden aut (4) hopefully provide gontacts and
experience which will draw the graduate students into similar teaching
situations upon completion of their studies. The approximate budget
for this proposal would be as follows: .
1969-1970: Coordinator (% time) . 6,000
10 Interns (% time) “40,000
Fringe benefits 10,120
: 56,120
3. Student Personnel Assistants
Another opportunity for both short-term and long-term benefits is
presented through the use of local comnunity-college graduates as student
personnel assistants in the new institution. Following a six-week summer
program to introduce them to the purposes of the college and the specifics :
of student dadearnal work, these local etuitent community-college graduates
will be employed by the college to assist in student activities, carry out
interviews for financial aid, lead orientation seminars for students and
for faculty, and provide a link to the community.’ The student personnel

assistants would also be encourage to continue their own education toward

the baccalaureate degree with the hope that they would eventually return


-14-

as qualified guidance counselors or student personnel officers. The

approximate budget for this project is as follows:

1968-1969: Institute Director 2,000
, Secretary 500

Fringe Benefits . 550

Guest speakers 2,000

Books and materials 250

5,300

1969-1970: Salaries for 10 S.P.A.'s 60,000
Fringe Benefits . 13,200
73,200

4. Pre-Service and InSemites Tristitotes for Faculty

The City University plans to offer pre-service and in-service
training programs to all City University. Community College personnel.

The bulk of these programs, such as an institute on Afro-American history,
an institute on remediation for the Cferine teachers, and an institute
on use of audio-visual materials, will be supported through either federal
or tax-levy funds. In addition, one special workshop will, it is hoped,
be supported under this epplieation.

One week prior to the opening of the college, a specially-developed
pre-service orientation workshop for all faculty (estimated at 30 maximum)
will be held. Running over a period of three days, the institute would
be aimed at providing specific information (1) about the community in which
the college is located (2) about the student body and its background (3)
about the special services sbreted within the college, such as remediation
and counselling (4) about the place of the college within the City University
and within the total educational structure of New York City. Speakers

would be drawn from the college staff, from community groups, and from


-15-

the central office of the University. The weagtae would be designed to

both inform and involve the participants so that their teaching will

reflect an understanding and awareness of the special situation in which -

they will be operating. |

During the course of the year, Saturday workshops will be offered to

interested faculty (not to exceed thirty members) on specific academic

topics of relevance to the educational outcome at the college. One day

workshops will present information and discussion on such topics as (1)

Negro history and culture (2) Civil rights and activism in the United

States and in the local commnity (3) the development of the welfare

system in the United States and the psychological implications of this

system for commnity residents (4) the historical development of legal

and social constraints on Negro action and recent patterns of Negro-

white relationships (5) education in the ghetto, and (6) patterns of.

ghetto life. ;
Each institute or workshop Wik be independent of the others, although

all will form a logical series presenting histortcal, sociological, and

psychological background which will be of use -to poabensors of any subject

_ in making their courses more cetaeace and understandable to their particular

student population. Outside experts will be brought to the college where

appropriate to lead the individual workshops, which will be offered, on

the average, once a Line,

The approximate budget for this project is as follows:

1968-1969: Director (part-time) 2,000
; . Secretary (part-time) 500
Fringe benefits 550

Speakers & Misc. i 1,000

11,050


= 1L6-

1969-1970: Director (% time) 6,000
Secretary (% time) 2,250

Fringe Benefits 1,815

Speakers 3,000

Mise. & supplies 1,000

14,065

Although each of the above projects has value in and of itself,
the impact of any one ‘project is greatly increased through the ability
to offer all of the programs and to conduct all the research. During
the first year, the University will Senne research into four areas
of critical importance to both the new inatitebton and any future
institutions, as well as planning for the use of student LS
assistants and for the pre-service and in-service institutes. During
- the first year of the college's operation, the effects of the research
will be implemented, the institutes will be offered, and the students
will have the advantage of not only increasingly understanding Faculty
and aa personnel assistants, but ‘the advantage of available study
and library fadtidties tn which to carry out their work. At the same
time, interns from local qoeauube institutions will provide personalized
instruction while themselves preparing for teaching positions in similar

institutions.


-17-

C. Office of Commnity College Curriculum, Research, and Training
. In December 1967, an Office for Community College Affairs was

created, directly responsible to the Chancellor of the University.
Through this office, new developments have been planned and coordinated ~
within the Limitations of staff time and expertise ~- and the activities .
of the existing community eellieees have been assisted. Yet, as the
University has expanded - and as the percentage of its students fron
disadvantaged backgrounds has doubled - research into new methods of
dealing with existing or anticipated problens has lagged behind
operational activities due to both budgetary considerations and staff
Vimitations.

It seems appropriate now to create, within the Central Staff of
the City University, an Office of Community College Curriculum, Research,

2 LS See ae a a IIE
and Training. ~ This office would become the unit responsible for the

On i
planning and coordination of research programs, and for the stimulation
of new research; it would develop appropriate training programs for
faculty and staff at the comminity colleges and would evaluate these
programs; it would prepare new and experimental curricula, and provide
for the implementation of those which seem aPpropriate to the needs of
the individual community colleges within the City Daivenatty,

The establishment of Connunity College Number Seven - and the

conconitant planning which is now necessary - provides a perfect
pee

opportunity for the establishment of this new University Office. Its

initial work will be directed toward resolution of problems with both
specific relevance to the new college and more general application to
other existing and planned institutions; in addition, it would assume
direct responsibility for the planning and implementation of eoneneataey:

programs planned for the new college.


«

aie

At the same time, it will provide coordination for the on=going
research and training programs which have, to date, been coordinated
only informally through the Office of the Dean for Comnunity College
Affairs.

The Office of Community College Cuseecnine, Reseavch. and
Training will be staffed by a full-time Director and secretary; the
Director will be directly responsible to the University Dean for
Community College Affairs. Due to the City University's budgetary
position within New York City, it would not now be possible to establish
this Office without outside support. In addition, the University could
not initiate, without outside assistance, the new research programs
which - in addition to on-going research and training - will be housed
in the newly created Office. Thus, with the intention of including the
base office staff in its operational tax-levy budget at the earliest
possible date (probably Fisealy ibs Al the University now requests
support for this staff for the next two years, with the approximate -
budget shown below:

1968-1969 Director +. $20,009

Secretary . _ 5,900

Space Rental. |, 1,750

Fringe Benefits . 5,610

= Supplies & Equipment 3,500
$36,360

1969-1970 Director $21,000

P Secretary : 6,000

Space Rental Lsf50

Fringe Benefits 5,940

Supplies k . 1,009

$35,690 —


'
-19-~

At the outset, the Office of Community College Curriculum,

Research, and Training will, it is hoped, consist of four major

efforts, distinguished by both their purposes and. sources of

a pee (see diagram below). Included in this Office will be the
on-going evaluation of a major Gompetiaatory education progeam,
College Discovery, supported by tax-levy funds, and the coordination
of the University's in-service and pre-service training efforts,
supported by both tax-levy and federal funds (with one component funded
under this application). “Pinally, supported under this application,
this Office will include the research programs in four major areas
and the supplementary programsin three major areas, all aimed at
increasing the effectiveness of Community College Number Seven, but
‘each having important potential consequences for the total University
effort in providing education for those who might not otherwise be
served. .
~. Office of Comminity College A
| Curriculum, Research, and Training
(Ford Foundatjon; ‘then Ti Tax-levy)

ie? lbs eee ee

College Discovery Research. aes Compensatory | Training |

Cooperative Evaluation Admissions Policy Library In-Service i
with College Discovery Articulation Student Personnel! {Remediation }
Personnel __ : Core Semester Assts. Afro-American ;

Audio-Visual!
(Ford Foundation) (Ford Foundation
Tax-levy, and

Federal Gov't)

(Tax-levy) Oral-Emphasis

(Ford Foundation)

Interns


S<

205.

D. Community Advisory Committee

Finally, but by no means of little significance, the Board
Committee to Seek a Predident has been broadened (as noted above)
hour Jn Sense oF Sinction and membership, to include five represent-
atives from the Bedford-Stuyvesant Coalition on Educational Needs and
Services. During 1968-69, while the University's own research projects
are under way, this committee will require support for its Coalition
members to allow them to negotiate competently and freely with the
representatives of the Board of Higher Education. :

This community Coalition is highly experimental in nature, and will
have major responsibility for communicating the wishes and needs of the
community to the Board of Higher Education, At the same time, it must
bear the responsibility of interpreting the educational policies and
requirements of the City University to a large number of single and
multi-purpose community groups. The successful operation of this
community group will be crucial factor in assuring the high quality of
Community College Number Seven, and will constitute the first step in
‘developing a continuing close working welationship with the entire
community. In addition, the University will gain valuable experience

in working with such a community group at the very planning stages of a |
college, ~ a form of involvement that is not only necessary, but welcomed
by the University.

The Coalition will require adequate support for its staff which will
work with the constituent community groups, survey opinion, and conduct

independent research. This support includes an, Executive Assistant and .


=

’
Sey I

secretary, as well-as consultants, required space, equipment, and

supplies. The approximate budget would be as follows:

1968-1969: Executive Assistant $10,400
’ Secretary 5,500

Fringe Benefits 3,380

Space 3 3,500

Consultants 12,000

Supplies and Equipment 8,000

' $ 42,780


By.

Program

1968-1969

1969-1970

-22-

'

BUDGETARY COMPOSITES

Research Projects

Student Personnel Assistants

Institutes s

Community Staffing

Office of Curriculum,
Research&fraining

Research Projects

Library/Study Center

Internships

Student Personnel Assistants

Institutes i

Office of Curriculum,
Research & Training

$124,885
5,300
4,050
42,780

36,360

$213,375

$59,010
86,900
56,120
73,200
14,065
35,690

$324,985

" $213,375

$324,985

$538,360