The City University of New York
The Chancellor
September 8. 2000
By Fax (without attachment)
By Overnight Mail (with attachment)
Chancellor Carl T. Hayden
NYS Board of Regents
303 William Street
Elmira, New York 14901
Dear Chancellor Hayden:
I am concerned to respond to a number of misstatements of fact that were made by some who testified during September 6thts public hearing on The City University of New York Master Plan 2000-2004.
1. MASTER PLAN AMENDMENT
Many, if not most, of the unfavorable comments made at the public hearing were directed at the merits and impact of the change in the remediation policies approved by the Board of Regents last November as an Amendment to the then current Master Plan. However, the Master Plan 2000-2004 is an independent document; the programs and plans outlined in the Master Plan would have been the same irrespective of the Amendment. As regards the Amendment, the University has cooperated fully with reporting requirements of the State Education Department and awaits the Regents' review prescribed for 2002.
Nevertheless, preliminary data relating to the Amendment suggests that the University's projections included in that document were accurate, except in the case of the number of students enrolled in the Fall 2000 Prelude to Success program.
Preliminary figures for our Fall 2000 Prelude to Success programs are smaller than anticipated (as of August 30, there were 246 students enrolled at Baruch, Brooklyn, Hunter, and Queens Colleges)-a result of the increased number of applicants to the University prepared for college level course work. As of August 30, more than 87% of students admitted to the University had met skills requirements necessary for entrance to baccalaureate programs. The improvement in preparation comes as a result of the new Regents standards, the expansion of the University's College Now Program, and the Summer and Intersession Immersion Programs that the University offers free of charge to all students.
Prelude to Success data for Spring 2000 show a high degree of success for the program. For example, at Hunter College, the largest program with a total registration of 61 students, 92% were proficient by the end of the semester. The remaining 8% were advised to participate in the College's summer immersion program and, while I do not have the final figures, I understand from the President that nearly all of these students were able to enroll at Hunter in the Fall.
Other data available as of August31 indicate that Regents' approval of the Amendment has not resulted in noticeable changes in CUNY's enrollment patterns. Enrollment at Baruch and Brooklyn Colleges was up; Queens College had experienced a decline in enrollment from 1998 to 1999, which we did not expect to reverse in a single year. Race and ethnic data on degree-seeking undergraduates show that from Spring 1999 to Spring 2000 the percentage of Asian, Black, Hispanic, and White students remained even.
There is absolutely no reason why the approval of the new Master Plan should be delayed so that the first round of data relating to the Amendment can be reviewed. Such data as do become available within the next three months would have no bearing on the Master Plan.
Indeed, a delay would cause considerable harm to the University as we have just begun to present our budget priorities for 2002 to the City and State. Those priorities are of course established in the Master Plan 2000-2004. A sense in City Hall and in Albany that there is uncertainty will impede our abilities to secure funding for full time faculty, teacher education, academic support services, services for students with disabilities, and other budget priorities. Further, the University currently has pending external grant renewals for some of its most prominent programs. The research programs for minority scientists described in some of the testimony heard by the Regents awaits our assurances to the NIH that these programs will be supported by the University. Much of the private funding for the Teaching Opportunity Program is up for renewal this month. We are negotiating increased funding for our CUNY Online project with the Sloan Foundation. In each of these cases, and in our current program of aggressive outreach to private funders, uncertainty about the University's ability to move forward with its plans and initiatives would be damaging.
2. CONSULTATION
Every Regent has received, or should have received, copies of the planning documents submitted by each of our colleges that underpin the Master Plan. Every Regent has received, or should have received, a copy of a memorandum from Louise Mirrer to me describing the broader consultative process leading up to the Master Plan submission. Attached to that memorandum is, first of all, a letter from Vice Chancellor Mirrer to Professor Bernard Sohmer, Chair of the University Faculty Senate, dated February 22, 2000, providing a detailed outline of themes, soliciting input, and stating, "The participation of the faculty is essential to this effort." Also attached are records of communications and meetings between Vice Chancellor Mirrer, her staff, faculty, students, and others as the Master Plan was crafted. There is, in addition, written record of receipt of an early draft of the Master Plan by Professor Sohmer-well in advance of its distribution to our Board of Trustees-specifically with the intention of eliciting faculty comment. At my request, Vice Chancellor Miner has written to each of our college presidents requesting a description of the consultative process at each their campuses. I have appended the presidents' responses to this letter.
3. COMMUNITY COLLEGES
As of August 31, enrollment at the University's community colleges was up by 1.2%. This increase comes partly as a result of an aggressive campaign to send a strong signal to New Yorkers about the value of CUNY's community colleges and the important role they play in higher education.
The significant role of the community colleges within this University and its Master Plan can be seen in the fact that the very first "flagship" faculty hires were at the six community colleges. Flagship faculty were recruited to all of these colleges to help strengthen programs in photonics (e.g., laser technology at Queensborough Community College), foreign languages, and computer science/new media.
The importance of the community colleges to this University has been made concrete in the establishment by Chairman Herman Badillo of a special Board of Trustees committee on community colleges, chaired by Trustee Nilda Soto Ruiz. The purpose of this committee is to recommend ways of strengthening CUNY's community colleges and to ensure their proper place within an integrated university.
The recent emphasis on articulation between community and senior colleges derives from a concern to ensure that community college students are able to achieve their higher education goals.
4. FACULTY HIRING INITIATIVE
The University's faculty hiring initiative has two thrusts. The first is to work toward our goal of a full time/part time faculty ratio of 70/30. Most of the faculty hired as part of this initiative contribute to the liberal arts disciplines. The second thrust is to strengthen areas in which the University can achieve national prominence. These are the "flagship" or "cluster" hires. This year, of 150 new faculty positions, 80% were dedicated to achieving a 70/30 ratio. 20% will contribute to creating a flagship environment.
5. ESL STUDENTS
The University has been deeply committed to providing opportunities to students who are new to this country and who have limited English proficiency. Vice Chancellor Mirrer has been meeting with the University's ESL Discipline Council-a group of faculty representing all of CUNY's colleges in the ESL area-since last Spring to determine how better to address the needs of these students. Recommendations from the ESL Council are expected within two weeks and it is my intention to bring them to the Board of Trustees. We are also considering the modification of policies, adopted by the Board in 1995, that appear to have reduced the number of ESL students by providing them only one year within which to demonstrate English language proficiency. The University sponsors a Language Immersion Program for students with very limited English language proficiency, but we will explore additional ways of serving ESL students.
6. BUSINESS COMMUNITY LINKS
The link between the University and the business community of New York City is critical to the wellbeing of CUNY and the success of our students. It is important for the University to understand the needs of New York's economy and to be able to respond to them with appropriate preparation of our graduates. It is also important for the University to receive the benefits of a strong group of supporters among the business community.
7. ACCESS AND QUALITY
CUNY's Master Plan 2000-2004 documents the University's commitment to realize the unique and formidable task of maintaining access for all students who seek to enroll in its colleges, of maintaining and enhancing its instructional and research quality, and of providing professional and career preparation for qualified people from a broad spectrum of backgrounds. There are some who seem to believe that access and quality are irreconcilable goals. I strongly reject this view.
Chancellor Hayden, the full achievement of the goals set forth in CUNY's Master Plan 2000-2004 will require the Regents' approval and continuing support. If there is any further information or response that would be helpful to you and your colleagues as you conclude your deliberations, I would be most pleased to provide it.
Sincerely yours,
Matthew Goldstein
Enclosure
cc. Chairman Herman Badillo
Members of the Board of Trustees
Members of the Board of Regents
Commissioner Richard Mills