Community (city)

Involvement

S1

• student involvement in the review of course goals and content
• student self- assessment of course progress
• student assessment of course effectiveness

S2

• student engagement in college life and community, national and global issues as a result of course based activities such as service learning and research

SU

• student utilization of physical spaces available for students to congregate for a variety of activities

S1

• student engagement in ongoing faculty advising/mentoring

S2

• student participation in the governance of student activities that includes fiscal responsibility for student sponsored activities

Second Year

• student engagement with the community as a result of course based activities
• student engagement in an active program of volunteerism organized by the college and the students
• student involvement in k-12 public schools through a college coordinated mentorship program

Practice

S1

• Intensive writing which includes time to edit and re-edit assignments.
• Small class size.
• Similar class offerings for day and night students.

SU

• Spaces for students to meet.
• Counseling from advisors with contemporary knowledge (current school policies, transfer school(s) requirements, etc.)
  S1
• Extended library, essential services, and school hours to accommodate students learning and research needs.
• Monitored and enforced productive library (research) environment.

S2

• Attendance of off-site academic/professional conferences.
• Internship(s) with firms (for the purposes of observing how/if classroom lessons are being implemented).
• Volunteering at community schools and outreach centers to teach lessons learned in their classes.

Participation

Course descriptions and syllabi would reflect the following

SU

• Individual responsibility for academic progress
• Group projects

• Individual and group presentations
• Study groups/tutorials
• Active participation in discussions
• Providing and receiving feedback from peers
• Expectation that students non-class time on schoolwork
• student utilization of academic support services including peer tutoring, tutoring centers, faculty review sessions

S1

• Help lead or facilitate class discussions
• On-line forums

S2

• Role plays
• Co-writing papers with classmates       

Resources provided by the college to participate in college life

SU

Academic advising

• FAFSA workshops
• Tutoring / Learning center
• Counseling services

S2

• Career services

Opportunities provided by the college to participate in college life

SU

• Creation of rituals and traditions
• Physical space that promotes group interaction, networking

S1

• CUNY wide events
• Student leadership activities
• Creation of student groups
• Work-study

Ways in which students can experience resources on their own after they have been introduced to aspects of our community through course work and college life

SU

• Using college sponsored passes and discounted tickets to attend events
• Getting a library card
• City wide events sponsored by CUNY

S2

• Community service
• Registering for regional newspapers

Sense of Belonging

• Learning community that promotes active membership of students and teachers alike, mutual responsibility

S1

• Project-based learning that connects to students personal experience, interests, and goals

• Shared rituals and habits that foster belonging or group identity
• Orientation programs
• Having a voice in governance

S1

• student participation in a college and student organized activities including athletics, student government, and clubs 

• Professional Studies curriculum fosters connection to the community

S2

• Programs that promote civic, public ethics and cultural engagement

Cooperation

SU

• Co-construct a safe environment with students, creating norms
• Team projects and presentations
• Student discussion leaders
• Class projects and exercises 
• Partnerships for homework, accountability and mutual support
• Foster “studio culture” of respect, caring, all for one and one for all
• The main pattern for classes being work in groups or pairs

S1

• Change partners
• Seminars

SU

Traditions, rituals, games, celebrations and exercises

S1

• Clubs, with mentors
• Space, funding and administrative support for student activities 
• Athletics – intramural and intercollegiate

S2

• Publications, particularly organized by students

S1

• Coursework organized around city concerns

S2

• Invite people involved with city agencies or planning to make presentations
• Internships and jobs
• Volunteering,
• Charitable student initiatives

Stamina

SU

• Assume students have stamina
• validate confusion as normal and a step towards understanding
• provide partnerships, teams, assistance

S1

• gradually increase the intensity and amount of schoolwork
• emphasize that the work takes place over time–the Merlin Process

SU

• Easily accessed support from peers, teachers, counselors, others
• acknowledgement of effort and achievement
• regular conversations about what is difficult, what isn’t
• “We’re here for your success.”

S1

• Counseling for academic and non-academic issues
• understanding how to officially withdraw, if necessary 
• Friday night inspirational movies–“The Karate Kid”; “Stand and Deliver”

S2

• ownership of NCC–participation in rethinking, revising courses and structures

SU

• City seminars about what is problematic for students

S1

• Explicitly moving from the personal to the political in relation to NYC

S2

• Fitting the NCC and student experience into the larger pictures of education, CUNY and the city

Self-Reflection

SU

• Discussions and writing: learning from the past (what behaviors and activities have led to success, or lack of success)

S1

• Reflective letters to teachers when assignments are due
• Reflective letters to teachers after assignments are handed back, responding to teachers’ comments
• One-minute reflection at the end of class periods
• Conferences with teachers
• Feedback from other students
• End-of-semester self-assessment (to be handed in to teachers)

SU

• Faculty-moderated discussions with students across the college
• Meetings with advisors
• Periodic questionnaires

S1

• End-of-semester self-assessment / goals for the next semester (to be handed in to advisors) 

S2

• E-portfolios

SU

• Journal of goals and activities (cultural offerings around the city, civic responsibilities like voting, newspaper or online reading for current events, etc.)
• Periodic questionnaires

Achievement

SU

• Establish goals involving taking responsibility and communication with peers (e.g. students should get e-mail or phone numbers of classmates)
• Create opportunities for early successes (e.g., explore the blocks around the school and report back to a small group) 

S1

• Scaffolding instruction and expectations
• Mark achievements such as attendance and participation in classes

SU

• Checklist (in the style of the Brooklyn College Seek Program list) 
• Development of personal and social skills (e.g. time management, learning to work in groups)

S1

• Celebration of student achievement (college wide presentations)
• Use of Group Workspace to structure goals and achievement (through meetings with faculty, advisors and peers)

S2

• E-portfolios

S2

• Work experience structured to make achievement evident
• Acknowledge student achievement in venues beyond the college