Lines of inquiry:

1. How does City Tech prioritize and invest in continuous institutional improvement, systematically evaluating and adapting its policies, programs, and methodologies to reflect advancements in higher education, including the integration of rapidly advancing technology into the curriculum, interdisciplinary collaboration, commitment to diversity, equity, inclusion, and accessibility, and support for student retention and graduation? What mechanisms are utilized to regularly assess the College's fulfillment of its mission and education goals? (Parts of standard addressed: S1.C3a, S1.C3b, S1.C3c, S1.C3d; S1.C4)
2. How do City Tech's faculty, staff, and students contribute to operations and resource allocation decisions? In what ways do City Tech's operations and resource allocation align with its mission and education goals? (Parts of standard addressed: S1.C1a, S1.C1b, S1.C1d, S1.C1e)

Findings and recommendations:

With a mission that highlights the hallmarks of the educational experience and goals, City Tech satisfies all components of Standard I.

The pandemic brought about a reconsideration of the "broad access" underscored in the college's mission as it pertains to both facilities and pedagogy. City Tech should: (1) continue to strengthen resources for faculty and staff to expand access to education through multiple modalities of instruction; (2) increase engagement with the College's external constituencies, including community-based and alumni organizations; (3) increase inclusion of current students in shared governance matters.

Lines of inquiry:

1. What College policies, services and programs are in place to support making a City Tech education accessible to students with diverse needs, including students with disabilities and students facing financial challenges, and how can these policies, services and programs be improved? (Part of standard addressed: S2C7)
2. How does the College make employees aware of the standards of ethical conduct they are expected to adhere to, and does the College have effective processes to guide employees in complying with those standards? (Part of standard addressed: S2C4)
3. To what extent does the College have clear policies and procedures for addressing student, faculty, and staff complaints, including but not limited to complaints of discrimination and harassment; how are the College's complaint policies and procedures disseminated to the affected constituencies; and do those policies and procedures enable students, faculty and staff to register complaints in an efficient and accessible way? (Part of standard addressed: S2C3)

Findings and recommendations:

New York State laws and University and College policies require that the College and its employees act with ethics and integrity in all areas covered by this Standard. Examples of those laws and policies include the New York State Public Officers Law, Sections 73, 73-a and 74 and CUNY's Conflict of Interest and Multiple Position Policies. These requirements are enforced by numerous campus administrators and faculty members. Accordingly, City Tech satisfies all the components of Standard II.

A few improvements could be made in the way City Tech communicates some of these laws, policies and procedures to the college community: better enforcing of all employees' obligation to complete ethics and other required training; and more efficiency in addressing employee and student concerns. While the College's programs to increase accessibility and affordability are strong, the above recommendations, together with recommendations from Standard 4, would make these programs even stronger.

Lines of inquiry:

1. How do faculty devise, implement, and assess a philosophy of 21st-century education that aligns with the college mission and provides students with equitable access to current content, effective pedagogy, and a community that fosters a sense of purpose and belonging? (Parts of standard addressed: S3.C1a, c; S3.C2a, b, e; S3.C3; S3.C5a, b; S3.C7; S3.C8; Linked institutional outcome(s): 1 & 2)
2. How does the college support faculty research, collaboration, and service to advance knowledge, community, and student learning experiences? (Parts of standard addressed: S3.C1a; S3.C2a, c, d, e; Linked institutional outcome(s): 1 & 4)

Findings and recommendations:

City Tech continues on a path of robust development in the areas of pedagogy, curriculum, and faculty support to meet the challenges of rapidly evolving technologies and career opportunities and consequently meets Standard III. Learning experiences are rigorous, coherent, and consistent with higher education expectations. As CUNY's only college of technology, City Tech continuously adapts its curriculum to maintain academic rigor while addressing evolving workforce needs. Over the past seven years, the college has undertaken significant curricular advancements (including five new bachelor level degrees in Cybersecurity, Software Engineering Technology, Applied Computational Physics, Data Science, and Healthcare Policy & Management, and a Health Science associate degree), significant program revisions (BS in Radiological Science, BTech in Emerging Media Technology, and BFA in Communication Design among others), and the new development of academic minors, now numbering 15 (including Computer Science, History, Psychology, and Creative Writing), which broaden interdisciplinary opportunities. City Tech's research funding remains strong ($12M-$21M annually in external grants) supporting STEM education, workforce training and pedagogical innovations like undergraduate research (500+ students participate in faculty-led research projects each year). Online and hybrid learning has expanded significantly (seven degree programs are now offered primarily online and 1,762 students enrolled in distance-learning pathways).

Coordinated plans and policies should be developed for consolidating and expanding distance education at City Tech, including rigorous professional development and assessment of online courses and programs. City Tech should expand engagement with industry (advisors, alumni) to support career readiness, including and especially around curriculum and pedagogy that is responsive to the impacts of artificial intelligence (AI) on career pathways. City Tech should also provide structures and resources to support faculty in providing responsive, accurate advising.

City Tech should raise awareness of the charge and activities of the General Education Committee to further emphasize the importance of general education to all majors.

In the longer run, City Tech should continue to update facilities and technology master plans, engaging stakeholders to empower the college to fulfill its mission into the future: to attract external partners; to remain nimble and responsive to workforce needs; to support course availability and new modalities of instruction; to leverage technology for intellectual exchange, collaboration, and sharing of resources; and to cultivate a cohesive institutional identity.

Lines of inquiry:

1. How do the key components of the City Tech Student Experience contribute to the intentional and coordinated cross-campus effort to increase retention, graduation rates and career readiness? What support structures and resources are in place to enhance the overall student experience? (Parts of standard addressed: S4C1a, b, c, d; S4C4)
2. What challenges are faced by City Tech students that may create barriers to their persistence to graduation, and what institutional strategies, policies, procedures, and processes ensure that equity, inclusivity, and accessibility are integral to the student experience and academic success? (Parts of standard addressed: S4C1a, b, c, e; S4C2)
3. What student data is being collected, analyzed, and shared to ensure that students are being appropriately informed of, engaged in, and supported by institutional policies and procedures, activities, and services? How are support services being assessed for continuous improvement and innovation? (Parts of standard addressed: S4C1e; S4C5; S4C6)

Findings and recommendations:

City Tech has in place multiple systems to support ethical practices in admissions, recruitment, student persistence, retention, graduation, and beyond. Those systems include: information sessions for prospective students, on-campus High School (HS) tours, early college initiatives for HS students, a wealth of student support services from tutoring, faculty office hours and our Student Success Center, to mental health support, accommodation for students with disabilities, success coaching and advisement, a child care center, a food pantry, financial education and assistance, and policies, protocols and safeguards governing student record retention. Based on the evaluation of evidence in those areas, we can determine that City Tech meets all criteria in Standard IV. New leadership in the Division of Enrollment Management and Student Affairs is transforming the campus toward a culture oriented around a deeper understanding and appreciation for the complex array of personal, social, and financial challenges that students face, often impeding their reasonable expectations for success. The evolution of college culture has brought about profound changes in the onboarding process and holistic support model for first-time and transfer students. The transformation is marked by the introduction of comprehensive services that aim to elevate the overall experience for all City Tech students. Unlike traditional models that typically focus on specific populations, this holistic support framework encompasses a broad spectrum of assistance for all students, regardless of their affiliation with other population-based programs. It specifically targets the challenges that students identify as obstacles to their success.

The self-study process revealed several areas requiring additional attention as opportunities for innovation and improvement. City Tech should: (1) Expand efforts for cross-institutional collaboration to enhance student retention and success; (2) Institutionalize the Student Success Center from a grantfunded project to a tax-levy funded department within the division of Enrollment Management and Student Affairs; (3) Expand digital presence, including interactive tools to offer real time assistance and guidance; (4) Integrate career readiness, faculty mentorship, student research opportunities, and entrepreneurial resources to align with the College's priorities; (5) Facilitate student awareness of relevant college co-curricular and extra-curricular experiences that enhance students' overall engagement with the college to improve persistence and degree attainment.

In the long run, City Tech should: (1) enhance processes and procedures to collect, disaggregate, and analyze student outcome data; (2) conduct longitudinal studies with alumni to assess the long-term impact of the student experience while at City Tech; (3) continue to assess existing student support services to evaluate their effectiveness.

Lines of inquiry:

1. How have the College's efforts in measuring and assessing learning outcomes contributed to improvements in DEI (Diversity, Equity, and Inclusion), student learning, student achievement, and institutional and program-level educational effectiveness; and how have these efforts been shared with faculty and staff to increase campus-wide awareness? (Parts of standard addressed: S5C1, S5C2, S5C5)
2. What are the strategies utilized across the college to collect administrative, educational, and support service data, and how can the College bring them together under a comprehensive data collection and assessment plan for the college? (Parts of standard addressed: S5C3, S5C5)

Findings and recommendations:

City Tech has developed an efficient and cost-effective assessment system, featuring a user-friendly online platform for institutional data and assessments (AIRE website) and consequently meets Standard V. The system includes a dedicated assessment portal with separate pages for each assessment type, a centralized Dropbox archive for file storage, and interactive dashboards for data reporting with disaggregated data. City Tech's assessment practices have advanced institutional effectiveness, data-driven decision-making, and DEI (Diversity, Equity, and Inclusiveness). Disaggregated data highlights equity gaps and informs targeted interventions. However, broader dashboard implementation, faculty training, and integration of data across units are needed. Emerging technologies offer opportunities for further innovation. The university also set goals and targets for the college's requiring evaluation and improvement plans annually.

Several areas for improvement have been identified. City Tech should: (1) further improve visualization and reporting on institutional data and assessment results with advanced analytics; (2) complete the program assessment management dashboard; (3) add additional AES (Administrative, Educational and Student Support) assessment pilot data to all data dashboards; (4) continue streamlining AES assessment procedure, and complete AES assessment handbook; (5) enhance communication and usage of assessment results via various channels.

In the long run, City Tech should: (1) expand intersectional data collection (i.e., more data from AES units) and analysis to better address student achievement and equity gaps; (2) expand our City Tech assessment (Key Performance Indicator) system to better track and monitor the College's assessment efforts; (3) support faculty professional development through innovative assessment practices (e.g., workshops, incentives, and collaborations) aligned with institutional mission and goals; (4) Revisit the College Gen Ed goals and simplify/update the current 14-competency Gen Ed assessment system; (5) Adopt emerging technologies like AI-driven tools to enhance assessment processes.

Lines of inquiry:

1. How is the financial planning and budgeting process aligned with departmental goals and institutional priorities? (Parts of standard addressed: S6C5, S6C6, S6C9)
2. To what extent is there broad cross-campus participation in the development of institutional plans (such as facilities, technology, departmental, and other strategic plans)? (Part of standard addressed: S6C3, S6C5, S6C6, S6C9) To what extent are these institutional plans informing each other and communicated across the campus? (Parts of standard addressed: SS6C5, S6C1, S6C2)
3. How do the College's financial, physical, human, and technological resources adequately support its operations? (Part of standard addressed: S6C6, S6C10) Further, what strategies exist to measure the effectiveness and efficient utilization of institutional resources required to support the mission and goals? (Parts of standard addressed: S6C4, S6C9, S6C12, S6C13)

Findings and recommendations:

The College's planning processes, resources, and structures are well-aligned and adequately support its mission and goals. The institution regularly evaluates and enhances its programs and services, effectively addressing both opportunities and challenges. Accordingly, City Tech meets Standard VI. The college utilizes both a top-down and bottom-up approach for planning. Institutional priorities are determined based on the broader CUNY Roadmap, which serves as the driving force behind the college's larger goals and targets, ensuring that the college's planning is aligned with the CUNY system's performance metrics and strategic direction. Unit leaders and Vice Presidents regularly meet with campus stakeholders and institutional committees to gather insights and recommendations for setting goals and targets. Constituents participate through various channels, including regular departmental meetings, routine meetings with College Council sub-committees, and ongoing collaborations with campus leadership. Planning and improvement processes are communicated through Town Halls, governance bodies, websites, newsletters and other digital communication methods. City Tech's budgeting, similar to its planning, uses a top-down and bottom-up approach, allocating funds based on prior year budgets and university allocations. Unit budget adjustments are driven by initiatives that align with campus goals. Due to the resource challenges inherent in a specialized technological institution, City Tech employs a cautious and conservative budgeting strategy, prioritizing academic program needs and student success initiatives while supplementing this with alternative funding from sources like the Technology Fee and Capital budgets for larger projects. Human resources remain a challenge due to civil service recruitment complexities. Consequently, the College focuses on maximizing existing resources and streamline business processes to improve efficiency. The adequacy of institutional resources is measured through the annual goals and targets process, with feedback gathered from community surveys and reports. Student enrollment, retention, and graduation rates serve as critical data for evaluating resource allocation efficacy. Development of a new Master Plan, to optimize space utilization, after consultation with stakeholders across campus, along with a review of appropriate documentation, is underway.

Although City Tech employs robust budgeting and planning processes, these efforts are not widely visible to the broader college community. To address this, City Tech should improve communication of these processes through a more structured and organized approach. While campus-wide assessments are conducted regularly, departmental and specific initiative assessments are less consistent. Increasing the frequency and regularity of such assessments would improve overall evaluation.

Lines of inquiry:

1. What strategic steps can we take as an institution to increase both engagement and representation in college governance across campus constituent groups - faculty, staff and students? (Parts of standard addressed: S7C1, S7C2)
2. How can institutional leadership best support the modernization of the college's academic and operational technology infrastructure, in order to enhance efficiency, communication, and coordination, across all college systems? (Parts of standard addressed: S7C4)
3. How can we best design and implement a robust assessment tool (or tools) to evaluate the effectiveness of College Council, the institution's primary governing body, including its associated standing and special committees? (Parts of standard addressed: S7C1, S7C2, S7C5)

Findings and recommendations:

City Tech has a well-established and clearly delineated governance structure, and representation across campus constituent groups in governance at both the campus and university level. Accordingly, City Tech meets Standard VII. The College Council and its standing committees engage in inclusive decision-making regarding college policy, and there are regular meetings with campus administration during the academic year regarding proposals, initiatives, fiscal matters and technological advancements. The college administration and leadership have the necessary expertise and credentials to fulfill their roles, and the organizational structure and reporting relationships are welldefined and transparent. There is on-going review and revision of personnel policies and procedures and updates the college bylaws, with approval by the shared governance body. We are in the process of development of a facilities master plan.

The College Council, as the college's legislative body, has an identified need and opportunity to raise greater awareness of its policy-making role, activities, and accomplishments among the college community, and to ensure its meeting schedule and governance actions are reaching the widest possible audience, both within and external to the college. College Council members should offer an orientation for new faculty and non-teaching instructional staff regarding the meaning of shared governance and the role of College Council. The College Council's Standing Committee on Students should develop an initiative in collaboration with Student Life and Development and the Student Government Association to recruit and promote student participation in college governance. The College Council should also collaborate with the Office of Computing and Information Services to create a robust and dynamic web and online presence for campus governance.

In the long run, City Tech should: (1) formulate a mentorship program in which experienced students, faculty and staff can introduce students to college and university governance, and offer guidance and support to students at the campus and university level; (2) should develop a plan to support College Council's operational and functional needs regarding space, staffing, equipment and/or technology, as well as to include the shared governance body in review of proposed capital projects and administrative initiatives; (3) implement the annual dissemination of the accomplishments of shared governance to the college community; (4) conduct a survey for faculty, staff, and students regarding the awareness, efficacy, and impact of College Council and its committees on campus policy and community.

New York City College of Technology, informally known as City Tech, is the designated college of technology within the City University of New York (CUNY), a national model for industry-aligned education, and an engine of economic mobility, located at the foot of the Brooklyn Bridge. Founded in 1946, City Tech offers 58 cutting-edge associate and baccalaureate degree programs spanning the technologies of art and design, architecture, biomedical informatics, business, teacher education, computer systems, engineering, entertainment, health care, hospitality, human services, legal studies, and the liberal arts and sciences. As a Hispanic Serving Institution (HSI) and Asian American/Native American Pacific Island Serving Institution (AANAPISI), City Tech is committed to providing broad access to high-quality technological and professional education for a diverse urban population.

In recent years, City Tech has been cited as an important engine of upward mobility. According to US News and World Report's Best College Rankings (within Regional Colleges North), City Tech was ranked 22 overall and ranked number 15 as a top performer on social mobility. In the same study, it ranked second in campus ethnicity and diversity. City Tech was also awarded Best of Vets status by s for the last four years (2021, 2022, 2023, 2024). The national think tank Third Way ranked City Tech #27 in its economic mobility index, and City Tech placed twenty-fourth on 247wallst.com's list of colleges offering the most upward mobility.

In February 2025, City Tech was named as one of ten City University of New York colleges designated as leading research institutions in 2025's Carnegie Classifications of Institutions of Higher Education. City Tech joins seven other CUNY senior colleges in a new classification by the Carnegie Foundation for the Advancement of Teaching and the American Council on Education (ACE). Research Colleges and Universities is a designation for colleges and universities that spend at least $2.5 million on research annually but have historically not been recognized for their research activity, including institutions that do not confer doctoral degrees. Because City Tech exclusively offers undergraduate degrees, the recognition is a testimony to the value of the College's strong commitment to providing all students access to undergraduate research opportunities. [1]

As of fall 2024, City Tech enrolled 14,588 students, 63% of whom are full-time students and 37% of whom are part-time students. Enrollment in associate degree programs and bachelor's programs was fairly evenly distributed, with 48% of students enrolled in a bachelor's program and 52% enrolled in an associate degree program.

From its founding in 1946 to address the need to educate veterans and others for careers in the postwar economy, City Tech has provided workforce, career-oriented degrees grounded in a strong liberal arts foundation to a diverse urban student population. City Tech is a commuter campus, with all but a fraction of its students coming from the five boroughs of New York City, and most educated in New York City Public Schools. However, their origins truly represent the world—34% were born outside of the U.S., representing 130 countries. City Tech students in large measure qualify for full or partial financial aid, with 80% of first-year students traditionally qualifying for need-based financial aid. City Tech's historic mission has been to open doors of educational opportunity to students regardless of financial means or prior academic achievement. [2]

The School of Technology and Design enrolls 48% of the student body. Bachelor of Technology (BTech) degree offerings include Architectural Technology, Computer Engineering Technology, Computer Systems Technology, Construction Engineering Technology, Electrical Technology, Emerging Media Technology, Entertainment Technology, Facilities Management, Mechanical Engineering Technology, and Telecommunications Technology. In addition, the college offers a Bachelor of Fine Arts in Communication Design and a 160 credit Bachelor of Architecture degree. Since City Tech was originally founded as a community college and has been a two-year institution for much of its history, the School of Technology and Design also offers Associate in Applied Science (AAS) degrees in almost all of these fields. A faculty with broad experience beyond the classroom is able to blend theory and practice, anticipate emerging labor market trends, and prepare students for professional certifications and licensures that lead to good jobs in critical sectors of New York's tech economy.

The School of Professional Studies enrolls 41% of the student body. Its baccalaureate offerings include Business and Technology of Fashion (BTF), Career and Technical Teacher Education (CTE and TTE) Hospitality Management, Human Services, Legal Assistant Studies, Nursing, Radiological Science, Healthcare Policy and Management, and Health Services Administration. AAS degrees are offered in in Accounting, BTF, Marketing Management and Sales, Dental Hygiene, Dental Lab Technician, Radiologic Technology, Health Sciences, and Ophthalmic Dispensing. The college also offers an AS degree in Health Sciences. A "two-plus-two" program structure enables students to begin working in professional fields after earning an associate degree while continuing their studies toward the baccalaureate. Students graduating from health-related programs have high pass rates on licensure exams; they are in demand in the health sector in Brooklyn (Kings County), one of New York State's most acutely medically underserved counties. The Technology Teacher Education program is the sole technology teacher education program leading to certification south of Albany, New York.

The School of Arts and Sciences enrolls 11% of the student body. However, as the locus of most general education offerings, the school serves virtually every degree-seeking student in the college. A growing number of baccalaureate offerings include Applied Chemistry, Applied Mathematics, Computational Physics, Biomedical Informatics, Mathematics Education, Professional and Technical Writing, and Health Communication. Associate in Arts (AA) and Associate in Science (AS) degrees in Liberal Arts and Sciences provide students with a strong foundation in general education that prepares them for transfer to baccalaureate programs or for the workplace. An AS in Computer Science is offered by the math department. Instruction in the liberal arts and sciences focuses on oral and written communication, the human experience in global and historical contexts, introduction to scientific observation and measurement, and ethical and aesthetic awareness.

The Division of Continuing Education (CE) serves the community, workforce landscape, as well as City Tech students and alumni through a broad range of programs and training that can be adapted to emerging needs. Programming spans fields such as Healthcare and Medical Training, Building Trades and Construction, Business, Marketing, and Finance, Information Technology, Personal and Professional Development, Renewables and Energy Efficiency, Security and Safety Training, Adult Education and Language Programs, Teaching and Childcare, and Community Programs. The different programmatic areas and departmental goals of the division correspond to the separate units within CE. The Adult Learning Center (ALC) provides necessary ESOL, high school equivalency, and workforce aligned courses at no cost to the student. CUNY's Language Immersion Project (CLIP) is an intensive contextualized English-language program which provides the necessary foundation for ELLs to be successful in credit-bearing courses. The Academy for Occupational Health and Construction Safety delivers training and required certifications in the building and construction trades such as OSHA, site safety, and supported scaffolding. The Business and Industry Workforce Training Center provides a broad range of workforce preparation and educational wraparound services which include assessment, counseling, information and referral, case management, career exploration workshops, skills training, job training, and job placement. The Continuing Studies Center provides certification and skill-based training aligned with employer, community, and workforce demands. This flexible and accessible programming is available for professional and personal development to the extended community, partner organizations, partner schools, as well as to City Tech students looking for skills and certificates that complement their degree programs. CE serves over 5000 students annually through fee-based, city or state-funded, grant-funded, and contract-based programs, courses, and trainings. The division regularly collaborates with sister CUNY colleges and universities as well as civic and community partners such as the NYC Dept. Of Buildings, NYC Housing Authority, trade unions, youth organizations, St. Nick's Alliance, and The Door.

The City University of New York (CUNY) is the nation's largest urban public university, a transformative engine of social mobility that is a critical component of the lifeblood of New York City. Founded in 1847 as the nation's first free public institution of higher education, CUNY today has 25 colleges spread across New York City's five boroughs, serving more than 200,000 degree-seeking students of all ages and awarding 50,000 degrees each year. More than 80 percent of the University's graduates stay in New York, contributing to all aspects of the city's economic, civic and cultural life and diversifying the city's workforce in every sector. The University's historic mission continues to this day: provide a first-rate public education to all students, regardless of means or background.

City Tech is one of CUNY's constituent units. A board of trustees appointed by the governor and the mayor governs CUNY, and the policies under which the CUNY colleges operate are largely determined centrally. City Tech benefits from the advantages of a much larger university system—including curriculum and program articulation and shared cultural, research, and collaborative opportunities, as well as business systems. At the most fundamental level, City Tech's budgetary fortunes—resting mainly on financing by the State of New York and to some extent on the City of New York—are tied to those of the larger entity.

The Bylaws adopted/amended by the CUNY Board of Trustees. are the highest source of policy created within the University and take precedence over all other internal University policy documents, including non-bylaw policies. The CUNY Lifting New York; 2023-2030 Strategic Roadmap [3] represents the systemwide strategic plan, which is supplemented by each individual campuses' strategic priorities.

The University Budget Office (UBO) is responsible for the overall management of City and State tax-levy operating funds, including allocating and administering these funds to the colleges as well as tuition revenues. UBO develops the annual University-wide budget request for the Board of Trustees to the State of New York and the City of New York. It also monitors and reports University and college expenditures and tuition collections to ensure consistency with approved financial plans and adherence to City and State budgetary guidelines.

The University annually submits an operating tax-levy budget request to the State and the City that is comprised of both the mandatory, or baseline needs, and the programmatic request. The mandatory request includes contractual salary increases calculated by the colleges and other than personal service (OTPS) inflationary increases that are based on previous year expenditures plus an increase determined by the application of the Higher Education Price Index. It also includes requests for rent increases, fringe benefits, energy and new building needs. The programmatic request is based on University Program initiatives outlined in the Master Plan and is developed by the University's central leadership in consultation with various CUNY constituencies, including members of the Board of Trustees, College Presidents, and faculty and student representatives. The University asks the State to fund the senior college mandatory request and a portion of the programmatic increases. The State is also asked to fund a portion of the community college request as well as increase the per FTE funding (The City is asked to fund the community college mandatory needs and a portion of the programmatic request). The University commits to funding a portion of the request through modest annual tuition increases, additional tuition generated by increased enrollment and private fundraising.

City Tech is located at the foot of the Brooklyn Bridge, adjacent to the Metro Tech Center academic and commercial complex. The campus is a two-minute walk from all public transportation facilities serving the area. City Tech is a member of the Brooklyn Chamber of Commerce, the Downtown Brooklyn Council and the MetroTech Business Improvement District as well as an active partner in the economic renaissance of the borough. Its academic, adult education, and business and community assistance programs are widely recognized throughout the private and public sectors as integral to the development of a highly skilled workforce throughout the region. Located in what is increasingly referred to as Brooklyn's "Research Triangle," City Tech is a resource for the many high-tech innovation companies that have opened in recent years.

New York City College of Technology is fully accredited by the Board of Regents of the University of the State of New York, the Middle States Commission on Higher Education, (1007 North Orange Street, 4th Floor MB #166, Wilmington, DE 19801), the Council of Standards for Human Services Education (CSHSE), the Accreditation Commission for Programs in Hospitality Administration (ACPHA) and the National Association of Schools of Art and Design (NASAD). In addition, programs are accredited by the Commission on Dental Accreditation of the American Dental Association (CODA), Commission of the American Bar Association's Standing Committee on Legal Assistants (ABA), Joint Review Committee on Education in Radiologic Technology (JRCERT), the Accreditation Commission for Education in Nursing (ACEN), the Engineering Technology Accreditation Commission of the Accreditation Board for Engineering Technology (ETAC/ABET), the Commission on Opticianry Accreditation and the Association for Advancing Quality in Educator Preparation (AAQEP). New York City College of Technology has not made a determination that its curriculum meets the State educational requirements for licensure or certification for any state outside of New York.

Enrollment

Between fall 2019 and fall 2022, City Tech's enrollment decreased by approximately 4,000 students (from 17,000 to 13,000) due to the COVID-19 pandemic. However, its enrollment began to recover in spring 2023, and our enrollment reached almost 14,000 students in fall 2023. The upward trend continued into our fall 2024 enrollment of 14,588 students. The college continues to see significant gains in first-time freshmen and transfers, and good gains with continuing students and readmitted students.

Curriculum

Since 2018, City Tech has added a number of new degree programs, including the following Bachelor of Science degrees: Data Science, Data Analytics/Economics, Healthcare Policy and Management, Cybersecurity and Software Engineering Technology; plus, a Bachelor of Fine Arts in Communication Design, which replaced the department's Bachelor of Technology degree, and a 5-year Bachelor of Architecture degree.

Of special note is the new associate degree program in Health Science, which was launched in fall 2019. For students interested in one of the College's competitive clinical degree programs (Nursing, Dental Hygiene or Radiologic Technology), the degree provides a structured environment in which to better understand the role of professionals, complete the required pre-clinical studies and, if accepted, efficiently transfer into these clinical programs. Since its inception in fall 2019, enrollment peaked at almost 600 students. In Spring 2024, approximately 400 students were enrolled.

Academic Minors

City Tech now offers a broad range of academic minors, mostly, but not exclusively, in the liberal arts, that students may enroll in to complement their baccalaureate degree. These minors officially began in fall 2022 and include the following areas: Arabic Language and Cultural Studies, Art History and Visual Culture, Black Visual Culture, Business, Computer Science, Environmental Studies, Gender and Sexuality Studies, Hispanic Studies, Physics, Psychology, Spanish Language, and Theatre. As of fall 2024, approximately 185 students were enrolled in one of the college's minors.

Interdisciplinary Courses

An interdisciplinary (ID) course is a requirement for all graduating bachelor's students. The number of ID sections has doubled since 2018: while only 17 sections were offered in Spring 2018, 44 sections were offered in Spring 2024. City Tech has been working hard to offer students a variety of interdisciplinary courses to suit their interests and enable them to graduate in a timely fashion.

Faculty

City Tech students are served by 396 full-time and 1,086 part-time faculty members (fall 2024 data). The number of full-time faculty remains flat when compared to the numbers reported in the last Self-Study in fall 2017, when City Tech reported 404 full-time faculty.

City Tech, along with the rest of CUNY, has continued to see a phased reduction in the teaching load of its fulltime faculty. In fall 2018 the teaching load was 20 workload hours annually, which was reduced in stages to 19 workload hours, and finally, in fall 2020 to 18 workload hours for faculty in the professoriate. A workload hour is equivalent to teaching 1 Carnegie hour per week per semester. This change occurred as the result of a collective bargaining agreement between CUNY and the union which represents its faculty and staff, the Professional Staff Congress (PSC). There were no changes to full-time faculty workload in the most recent contract, ratified in early 2025. CUNY instituted a hiring freeze during the COVID-19 pandemic and has subsequently recognized its need to rebuild the full-time faculty. CUNY thus launched a hiring initiative focused on lecturers to reduce the student-to-full-time faculty ratio in fall 2022. At CUNY, lecturers are focused on teaching and service and are not expected to conduct research or other scholarly activities as part of their workload, which is 24 workload hours per year. City Tech has hired over 40 new lecturers since fall 2022, and, combined with a number of targeted assistant professor hires, has added over 60 new full-time faculty.

Professional Development - Faculty Commons

The Faculty Commons, A Center for Teaching, Learning, Scholarship and Service, coordinates professional development for faculty at City Tech. and publishes the Faculty Commons Monthly, a source of information across a broad swath of topics. Faculty Commons adopts a programmatic approach to professional development and operates as a faculty resource and think tank where members collaborate on a variety of projects to shape curriculum, pedagogy, and assessment. Faculty Commons directors collaborate closely with the Office of Sponsored Programs (OSP), Assessment, Institutional Research and Evaluation (AIRE), and those involve in special institutional initiatives to coordinate and communicate opportunities in support of faculty excellence in teaching, scholarly and creative work, and service; to provide access to resources and mentoring; and to celebrate faculty achievement. Academic Technology and Online Learning (AtoL) also coordinates with Faculty Commons and provides workshop on using technology in teaching, in addition to providing technical support.

Diversity Equity and Inclusiveness Initiatives

Pursuing the University's mission to stand as a national leader in providing access to higher education for diverse populations, City Tech commits to employing data-driven, informed approaches to enrollment management in attracting and retaining the leaders of the future. City Tech's imperative is to modernize recruitment and enrollment processes by removing early enrollment barriers and creating coordinated support structures throughout the student's enrollment at the institution.

City Tech also plays an important role in enhancing the college readiness of high school students from the diverse NYC population. Programs to increase college readiness and enrollment include Early College Initiatives such as our three Pathways in Technology (PTECH) High School partnerships, Smart Scholars, and College Now. CUNY Explorers, STEP, Future Ready NYC, and MOUs with local high schools, support college exploration, readiness and pathways.

To help ensure that all faculty feel supported, the university administers the COACHE survey to full-time faculty every four years, to better understand areas of concern. Results are anonymous and aggregated and can be evaluated by demographic group. City Tech uses COACHE data to identify any areas of concern and develop improvement plans.

Through university funding, the college sponsors events and activities to celebrate our diversity, create equitable classroom environments, and combat hate. Sources of funding include BMI, BRESI, and Campus-Climate grants.

Student Success Initiatives

City Tech is proud of several initiatives, new since the last Self-Study, to increase student success including:

• Student Success Center.The mission of the Student Success Center (SSC) is to connect City Tech students to personalized guidance, resources, and support to foster persistence and retention to timely degree attainment. Employing a holistic approach, the SSC positions students to thrive as active, engaged, and informed participants in their educational journey. Services provided include personalized one-on-one academic coaching, student skills coaching, and emergency resource support. The SSC also works with students who are on academic probation through its Academic Reboot program.
• Navigate. City Tech now uses Navigate for targeted communication via email or texts with students. City Tech's Early Alert system was reconfigured into Navigate, with both problem areas addressed and success areas celebrated. All problem area alerts generate an open case through the SSC where the student is assigned to the appropriate advisor or coach. All success alerts generate an automatic "high five" email to students. Faculty can now also email or text individual students, advisees, or entire classes. This new communication tool has made it easier than ever to connect faculty with their students.
• Internships and Career Readiness — Professional Development Center (PDC). Internships are a critical experiential component of our degree programs and one that is strategically cultivated through our Professional Development Center. The PDC is expanding its collaboration with academic and nonacademic departments to align academic and career goals. Part of this initiative entails developing a four-year student-centered road map for career advancement. The Handshake platform, connecting students with employers, is being built into gateway English courses.
• Learning Loss Support. For the last 3 years, City Tech has been awarded Robin Hood funding to combat learning loss and enhance engagement on campus.
• Orientation. Our new orientation workshop CT101 supports more students each year. Participants have higher retention than non-participants.
• ASAP/ACE Programs. These nationally recognized student support initiatives continue to demonstrate graduation rates that dramatically exceed non-ASAP/ACE student graduation rates. Accelerated Study in Associate Programs (ASAP) at City Tech emphasizes enriched academic, financial and personal supports including comprehensive and personalized advisement, career counseling, tutoring, tuition waivers, MTA MetroCards and additional financial assistance to defray the cost of textbooks. Students enrolled in a program that awards an associate degree followed by a baccalaureate degree (2+2) are eligible for ASAP. Accelerate, Complete, Engage. (ACE) provides similar supports for students enrolled in baccalaureate degree programs.
• Undergraduate Research. Another critical area of expansion at City Tech is undergraduate research. Student participation in research provides essential hands-on experiences for our students, providing opportunities to apply what they learned in the classroom to discover new knowledge and find solutions to real-world problems, in addition to working closely with a faculty mentor. Undergraduate research also helps students develop their workforce readiness and general education competencies through working collaboratively with others, preparing abstracts, posters, and presenting their work. Moreover, the literature is replete in its highlights of undergraduate research as a best practice. According to the literature, students who engage in authentic undergraduate research experiences have increased: (a) engagement in their undergraduate studies; (b) understanding of their field of study; (c) practical skills such as problem-solving, communication, and information synthesis, and (d) interest in graduate school. Approximately 500 students participate in undergraduate research each academic year, culminating in a poster session and awards ceremony each semester.

  Summer research programs include NYSED CSTEP, Robin Hood's JLM RISE, NSF S-STEM, NSF REU, NSF IUSE, NASA CCRI (Climate Change Research Initiative), the Department of Homeland Security, CRSP (CUNY Research Scholars Program), LSAMP, ReSSES (Remote Sensing and Earth Systems Sciences), INSPIRE, College Now (high school) and CUNY Crest HIRES (high school). Student researchers are celebrated at the summer Celebrating Excellence in Research Conference, which brings together high school, college, and graduate student researchers from across CUNY and the tri-state area. Due to these many research opportunities and experiences, City Tech students continue to win prestigious prizes at national conferences, and some of them continue on to doctoral degrees.

City Tech is a model for inclusive and productive undergraduate research within CUNY. Its faculty mentoring manual has been adopted at colleges within CUNY and across the country, and City Tech's Center for Remote Sensing and Earth System Sciences (ReSESS) continues to monitor and assess climate change vulnerabilities in NYC, engaging students in research and community outreach to underserved Brooklyn communities like Bedford Stuyvesant. Students are also involved in geoscience research projects and geoscience workforce development initiatives at the NYC Department of Environmental Protection, the NYC Department of Transportation, and the United States Environmental Protection Agency - Region II, downtown Manhattan. Faculty and students conduct research with the Cold Spring Harbor DNA Learning Center, located on our campus, the Advanced Science Research Center (ASRC), located on the CCNY campus, and Brookhaven National Labs and the Pratt Institute at Brooklyn Navy Yard, through MOUs. Additionally, MOUs and partnerships are currently being explored with the NYS Department of Environmental Conservation and with the National Center for Atmospheric Research in Boulder, Colorado. The college will continue to proactively pursue research and mentorship opportunities for students, thus motivating students to persist with undergraduate education and to prepare them for graduate study and the workforce.

Grants and Research

The National Science Foundation, the U.S. Department of Education, the U.S. Department of Defense/ U.S. Army, and the U.S. Department of Energy have continued to support a wide range of STEM research, education, and scholarship grants. Grant funding varies by year — for FY 24 $2,114,825 in research funding was secured by March 2024.

Facilities

• Academic Complex. In 2018, City Tech opened the doors to its Academic Complex, housing 360,000 square feet of state-of-the-practice laboratories, clinics and classrooms for programs in the sciences and healthcare; a 1,000-seat theater; a gymnasium; and a student wellness center. The Academic Complex represents the cornerstone of City Tech's physical expansion and a high-profile symbol of institutional growth. The Complex represents a $420 million investment in high-tech infrastructure. Having added 365,000 square feet to the physical plant, the new building has freed up space in the Pearl Building for critically needed classrooms, student activities, faculty offices, and administrative services, thus enabling further growth. Renovation of existing space in its older buildings (Namm, Pearl, General, Environmental Building and Voorhees) is ongoing, as the college curtails its reliance on rented space.

  Ongoing construction projects to upgrade existing facilities continue: the Pearl Building is undergoing exterior renovations as well as interior construction to assist with the relocation of key offices previously housed in rented space. The Pearl and General Buildings are also receiving new HVAC and electrical upgrades. The Environmental-Building will have new windows and elevators installed. Upgrades are also being performed on the Voorhees Building's bathrooms and mechanical rooms. In short, City Tech continues to perform much-needed repairs and renovations to its physical footprint.

• DNA Learning Center. In 2021, in partnership with Cold Spring Harbor Laboratory, City Tech opened the DNA Learning Center NYC, which provides opportunities for our students to pursue cutting-edge research projects and internships. The DNA Learning Center NYC also serves the greater community, by enabling New York City school students to explore DNA science and its impact on human health and society. The College has gained substantial public recognition for high-tech workforce development in areas essential to economic growth. We are currently in the process of developing a new AS degree in Biotechnology with the DNA LCNYC, as a non-degree granting partner.

Online Instruction

Like all colleges and universities nationwide, City Tech was forced to pivot to online instruction in March 2020 due to the onset of the COVID-19 pandemic. In fall 2021, City Tech began to reopen its doors to inperson instruction once again. As of fall 2024, 66.5% of City Tech's courses are being offered in-person, with the next two common modalities being hybrid synchronous, at 11% of course offerings, and online synchronous at 8.8%. As the college resumes more in-person instruction, first-year math and English composition courses have led the way in this regard, in recognition of the advantages to new students of developing their network of peers. However, as online instruction affords accessibility to higher education to more students, City Tech will continue to offer courses in a wide range of modalities to meet student needs, where academically appropriate.

Online Degree Programs

Currently, City Tech offers seven-degree programs to primarily online students, where online degree programs offer 50% or more of the required credits via distance learning. The online degree programs are: (1) AAS in Accounting, (2) AS in the Business and Technology of Fashion, (3) BS in Business and Technology of Fashion, (4) AAS in Marketing Management and Sales, (5) AS in Health Science, (6) BS in Healthcare Services Administration, and (7) BS in Healthcare Policy and Management.

Collectively, as of Fall 2024, these programs currently serve 1883 students, a small but significant percentage of City Tech's more than 14,000 students.

Brief Summary of New Technological Developments

In response to a need for improved and efficient business processes, the College has dedicated significant attention to creating in-house applications that help improve automated business processes and the user experience. The College's migration to the MS 365 platform has fostered a more robust Email system and integration with collaborative platforms to achieve a more user-centric environment. Embracing the use of Cloud platforms has allowed the College to take significant steps towards a more modern and accessible work style as well as flexible learning environments. Students now have access to virtual desktops and remote access to campus lab computers through Apporto and Labstats. The use of MS 365 provides benefits for anywhere-access documents, streamlined collaboration tools and enhanced communication capabilities through MS Teams. Implementation of such tools as well as upgrades to the campus facilities access control system to integrate with vaccination tracking, allowed the campus to seamlessly transition to the unexpected during the pandemic.

Efforts to seek more cost-effective IT service delivery and deployment have been prioritized. The College's Office of Computer Information Services (CIS) continues to collaborate with CUNY's CIS to execute software procurement contract initiatives such as Adobe and Zoom to minimize costs. Participating in the Universitywide IT Service management system, ServiceNow, has allowed the campus to cut costs in maintaining its ticketing system and improve Helpdesk services workflow and requesting processes. Additional projects include working towards utilizing CUNY's data center for off-site backups as well as minimizing the campus's on-premise data center footprint. Migration to the Xerox Enterprise Print Management system enabled improved print-capabilities and will solicit better print management and a more sustainable campus.

• Data Dashboard from Assessment Institutional Research and Evaluation (AIRE): City Tech's web-based Data Dashboard platform, run by the Office of Assessment, Institutional Research, and Effectiveness, aims to provide faculty with timely and comprehensive student data in key areas such as enrollment trends, degree conferral, retention, grade distributions, and graduation rates.
• Department of Academic Technologies and Online Learning (AtoL): This department is dedicated to inspiring and empowering educators to excel in their online pedagogical practices. Under the guidance of the provost and with the support of a faculty group, the Online Learning Advisory Council (OLAC), AtoL is committed to creating a vibrant and collaborative learning community, which embraces innovation, diversity, and evidence-based teaching strategies. Through professional development, mentorship, and technical support, it aims to enhance the educational experience for both educators and students, ultimately contributing to a culture of continuous improvement in teaching and learning.

Along with all of CUNY, City Tech migrated from its prior Learning Management Software, Blackboard, to Brightspace starting in summer 2024. AtoL continues to support this transition.

Since the last Middle-States accreditation in 2018, City Tech's Mission and Goals were guided by the 2019- 2023 Strategic Plan, which was updated in July 2020 to adapt to the challenges presented by the COVID-19 pandemic. The genesis of the 2019-2023 Strategic Plan may be found in the Strategic Plan 2014-2019 and in the recommendations that emerged from the Middle-States Self-Study of 2018. Details about the specific strategies used to accomplish those goals since 2019 can be found at in the strategic plan. [4]

Emerging from the challenges and the disruption caused by the COVID-19 pandemic, in summer 2021, CUNY Chancellor Felix V. Matos Rodriguez charged a group representing diverse perspectives, backgrounds, and experiences from the entire University to create a strategic plan for CUNY with the objective that "by 2030, CUNY will transform into the nation's foremost student-centered urban University system. By expanding access, accelerating student success, strengthening academic quality and scholarly excellence, focusing on outcomes beyond graduation, engaging our communities, and modernizing across the system, we will amplify our impact as the nation's greatest higher education engine of equity and upward mobility and advance the well-being of all residents of the City and State of New York." The result was the CUNY Lifting New York; 2023-2030 Strategic Roadmap [3]

City Tech developed a new Strategic Plan that aligns with the goals established in the CUNY Lifting New York; 2023-2030 Strategic Roadmap [5], and the recent developments listed above can be mapped to the CUNY Lifting New York goals. We took advantage of the overlap of preparing the 2024-2029 Strategic Plan and the MSCHE Self-Study to inform and get feedback from the college community about both initiatives, resulting in City Tech's 2024-2029 Strategic Plan. [6]