Self-Study Design
| II. NATURE AND SCOPE OF THE SELF-STUDY |
I. INTRODUCTION AND DESCRIPTION OF THE COLLEGE
New York City College of Technology has been engaged in technology-based education since its founding in 1946 as the New York State Institute of Applied Arts and Sciences. In 1953, the institute was renamed New York City Community College, becoming a part of The City University of New York (CUNY) in 1964. Voorhees Technical Institute, established in 1881 as New York Trade School, was incorporated into the college in 1971. The College was designated the University’s senior-level college of technology in 1980 and renamed New York City Technical College. In June 2002 it became New York City College of Technology (City Tech). It is the sole college of technology of The City University of New York (CUNY) and the largest senior college of technology in the Northeast.
The College, accredited by the Middle States Commission on Higher Education, is authorized by the New York State Board of Regents to offer seventeen baccalaureate programs (bachelor of technology, bachelor of science and City University bachelor’s degrees), and twenty-nine associate programs (associate in arts, associate in science, and associate in applied science degrees). These accredited degree and certificate programs include advertising design and graphic arts, architectural technology, business, computer systems technology, engineering technology, health care, health services administration, hospitality management, human services, law and paralegal studies, career and technology teacher education, and the liberal arts and sciences. Organized into three Schools--Technology and Design, Professional Studies, and Arts and Sciences—New York City College of Technology provides specialized technical instruction with a strong general education in the liberal arts and sciences. The Division of Continuing Education augments these degree programs by offering a broad array of programs, both pre-collegiate and post-degree.
City Tech is a diverse and multicultural learning environment. In Fall 2005, 12,223 students were enrolled, including 3,757 (30%) in baccalaureate programs. According to student self-reported survey data, fifty-one percent of the students were born outside of the United States, 63% are the first in their families to attend college, and 60% report speaking a language other than English at home. Students and faculty members come from more than 110 countries and speak more than 60 languages. During the academic year 2004–2005, a total of 14,315 non-degree students enrolled in continuing education courses, business and industry training courses, and adult education programs for non-traditional students.
As of Fall 2005, over 95% of students come from the five boroughs of New York City. Brooklyn (55.6 %) and Queens (21.8%) have the highest numbers, followed by Manhattan (8.3%), Bronx (7.9%), Staten Island (2.4%), and outside the city (4%). The student body mirrors the diversity of the city: Black non-Hispanic (38.5%), Hispanic (28.2 %), Asian/Pacific Islander (15.6%), White non-Hispanic (11.1%), Native American (0.3%) and other (6.4%). The median age of students is 22, and there is an equal proportion of male (50.4%) and female (49.6%) students. The majority (66.7%) are day students. Nearly 80 percent of first year students receive need-based financial aid, 31% work more than 20 hours per week, and 20% are single parents supporting at least one dependent.
Experienced and dedicated faculty work closely with students in small classes, research projects, and internship programs in the public and private sectors. In Spring 2006, there are 304 full-time and 669 part-time faculty members. Many faculty members have a professional background in business and industry, health care or public service, providing students with the benefit of extensive real-world experience and a network of valuable connections in the workplace. The College provides comprehensive student support services, which include two learning centers, career and job placement centers, counseling center, financial aid programs, and specialized services for veterans, foreign students, the physically challenged, and those with learning disabilities.
City Tech is located in Downtown Brooklyn at the foot of the Brooklyn Bridge, adjacent to the MetroTech Center, an academic and commercial complex. The campus is a two-minute walk from all bus and subway lines serving Downtown Brooklyn and a five-minute subway ride from Downtown Manhattan.
Mission Statement of New York City College of Technology of The City University of New York
New York City College of Technology is the designated college of technology of The City University of New York, currently offering both baccalaureate and associate degrees, as well as specialized certificates. New York City College of Technology serves the city and the state by providing technically proficient graduates in the technologies of the arts, business, communications, health, and engineering; human services and law-related professions; technical and occupational education; and liberal arts and sciences. The College provides access to higher education for New York City’s diverse population and assures high quality in its programs by commitment to outcomes assessment. The College also serves the region by developing partnerships with government agencies, business, industry, and by providing technical and other services.
Education at New York City College of Technology provides students with both a command of skills necessary in their respective career areas and the educational foundation for lifelong learning. All degree programs are built upon a liberal arts and science core curriculum designed to foster intellectual curiosity, an appreciation for the aesthetic dimension of life and work, and a respect for cultural diversity. Students obtain practical experience in their chosen fields in a variety of settings. The College further encourages student growth and development through academic and student support services and a wide array of student activities.
EDUCATION GOALS
Career Goals
A City Tech graduate will
- possess the ability to transfer knowledge and skills
- function well in a variety of work environments
- communicate clearly in written and oral presentation
- apply problem-solving techniques in the workplace
- work effectively as a member of a project team
Life Goals
A City Tech graduate will
- understand the scientific and technical framework within which modern society functions
- achieve a high degree of information literacy, with knowledge of information technology, and how to seek, obtain and utilize information resources for self-learning, problem solving and personal growth
- understand the aesthetic dimension of life
- understand the economic, societal and cultural aspects of the environment
- understand the ethical responsibilities and implications of one’s work and personal actions
Important Recent Developments
Dr. Russell K. Hotzler started serving as President in August 2004. He appointed Dr. Bonne August Acting Provost and Vice President for Academic Affairs in February 2005. In June 2005, Dr. Miguel F. Cairol, who had been serving in an acting capacity, was designated Vice President for Administration and Finance, and in June 2006, Dr. Marcela Katz Armoza was designated Vice President for Enrollment and Student Affairs. In 2005, Dr. Pamela Brown became Acting Dean of the School of Arts and Sciences. Dean Robin Bargar (School of Technology and Design), Dean Victor Ayala (School of Professional Studies), Dean Sonja Jackson (Curriculum and Instruction) and Dean Carol Sonnenblick (Division of Continuing Education) continue to serve in this new administration.
When President Hotzler took office, the college faced several significant challenges, including financial instability, an inadequate and poorly maintained physical plant, and an academic program in need of review. The College was not taking advantage of its technological expertise, and administrative and academic computing services were not well coordinated.
The College is now fiscally sound, with an adequate reserve. An aggressive program of repairs and updating of the physical plant is well underway. A public-private partnership plan with Forest City Ratner to develop a new academic facility on the site of Klitgord Auditorium has been approved by CUNY and the State. When completed in approximately three years, this building, designed by architect Renzo Piano, will provide dedicated teaching and lab space for many of the science and health services departments, as well as a state-of-the-art theater. A number of other improvements, scheduled or underway, while causing some disruption and space constraints, promise significant changes.
The Provost is leading the College’s current efforts to streamline and coordinate general education across the curriculum, to identify student needs and best practices in developmental education and English as second language, and to identify national opportunities and support scholarly research and program development. At the same time, a major faculty hiring initiative is underway, with as many as fifty new faculty hires anticipated over the next year to eighteen months. With these additions, the College can significantly improve its full-time/part-time teaching ratio; however, the integration and support of the new faculty will require a major effort.
The College’s commitment to serve students across the range from associate degree students, some of whom may have significant developmental needs, to extremely proficient baccalaureate students in science and technology programs, complicates these initiatives and challenges a unified institutional identity. Ultimately, however, if appropriate solutions can be fashioned, the tremendous programmatic flexibility provided by the broad range of students and programs can become a major strength.
Enrollment Management and Student Affairs have been combined under a single vice president to allow for better coordination and greater oversight of student services and ultimately for a more effective partnering with the academic program. Setting appropriate priorities will lead to a more effective use of resources.
Media Services and the Office of Instructional Technology have been integrated and reorganized into a coherent unit serving the broad instructional technology needs of the college community. Distance learning has been available for the past few years, with over fifty faculty members certified to teach online. In Spring 2006, thirteen departments offered online or partially online courses, and numerous web-enhanced courses use Blackboard. Serious attention is being given to the evaluation of online offerings. Technology is transforming other areas, as well. Web-based registration, using eSIMS, has greatly improved the process and assists in planning. This year, DegreeWorks was added to support advisement. The College’s wireless service has expanded, and student email access offers improved communication.
The next few years will continue to be a period of substantial change for the College. The self-study process required for the Middle States re-accreditation comes, therefore, at a propitious time because it provides a structured opportunity for the constituencies of the College to reflect upon what should be preserved and strengthened and what should be re-imagined or reconsidered. We intend to use this process to reaffirm a shared sense of the mission and to inform our strategic plan for implementing that mission.
| II. NATURE AND SCOPE OF THE SELF-STUDY |
