Student Behaviors in:
|
College Courses
|
College Life
|
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
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
|
SU
- 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
|
SU
- 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
|
S1
- 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
|
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
|
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
|
S2
- Work experience structured to make achievement evident
- Acknowledge student achievement in venues beyond the college
|