The Freshman Academies will bring incoming full-time freshmen together by related program(s) of study with faculty and student affairs support staff, thereby creating smaller a more personalized learning experience. Their design represents a strengthening of the College's commitment to student success with a three-fold focus to:
Six Freshman Academies will be fully in effect for the Fall 2009 semester:
Freshman Academy for Business
___ Business Administration
___ Computer Information Systems
___ Health Care Office Administration
___ Microsoft Office Applications Proficiency Preparation
___ Office Administration and Technology
___ School Secretary
Freshman Academy for Education
___ Childhood Education
___ Day Care Assistant
Freshman Academy for STEM (Science, Technologies, Engineering & Mathematics)
Science & Mathematics:
___ Liberal Arts and Sciences (Mathematics & Science)
___ Science for Forensics
Engineering & Technology:
___ Engineering Science
___ Engineering Technology:
• Computer, Electronic, Laser & Fiber Optics, Mechanical
• Computerized Architectural & Industrial Design, Computerized Manufacturing, New Media, Telecommunications
Freshman Academy for Liberal Arts
___ Criminal Justice
___ Liberal Arts and Sciences:
• English, Foreign Languages, History, Social Sciences
Freshman Academy for Visual and Performing Arts
____ Digital Art & Design
____ Gallery and Museum Studies
____ Music Electronic Technology
____ Visual and Performing Arts:
• Art, Photography, Dance, Music, Theatre Arts
Freshman Academy for Health Related Sciences
____ Environmental Health
____ Health Sciences
____ Massage Therapy
____ Medical Office Assistant
While many colleges, including Queensborough, are engaged in similar programs, what has been accomplished to date has been targeted to a limited number of students. What is new about Queensborough's Freshman Academies is that we are scaling it up so as to institutionalize the effort and concentrate all services into six academies for every first-time, full-time freshman.
This is accomplished through a high degree of collaboration and coordination between the College's academic departments and student services. Specific coursework and high impact learning experiences are planned for each academy. These academic components are developed and coordinated by a Faculty Coordinator for each academy in consultation with department chairs, and are complemented by a streamlining of student support services provided by a Freshmen Coordinator.
Faculty Coordinators, designated by and reporting to Dean Michele Cuomo in the Office of Academic Affairs, are responsible for the delivery of key coursework and high impact learning activities that reflect the goals and intended outcomes of each academy as well as those defined in the College's general educational goals and objectives.
Each Faculty Coordinator will receive release time for their service.
|Freshman Academy Faculty Coordinators 2011-2012|
|Freshman Academy for Business|
|Freshman Academy for Education|
|Freshman Academy for Health Related Sciences|
Ms. Alexandra Tarasko, Professor, Nursing
|Freshman Academy for Liberal Arts|
|Ms. Jodie Childers, Assistant Professor, English||H 418
Dr. Maan (Jenny) Lin, Associate Professor,
Foreign Languages and Literatures
Mr. David Rothman, Instructor,
Basic Educational Skills
Freshman Academy for Liberal Arts - Criminal Justice Cluster
|Freshman Academy for STEM (Science, Technologies, Engineering & Mathematics)|
Dr. Moni Chauhan, Associate Professor, Chemistry
|Freshman Academy for Visual and Performing Arts|
Ms. Melanie Sehman, Associate Professor, Music
*The Faculty Coordinators will continue to be housed in their Academic Offices; they will not reside in the Freshman Academy designated locations.
In 2008 George D. Kuh, Chancellor's Professor of Higher Education at Indiana University Bloomington and Director, Indiana University Center for Postcecondary Research, published High-Impact Educational Practices: What They Are, Who has Access to Them, and Why They Matter. In this monograph he defines High-Impact Practices as those that "enhance the learning and personal development of all students, especially those from historically underrepresented groups and those who appear, by traditional measures of precollege achievement, to be underprepared for college-level work.
Cornerstone courses, e-Portfolio, Service Learning, Learning Communities, Writing Intensive courses. (For definitions, see below)
These introductory-level subject-based courses will introduce freshmen to the College's general education outcomes of communication (reading, writing, speaking), critical thinking, information management and the development of values needed for success in today's diverse society. Specific to each academy, these cornerstone courses will be provide a rigorous academic experience that encourages positive student-faculty relationships with significant interaction outside of the classroom. Student-produced artifacts will be incorporated into the assessment of these capstone courses.
English 101 is the first credit-bearing composition course and serves as a cornerstone in the Liberal Arts Academy.
An electronic archiving system that, integrated into one or more specific courses, provides a personal platform for student achievement of stated academic competencies and additionally allows for individual student reflection and growth.
Faculty from EN 103 New Media Writing, ED 110 Contemporary Education, Principles and Practices, and BE 122 College Reading and Study Skills Improvement worked together on an e-portfolio project in a virtual learning community of students.
By bringing two or more courses together, students and faculty gain the opportunity to more thoroughly investigate common themes with shared outcomes for learning and assessment.
"Language, Culture and Community" - English Composition I EN 101 and Introduction to Psychology SS 510. This learning community examines how the individual grows and develops through assigned readings and learning activities in both English and Psychology classes. Students look at human behavior with a special focus on hidden messages and meanings in language, social interaction and cultural values.
Specifically planned extracurricular activities of a socially beneficial nature, identified as part of a course's requirements, which complement the intended outcomes of the course.
To date, over 500 Queensborough students have participated in service learning activities that have provided service to the Queens Literacy Program, the CUNY Language Immersion Program, Alley Pond Environmental Center, Plazas Communitarias, Saratoga Family Inn (Homes for the Homeless), and the Center for Immigrant Health.
Courses identified in each curricular area that incorporate specific strategies and assignments designed to strengthen the writing abilities of freshmen. Two writing intensive courses are required for all students as part of the College's graduation requirements.
In TH 221, Acting 2, students write in journals about their classroom experiences for ungraded "low-stakes" writing. They also submit two reviews of theatrical productions they have viewed, and write character biographies for the roles they perform in class, for a total of ten pages of writing which is revised throughout the semester.
Courses in a Virtual Learning Community meet in a virtual space instead of a traditional classroom..
In EN101, English Composition students write assignments and post them in an electronic format. In SS310, Introduction to Sociology students meet EN101 students in a virtual space to provide gifts and feedback for their written work.
Students who participate in a Common Intellectual Experience have access to integrative learning across the curriculum.
The Common Read provides an opportunity for increased social and academic engagement by reading a common text and participating in common co-curricular events that enhance student learning.
The Freshman Coordinators are entry-level (Assistant to HEO) student personnel professionals who will actively guide freshmen from the point of admission through the first two semesters of the college experience. Working collaboratively with Susan Curtis, the Director of New Student Enrollment Services and the Faculty Coordinator for their academy, they will participate in the advisement, registration, and orientation activities and will act as a bridge for academy freshmen with support services including tutoring, financial aid, counseling, and career services.
The Freshman Coordinator can be a valuable resource for the Faculty Coordinators and for all faculty. Faculty in the classroom are often the "front line" for student questions and concerns. While many questions may be addressed by faculty, with a referral to an appropriate office, other issues may require more attention. Faculty may refer new Freshmen to an academy-specific Freshman Coordinator for a more in-depth action. It is the responsibility of the Freshman Coordinator to research the concern, contact the student and recommend appropriate follow-up, whether that be tutoring, counseling or other issues that can be assisted through the College's support services and staff.
All first-time, full-time students will be registered into one of the six academies based upon their stated program of study. Students whose interests change may move to a different academy within their first year.
The majority of incoming freshmen do register as full-time students. However, those incoming freshmen who are registered as part-time students will be invited to participate in academy-sponsored special events and other activities. Freshmen Coordinators, working with other areas of Student Affairs, will make sure that these students are given the appropriate assistance and service.
The average "case load" per Freshman Coordinator is expected to be 200 to 250 freshmen in the fall, with additional freshmen allocated for the spring semester. Therefore, the interaction among the Freshman Coordinator, the Faculty Coordinator and the offices of Student Affairs is critical to the delivery of services to all freshmen.
The academies have been designed specifically for incoming first year college freshmen. However, those transfer students accepted and registered who have no academic credits (non-accredited college attendance, for example) can be included in academy-specific activities.
New freshmen inform us at several points through the enrollment process of their intended program of study, specifically at the time of admissions and later at the advisement and registration. To foster the success of the academies and its benefits to students, the Freshmen Coordinators will work closely with the areas of New Student Enrollment Services to more comprehensively assist new freshmen in selecting the program of study most appropriate to them.
Plans are underway for academy-based New Student Welcomes (freshman orientations) which will address student interests and goals prior to the advisement/registration process.
The faculty of the ST-100 and 101 classes are responsible for the advisement and registration process of first semester students for the following semester. It is during this semester that many students do change their intended program. Freshmen Coordinators will work closely with the ST-100 faculty as well as members of the Academic Advisement Center to oversee freshmen "transfer" from one academy to another. They will follow up with the coordinators of other academies to ensure this transfer occurs.
Through the design of the cornerstone and high impact learning opportunities, full-time students taking 15 credits per semester will participate in an academy through the completion of their first 30 credits, or one year.
The Freshmen Coordinator will actively oversee student progress through the first two semesters – a period of greatest vulnerability for new students. Working with the Faculty Coordinator and the offices within Student Affairs, transition plans for academy students to the Academic Advisement Center *, to faculty advisement * and other support services will be defined for the third semester and beyond.
* Advisement will continue to follow the College's existing advisement policy.
Yes. As soon as they are accepted for re-admission, they will be contacted by the appropriate Freshmen Coordinator. (Note: Those re-admitted with more than 30 credits would not return to the Freshman Academy.)
Students on academic probation are subjected to the rules of the College that apply to all students. If they are dismissed with less than 30 credits, and later accepted for re-admission (decisions made by the Admissions Committee), they can return to their academy. They must, as with any dismissed student, meet certain academic requirements to remain in attendance.
The Faculty Coordinator, in tandem with Student Affairs and department chairs, will develop programming (field trips, workshops, guest speakers, special events). Some already existing activities might be re-shaped to provide an academy-specific focus. For example, a "fair" featuring careers and transfer options for the Education Academy is being implemented. The Freshmen Coordinator will assist in the promotion of these events to the students as well as in the implementation.
Yes. For example, performances will be open to all students.
The Freshmen Coordinators are responsible for facilitating and overseeing student progress from the point of admission through the first two semesters. As such, they will work with New Student Enrollment Services, Advisement, Financial Aid, Testing, Counseling and other offices to ensure successful and timely registration, clarification of intended program of study (and assignment to the right academy), personalization of the College's Early Alert process and, working with the Faculty Coordinator and other areas of Student Affairs, design and implement appropriate extracurricular programming.
The dedicated locations of the Freshman Academies is where the Freshman Coordinator will be housed. The academy students assigned to that Freshman Coordinator will meet with the Freshman Coordinator at these locations.
What is the role of academic support services/tutoring in the academies, and what are the mechanics for how Faculty Coordinators and Freshman Coordinators will interact with tutoring centers/academic support programs?
One of the most important objectives of the Freshman Academy initiative is to ensure that students become aware and take advantage of the instructional support services on campus which will help them succeed in their studies at the College.
Individual Faculty members should continue to refer their students to appropriate Learning Centers, including the Campus Writing Center, The Campus Learning Center, The Basic Skills Learning center and the Math & Science Learning Center, as student need arises. If faculty members feel that more intervention is needed, they may ask the Freshman Coordinators to walk students over and introduce them to the staff and tutors at the center.
Additionally, Faculty Coordinators have been charged with raising awareness among faculty members in the disciplines of their academies about instructional support services.
The Freshman Coordinators will also be proactive in referring students to the Learning Centers, and follow up with tutoring center staff, when appropriate, on the progress of their students.