Baruch College Plans and Procedures
For Dealing With Open Enrollment
September, 1970

I. PERSONNEL REQUIREMENTS

A. PERSONNEL DIRECTLY RELATED TO INSTRUCTION

Presumably, provision has been made for handling 600 entering students. We now face the task of determining the additional staff required to handle the increase of 625 entering students, included in the present plan for admitting 1,225 students under open enrollment.

Services Under Open Enrollment - the new factor in estimating

If all students to be admitted were comparable to those formerly enrolled and called for no changes in services rendered to them, we could simply use the formula of 15 students per teacher and quickly arrive at the conclusion that we must add 41-2/3 teachers to handle the 625 additional students. Similarly, the additional non‑teaching personnel needed to handle the increased number of students could b e calculated.

It is obvious, however, that the number of students is only one factor in estimating the number of staff members required to handle 625 more students who enter under existing regulations as compared with the staff that would be required if these students possessed the qualification of previous fully matriculated students. This follows because open enrollment will result in portions of students requiring more than one teacher for 15 students. As for non‑teaching personnel, the program is based on the presumption that there is to be remedial work, counseling and tutorial assistance adequate to assist students to overcome their deficiencies, and that testing programs to detect these deficiencies will be provided. Estimates of non‑teaching as well as teaching personnel must reflect the needs of a student group decidedly different from the previous student body.

The student body will be different because open enrollment brings a change in the quantitative as well as qualitative requirements for admission.

Under the regulations associated with open enrollment, students will be admitted who were formerly denied admission because their high school work was done for a diploma or because they failed to meet certain quantitative requirements. This means that the entire entering group must now be tested to determine their deficiencies and then be provided classes in certain subjects not formerly offered in the college.

Lowering of the qualitative requirements has far more effect on staff needs. Whereas until now the college has been concerned only with the "cream" of high school graduates (which we classify as Population A), we must now provide for the group (Population B) formerly admitted only to community colleges, and Population C which (except for special groups e.g. SEEK), has traditionally been denied admission to any branch of the City University.

Staff Loads

To estimate staff needs it was first necessary to determine how many students could be handled per staff person in each category of service (i.e., teaching, counseling, etc.) for each population group. This task was approached with full recognition of the fact that only actual experience can be relied upon for final determination of. the needs of each population groups in various areas - e.g. counseling, special work in reading, writing, mathematics, speech, etc. However, the College must be prepared to take care of students before it gains this experience. To provide a formula for use in estimating startup requirements, we arrived at a best Judgment based on conferences with department chairmen and others involved and on materials supplied by the Central. Office. Results appear on the accompanying table which presents comparative measures of the student load which a staff member in each personnel category can be expected to carry for each of the three population groups. (Note that since measures are in the form of number of students per staff member, a lower number signifies a relatively higher staff burden for a given number of students.)

*Tutor is estimated to devote 6 hours per week. Figures are not FTE.

The "Population Mix" and Personnel Requirements

The student load formula presented above can be readily translated into personnel requirements once we know the number of entering students falling in each of the three population groups.

Since this information is not yet available, we can at this time do no more than provide, for illustrative purposes, calculations to show the number of persons, by category, required to handle a specified number of students in each population group. To this end we present in the following table the data on personnel required to serve 600 students in each population group. We have taken an equal number to enable ready comparisons at this time and for use when we learn the actual number in each population group tat that time adjustments to applicable figures can be made from each group by an arithmetic increase or reduction to reflect the actual number as compared with the 600 now in the table).

This table shows - even more dramatically than the one showing Student Load ? that the personnel required to handle a given body of students :fin one population group varies greatly from the number required to handle an equal number of students in another population group. For example m 600 students could be taught by 40 teachers if they are population A students, but 57 teachers will b e required if they all fall in population C. Similar increases apply to other categories of personnel.
It follows that no dependable estimate of personnel requirements can be made until we know the "population mix" of our entering students, i.e., how many students fall in each group.

In the meantime, the data may be used as the basis for calculating requirements under any desired assumptions as to the expected distribution of students among the three population group.

*See remediation report, section on counseling (see Ed. Dept. report).

**Number of tutors required is based on a minimum of 3 hours per week, per student in at least two subjects (a total of 6 hours). Hence, each tutorial student will need 180 hours of 1:1 tutoring during a 30 week academic year. Cost per hour, approximately $4.00.

Pop. A: It is assumed that 5% of the 600 will need 1:1 assistance (5400 hours of tutoring for 30 students).

Pop. B: 50% of the remedial group will require 1:1 assistance (29 9 700 hours of 1:1 work for 165 students).

Pop. C: 50% of the entire group will need 1:1 tutoring (54,000 hours of tutoring for 255 students).

*** Estimated

REQUIRED PERSONNEL
TENTATIVE PROJECTIONS

Reasons for Estimating

The preceding analysis makes clear that final determination of the staff and space required for students entering under the open enrollment policy must await information on the actual distribution of students among three population groups.

In this memorandum we proceed to make such an estimate with the full realization that actual needs will differ from those reflected in these estimates for the simple reason that the "population mix" will undoubtedly be different from that assumed in this prediction. We nevertheless present the estimates in the hope that by summarizing results that may be expected from a specified distribution of students among population groups, we may contribute some notion of the level of increases with which the College planners must cope.

Assumptions and Method of Calculating

For this purpose we have assumed that the 1225 entering students will be distributed among population groups as follows:

Population A - 600 students
Population B - 225 students
Population C - 400 students

There appears adequate bases for expecting the distribution to approximate these estimates. Since 600 fully matriculated students were expected without any impact from open enrollment it is reasonable to expect an equal numb in population Of the 625 remaining students, it is estimated that 225 will be in population B and 400 in population C.

Estimated Staff Requirements

Since 600 entering fully matriculated students were presumably provided for in the current budget, our calculations are made on the assumption that this number of Population A students will simply use the staff already provided so that additions to staff are to be obtained solely for Population B and Population C students.

Handling 225 Population B students would require 225/600ths (or 37.5°0 of the additional staff specified in Table 2, which uses 600 students to provide a basis for calculating personnel requirements in each population group.

Similarly, handling 400 population C students would require two-thirds of the number presented in Table 2.

A. PERSONNEL DIRECTLY RELATED TO CLASSROOM TEACHING REQUIREMENT

The number of additional staff persons required are presented in Table 3.

*Tutor is estimated to devote 6 hours per week. Figures are not FTE.

B. STAFF NOT DIRECTLY RELATED TO CLASSROOM TEACHING

The estimated number of added staff members of this type required to handle 1225 entering students and to provide added services occasioned by open enrollment appear in Table 4 . These follow references to the reason why the additions to staff are necessary.

1. A director and secretary are required to attain overall coordination.

2. Open enrollment imposes the necessity of a complete testing and evaluation program.

3. The myriad of problems involved in open enrollment means an office of admissions is necessary.

4. It is believed that the task of handling 625 additional students and the added burden of dealing with new problems occasioned by the influx of low-level students can be absorbed by the existing staff if it is relieved through duties being transferred to the admissions office. (In effect, the registrar admission needs will be met by adding the staff, as indicated, for the admissions office.)

5. Library: The under-qualified admitted under open enrollment call for a library orientation program, supervision of services designed for their use; and more personalized attention.

6. Computer: The indicated number of added staff members is required to handle the increased burden

7. Other Personnel-Office: A 625 increase in the number of entering students together with the task of dealing with problems of low level students will add to the burden of virtually every office in the College - administrative, departmental, etc. It is believed the four staff additions indicated represent a minimum. Only by pooling and deployment from office to office will this small number be able to meet pressing needs.

Other categories are self-explanatory.

II. PROJECTED SPACE REQUIREMENTS

Using the approach employed in projecting the added staff required to accommodate the assumed "Population Mix", the estimated space requirements are presented in Table 5.

*'No added space requirements are provided for 600 Population A students on the presumption that their requirements have been met through provisions for an equal number of fully matriculated students anticipated before open enrollment went into effect.

Some Considerations

The registrar is presently devising a new plan for the scheduling of classes within the Baruch building which would enable us to utilize our classroom seats at a minimum rate of 60% of the time for 30 hours. He is scheduling classes in two cycles, namely, Monday, Wednesday, and Friday; and Tuesday, Thursday, and Saturday morning. These schedules are still tentative since they have not been brought before the Faculty Council and the Curriculum Committee.

We had hoped to move into the 24th Street Center in September, 1970; however, at this point it does not appear likely. As a result, there is at the moment the very pressing need for office space. Our faculty has been utilizing space on a basis well below the requirements of 120 square feet per instructor. As a matter of fact, in some departments we are in the very awkward position of having one desk shared by different instructors in the morning, afternoon and evening. Further, the space for supportive services is quite desperate. In consequence, even if there may not be a need for additional classroom space, there will definitely be a need for offices for instructors, counselors and tutors.

What has been overlooked in many instances is the varying classroom sizes for differing needs. For most remedial classes a maximum of 12 students should be allowed to form a group within a classroom. Further, we will require laboratories which will have separate booths for individual work. These will not follow the standard sizes of classes. Finally, we will need a large number of individual offices so that the counselors could conduct their counseling in privacy.

Presently, much of our counseling, especially in the Department of Compensatory Education which is primarily concerned with SEEK students, is done under very awkward conditions. That is, very often counselors must search for free classrooms where they can meet with their students; these, however, are free only 54 minutes at a time and frequently do not have solid walls but thin partitions to insure privacy. It is our expectation that this problem can be rectified in two years. However, the immediate demands of 1970 must be dealt with and it is our hope that we will be able to obtain offices near the college to conduct these particular activities.

Progress to Date on Attempts to Locate Additional Space

1. The building occupied by Catholic Charities on 23rd Street and Lexington Avenue appears to be out. Their Business Manager revealed that they are looking for additional space rather than seeking to rent some of the space they currently occupy.

2. Regarding the space occupied by John Jay College at 315 Park Avenue South, Mr. Edward Lerman, the space consultant for CUNY, has advised that the owner of this building appears to be a very sharp operator and the Department of Real Estate does not seem to be too hopeful about working out an acceptable lease for additional space for John Jay or Baruch in this building. We were also told that the owner provides poor service in the building and that this has created problems in relation to school operations.

3. A building at 360 Second Avenue (S.E. corner of 22nd Street) was visited. This ten story building was originally designed for loft purposes but is rapidly being converted to offices. There is one floor available at the present time consisting of 17,500 square feet. Additional floors will become available over the next year or two.

The advantage of this space is that it is much lower in cost than equivalent space on Park Avenue South - approximately $2.00 per square foot as compared to an average of $7.00 or $8.00 per square foot on Park Avenue South. The location is not quite as desirable as buildings on Park Avenue in terms of access to subway lines. Favorable for this building is a somewhat less congested area on Second Avenue as compared with Park Avenue South.

4. Space at 360 Park Avenue South (S.W. corner 26th Street) was investigated. Available for almost immediate occupancy are the street level floor, the basement area and the first floor. This involves approximately 44,000 square feet. The location is excellent and the modernization work that is being done appears to be of first-rate quality; however, the cost per square foot is fairly high ? $7.25.

There may be some advantages in occupying lower level floors since by putting in escalators and stairways we could avoid some of the problems encountered at other buildings where elevators are used chiefly for transfers from floor to floor. The loads at class change time become very difficult to manage through use of conventional elevator service.

5. Space was looked at in 401 Park Avenue South (S.E. corner 28th Street). There was one floor, approximately 16,000 square feet, that will be available in a month or two on the 11th floor. This building does not seem to lend itself too well to our use. The capacity of the elevators is insufficient to carry the number of students which this space would have to service to justify the relatively high rental costs. This is essentially a commercial building with mixed types of commercial tenants. The only space that seemed to be immediately available was one floor, with the possibility of additional floors becoming available in a year or two.

6. Another possibility is the annex of the New School for Social Research located at 65 Fifth Avenue on the corner of 14th Street. This building, which was recently opened, could be leased only on a part-time basis. This building has 23 classrooms, an auditorium seating 200, a library and several student lounges. If this building were leased for the College, according to the New School Business Manager, classes would have to close no later than 1:3o p.m. daily and all students would have to be out of the building by 2 p.m. Classes could start at anytime in the morning.

The facility offers only a few offices for instructional staff use. Aside from this deficiency, this facility would seem to be adequate if we were to operate a program for freshmen or for some special division on an annex basis. The advantage of this facility is that it is ready for immediate use, and a lease on reasonable terms probably could be arranged.

7. The George Washington Hotel offers adequate facilities for offices, such as remediation classrooms and counseling rooms plus some seminar rooms on each floor. The advantages of the George Washington are that little structural change is required and it is directly opposite the Baruch building. We are presently requesting 2?1/2 floors or approximately 16,000 sq. ft. for September in this building.

III. COORDINATION of THE PROGRAM OF EDUCATIONAL DEVELOPMENT UNDER OPEN ENROLLMENT

1. It is proposed that there be appointed a Director of Educational Development who shall be directly responsible to the President and who shall hold rank in an appropriate department.

2. The duties of the Director of Educational Development will be to coordinate the services of the following units as they bear on open enrollment: Departments of Compensatory Education, Student Personnel Services, Curricular Guidance, Admissions and Academic Departments such as Education, English, Mathematics, etc., and to recommend priorities, programs, budget and personnel for approved projects. He will have the responsibility for testing, screening, and placement of students, as well as for coordinating the counseling, remediation tutoring, and financial aid programs.

3. In the selection of a Director of Educational Development consideration should be given to:

1. Administrative experience
2. Research in higher education for the disadvantaged
3. Experience in teaching and training of tutors and counselors
4. Experience in recruiting and training personnel for a learning laboratory.

4. It is proposed further that there be established (a) a Policy Council and (b) an Operating Committee. The Director of Educational Development shall be the Chairman of both.

5. The Policy Council is to include the Deans of Business, Liberal Arts, and Evening Session and not mare than six senior professors appointed by the President.

6. The Operating Committee shall consist of the chairmen of departments, or their designated representatives, each of whom shares in the educational development program. This committee will be largely responsible for coordinating programs and fixing responsibility in accordance with the guidelines proposed by the Committee on Open Enrollment entitled, "Plans and Procedures for Dealing with Open Enrollment".

IV. PROCEDURES FOR SCREENING PLACING AND EVALUATING THE PROGRESS of STUDENTS ENTERING OPEN ENROLLMENTM
An overview of the steps in the screening and placing procedure is diagrammed in Figure 1. A brief description of each step in the procedure follows:

Names and Background Data on Student Population

Upon receipt of the names of students allocated to Baruch College, The Educational Development Officer will contact the University Application Processing Center to obtain the high school transcripts and a computer tape of all available background information of the students. This should be done as soon as names of accepted students are released. (April 15) .

Orientation and Evaluation of Needs

One week later (April 22), the Educational Development Officer will send letters to all students on the roster informing them that they must participate in orientation and placement sessions on May 1st and 2nd prior to registration for college. The students will have to return an enclosed card indicating their intention to register. If they do not intend to register, they will be asked to indicate the reason.

On the morning of the first day, following a brief welcome, all students including the SEEK students entering in September 1970, will be given a diagnostic testing battery for purposes of academic placement only. The testing will last approximately three hours. The testing battery will be developed by the Departments of Compensatory Education, Education, Psychology, English, Mathematics, Languages, Speech, and Student Personnel services.

The placement battery will be administered by the Department of Compensatory Education with the assistance of Student Personnel Services. Standardized tests will be scored by electronic test scoring equipment, while each department will score its own subjective tests, e.g., writing ability will be evaluated by the Department of English.

Following lunch, the second half of the first day will be spent assessing the physical, psychological and financial needs of the students. The Health Services Unit in conjunction with the Department of Student Personnel Services will be responsible for the physical examination. Studies have found that health services are often under-utilized by teenagers living in poverty areas. Besides discovering hidden illness or identifying physical handicaps, the medical staff could check for the presence of communicable diseases and for evidence of drug usage.

The Financial Aid Officer and assigned counselors from the Department of Compensatory Education will determine the student's current financial position by obtaining information about family income, welfare assistance, etc.

The second day of orientation will be spent giving the students an overview of what they face by a representative of each of the major departments or services with which they would have contact at one time or The students will receive information bulletins, library manuals, etc. It will be an opportune time to help the students achieve a more realistic outlook with regard to their expectations of their own behavior in college and, in turn, what they could expect of college. previous research has shown this to be an important area of need.*

The Educational Development Officer will determine the number of students who are prepared to begin their course work in June.

Scoring of Measures and Collection of Material

There are approximately 9 days (including weekends) from the start of the testing procedure until May 10. In this period it will be necessary to score all academic measures, and to accumulate all of the medical, psychiatric, and financial information into central files for each of the 1,225 students expected under open enrollment.

Assessment Interview

The assessment interviews and subsequent placement in appropriate programs will take place between May 11 and June 12 (5 full weeks). The Admissions Board, chaired by the Director of Admissions, will consist of representatives from the Departments of Compensatory Education, Education, English, Mathematics, Speech, Curricular Guidance, Student Personnel Services, Health Services and Financial Aid. The Admissions Board will review the material in each student's file, including results of academic achievement tests, high school performance as indicated on transcripts, and medical, psychological. and financial data. Each student will be seen independently by the Admissions Board and advised as to courses to be taken during the summer session and as to his first and second semester programs.

*Dispenzieri, A. and Giniger, S., Expectations of SEEK Program Students. and Regular Matriculants in Senior College : September 196 Entering Class. The City University of New York Research and Evaluation Unit, November 1, 1969.

Where appropriate, counseling and health services will be arranged. Further, students will receive information and application forms for financial aid in the form of stipends for SEEK students, Economic Opportunity Grants for regular matriculants, or grants from other sources.

Those students entering fn summer session will receive assistance through the myriad steps of actual registration from student advisors and guidance counselors.

Rationale for Inter-Departmental Assessment and Assignment of Students

The open enrollment committee is aware of and sensitive to the very important fact that assigning students with low high school averages or college credit deficiencies to a particular department would, in large measure, leave them with a feeling of "second class citizen" status. (This attitude has been repeated to us by students and faculty in both the SEEK and College Discovery Programs). It is the hope of the college administration and faculty that the remedial and compensatory education, including that of the SEEK students, will be rapidly incorporated (wherever fusible) into the mainstream of regular college courses.

In dealing with the special classification of students, the effort has been organized so that there is a constant interaction and intermingling of faculties and responsibilities. The tradition of placing students into The City University has not been to assign them to departments, but rather to assign students to colleges. The Director of Admissions, in conjunction with the respective faculty committees, directs the flow of student enrollment within the traditional registration procedures. No attempt has been made to deviate from this traditional procedure.

Evaluation

The entire sequence, which admittedly is only in part experimental (since many of the students will be placed in freshman courses without need for remediation or special services), will be evaluated by members of the Departments of Psychology and Education in conjunction with the members of the Department of Compensatory Education. Essentially, Baruch will have an action-research program in which ongoing research findings will be utilized in revising the content of courses and in changing the sequence of student placement procedures. The activity will be inter-departmental to encourage a pooling and sharing of resources.

Computerized Data Bank

A data file should be prepared for each of the 1,225 students accepted for entrance to Baruch. All background information obtained from UAPC, including transcript data should be added to the file. If students do not show up for orientation and testing, add this information as well as their reasons, to the tape file; the same should be done for students who drop out prior to or after registration.

The achievement test scores and placement decisions should be included as well as medical, psychological and financial aid information. (Confidentiality of the files rust be assured). The student's performance in each course will also be added to create a valuable pool of information and empirical source of hypothesis-testing.

The creation of an elaborate computer bank is an initially time consuming procedures but the ultimate payoff is well worth the effort.

*Dispenzieri, A. and Giniger, S., et al., First Semester Performance of SEEK Program Students and Regular Matriculants : September 1968 Entering Class. The City University of New York Research and Evaluation Unit-January 15,1970.

V. THE SUMMER PRGRAM

Many students have not been high achievers in the high school system and have low levels of motivation. Because this type of student often does not show up for registration in the fall, we are requesting that they register in ,Tune, with the assistance of the staff of the Department of Compensatory Education and the Department of Curricular Guidance. Baruch has taken the position that it is absolutely essential that a summer program be developed for introducing the student into college activities as quickly as possible in order to sustain the motivation he may have received from high school personnel. Several department members are presently preparing syllabi for a number of remedial courses in addition to a full summer program of counseling.

The exact number of courses and training programs for tutors, counselors, and instructors will be established after we have obtained the transcript and test data on each student.

SUMMER ORIENTATION PRGRAM - (EIGHT WEEKS - TWO HOURS PER WEEK, 1 CREDIT)

First Week

Suggested guidelines - the needs of the group should determine program content. Put the students in groups of ten to twelve, assign one faculty member and one student leader to the group. Let the first meeting be an explanatory meeting. If possible, take up with the group their fears and anxieties about being in college.

Second Week

Student activities - representatives from student groups and student government to address the groups. During the first semester stress the need for students getting involved with student government.

Third Week

Curricular guidance personnel - areas of curriculum and their practical applications - discussion of the grading system, how to change major study area, the academic probations system and procedures, where to get remedial help and curricular guidance. Freshman Directory handout.

Fourth Week

Learning problems and study skills:

1. How to study
2. How to improve your reading
3. Outlines and guides for writing term papers
4. The role of the learner

Fifth Week

Student leaders arid groups alone to determine future topics and interests. (Breaking away from parents, minority groups and their place in Baruch College, ways of getting to know other students in the commuter college, student rights and responsibilities, how to turn ideas into action in the Baruch atmosphere, etc).

Sixth Week

Operational scheme of the College - description of who does what. How to make use of the various practitioners throughout the College.

Seventh Week

Drug use in the college environment ? Doctors LaVange Richardson and Vincent Bryan, together with an ex-addict, brought in to discuss the physical and psychological effects of drug misuse as cell as the prevalence and types of drugs found in the college environment.

Eighth Week

Students evaluate the Orientation Program.

VI. TUTORING SERVICES

The Director of Educational Development and the members of the Department of Compensatory education dill be responsible for recruiting and coordinating the activities of tutors in each of the subject areas.

It is anticipated that there will be a need for more than 300 tutors.

Tutoring supervisors will be responsible for overseeing the activities of their assigned tutors and for the progress of the students.

VII. ORIENTATION

A joint committee has been established between the Department of Compensatory Education and the Department of Student Life to deal with the orientation program for the incoming freshmen class. The details of the program are outlined below:

Proposed Freshman Orientation Program

Orientation is most pertinent at the time of student need. Therefore, Freshman Orientation begins at the point that a student is accepted by the College. Our first contact with the students should come in the form of a congratulatory letter letting them know that they have been accepted by the College, and that we are looking forward to having them with us. Student Personnel Services should be the focal point for bringing the students into the College.

Between the time a student is accepted by the College and the time he completes his registration, there is a great deal of information that must be given to him. It should be the responsibility of the faculty member who conducts the Orientation Program to give out this information.

As the student begins his work at the College, it becomes appropriate to provide continued guidance, counseling and information. The following considerations and recommendations are proposed:

Goals and Purposes:

1. Informational and Facilitative: Help students become acquainted with the College: facilities, rules, traditions, academic, opportunities Facilitate enrollment and registration of new students.

2. Educational Involvement: Help students acclimate the collegiate world of learning; .expansion of intellectual horizons, adaptation to demands of collegiate learning, assistance to handle studies, help student recognize he is responsible for his own learning, etc.

3. Academic and Vocational Planning: Help students to begin or continue their thinking as to academic and vocational interests and goals.

4. Personal Growth and Development: Help students evolve a sense of identity, meet crucial needs of intimacy and belonging, consider developmental concerns (dependency, sex, etc.), review relationships with others.

5. Sharing in the College Community: Help students create and share involvement with peers and faculty: intellectual - social - personal; personalizing the college experience and creating an atmosphere of friendly concern; developing an intellectual climate, and participate in college decision-making.

Essential Ingredients to the Orientation Classes

1. Credit bearing - Required Course (1-2 Credits): Rationale: to stress the seriousness of the effort; the commitment by the College; identification with collegiate work and matriculated peers.

2. Methodology - Small Groups: Rationale: extreme difficulty of personalizing and achieving involvement while in large groups; essential to meet individual needs; much easier to establish personal peer relationships; face to face communication; opportunity for guided group experiences.

3. Faculty and Student Leader Involvement: Rationale: establishment of sound adult and peer behavior models; open up paths of communications; close identification with college; an advisor-guidance modus operandi for sophomore and junior years.

1. Student Leaders - Academic Credit: should receive academic credits either as field work credits in sociology, education or psychology, or as honors work, or as elective work.
2. Faculty -Released Time: Rationale: to stress commitment by the College; to afford adequate time and preparatory commitment.

4. Guidance Counselor Involvement: Rationale: to provide for faculty and student leaders resource and direct group leading role re:students assigned for remediation, etc.

5. Coordination and Supervision By Department of Student Personnel Services in Conj unction with Cooperating Departments in Planning and Implementing Programs: Rationale: utilization of supervisors trained and experienced in group guidance and orientation; to stress the identification of oneness with college peers as opposed to separateness and feelings of being "different," and not really a college student (to avoid identities such as SEEK, Open Enrollment, etc.); to develop and supervise student leaders.

Program (Steps)

May - Information Session and Testing -A11 Students:

a. Setting the framework of a collegiate education and the
opportunity presented to them.

b. Setting the framework of the day's testing and its place in the program.

June - Achievement and Credit Background Assessment - All Students

Pre-Registration Meeting for Summer Attendees (Curricula Advisors and Summer Session Advisors).

1. Counseling and Advising Session as to appropriate classes, etc.
   1. Freshman Courses
   2. Modified Freshman Courses
   3. Remediation - English, Math, Speech
   4. Curricular guidance
2. Registration and Summer Program Planning - Procedures Courses, etc.
   1. Orientation Course.

VIII. COUNSELING SERVICES

Department of Compensatory Education

The Department of Compensatory Education will have the prime responsibility of counseling students requiring assistance during their first 30 credits or first year of college. The counseling will be academic personal and financial. The department members should be cognizant of the fact that the counselor will become the focal arid critical person in the life of the student with the particular academic deficiencies.

Recent evidence in the Journal of Personnel and Guidance and other psychological journals indicate that more and more students require counseling for emotional problems. ?'he open enrollment population will present an even greater incidence of the same kinds of psychological problems that were found in the past: family problems, problems of identification and, in some instances, drug abuse. However, this is not related to ethnicity since this is a nationwide occurrence.

A recent study** put out by the CUNY Research and Evaluation Unit indicated quite clearly that the disadvantaged population coming into The City University has as its major need, financial assistance. This has been reflected quite explicitly in the study. Regularly matriculated students, when asked what they perceived to be their immediate needs in order to perform adequately in college, ranked money as fifth, whereas the disadvantaged population in special programs ranked money as being first. Consequently, the financial counselor will have a great deal of responsibility in distributing the stipends, the funds for educational materials, the Economic Opportunity Grants, and will, in all probability, have to engage in some financial management planning with these students.

*See: A Follow-up Stud of the Experiences and Reactions of the 1965 Entering Class of the College a Discover Program - The City University of New York Research and Evaluation Unit - April 1969 - Drs. Angelo Dispenzieri, Seymour Giniger, et al.

**Needs of SEEK Students and Regular Matriculants in Senior College: September 1968 Entering - Class - April, 1969 - Drs. Angelo Dispenzieri, Seymour Giniger, et al.

Obviously then, there must be much more guidance and counseling than we have heretofore experienced at Baruch College. In addition, a great number of students, regardless of background, require career counseling and with this specific population we will find that their educational deficiencies will intrude upon their decision-making ability with regard to specific careers to pursue. Os a result, the guidance counselor will have to be a highly sensitive and psychologically oriented individual who will have to disabuse the student of his negative image of not being capable of pursuing career goals commensurate with those pursued by educationally advantaged students.

Given this situation, it is safe ;to assume that the counselor will be the focal person in the life of the student, and that the counselor will be constantly in touch with the instructional department members who are teaching the educationally disadvantaged students. A source of difficulty in the past has been that the counselors have not had the opportunity to establish communication lines with instructors. An attempt is being made presently in Baruch College to establish such lines of communication between the instructors and the counselors in the Department of Compensatory Education.

In those cases where a student cannot pursue the prescribed course even after continued and intensive remedial and counseling assistance, it may be decided in the best interests of the student that he pursue another college or vocational track. vocational counseling and placement staff under the supervision of the Department of Compensatory Education will guide the student into the following possible alternate paths:

1. A career program at a community college.
2. A technical program at an Urban Skills Center.
3. Other specialized vocational schools.
4. A fob with one of the large firms now offering educational programs as part of their training or orientation.
5. Other job opportunities of interest to the student.

Department of Student Personnel Services Division of Counsel

The Department of Student Personnel Services and The Department of Compensatory Education have established a joint committee on counseling. The function of the joint committee is to provide the following:

1. Establish an in-service orientation and training program for the counselors at Baruch College.

2. Establish a referral service between departments for students requiring intensive psychological and psychiatric assistance.

3. Convene meetings for weekly case presentations for evaluations and discussions.

4. Establish a standardization of procedures and techniques for conducting individual and group counseling.

During their first year, they will receive counseling (if necessary) within the Department of Compensatory Education. After the first year, and/or upon the completion of 30 college credits, the students will receive counseling from the members of the Counseling Division.

Approximately 14% of Baruch's lower freshmen apply for counseling in the Division. These students are usually occupied with details of college routine at first, and this preoccupation tends temporarily to cover more fundamental psychological problems. For example one of the major presenting problems encountered includes vocational indecision and fear of failure. This problem may require vocational testing and supportive help but further exploration generally reveals other anxieties. Other recurrent problems are: depression, character disorders, drug dependency, sexual deviations, and anxiety neuroses. Some students will not accept outside referrals and prefer being seen on campus. Most students are resilient and capable of surprising progress when specialized help is given. To ensure effective continuity, the counseling psychologists should be in liaison with counselors in the Department of Compensatory Education so that students with more serious psychological difficulties may be referred to the Division for specialized psychological assistance.

IX. DIAGNOSTIC TESTS

The proposed program in remedial reading will incorporate the following elements:

Diagnosis

1. The Department of Compensatory Education will administer diagnostic tests to all incoming students. The test itself will be cooperatively chosen or designed by the Department of Compensatory Education, the Department of Education, the Department of English, and the Department of Psychology.

2. On the basis of the testing program, students will be counseled into appropriate college-level and/or remedial courses. The latter will include remedial wont in mathematics, written English and reading.

X. REMEDIAL EADING AND WRITING PROGRAMS

The reading program as currently practiced consists of:

1. The traditional freshman courses modified by extending the course over a period of 32 weeks as opposed to 16 weeks. Another modification would be the introduction of a tutor within the class or a remedial reading teacher working in conjunction with the instructor, attempting to enhance the student's reading ability in the traditional course.

2. College preparatory courses, administered by the English Department, and for which college preparatory teachers or part-time instructors are presently being recruited, will be offered.

3. Remedial reading support programs in specific subject matter areas conducted by the Department of Compensatory Education (e.g., management, sociology).

4. Remediation courses dealing with the following levels of English deficiency and writing ability:

English l: Falls within high to low average indicating readiness for English 1 (1 sem., 4 crs.)

English 1.1 and 1.2: Falls below average with potential for credit-bearing year of Freshman English - English 1.1 (1 sem., 2 crs.) and Eng. 1.2 (1 scm,, 2 crs.)

English 5: Shows need for a course in Remedial English before profitable entry into English 1 or English 1.1 and 1.2.

English 6: Reveals presence of foreignisms, faults in idiom, structure, and diction requiring assignment to an appropriate course in English as a Second Language: Matriculation English.

Referral: Indicates writing below an acceptable level for any of the regular English courses offered at the Baruch College, writing competence rust be raised through appropriate courses taken and passed within the SEEK pre-baccalaureate program or elsewhere; reexamination will then be required to demonstrate eligibility for regular courses.

5. Students who are diagnosed as reading below grade level (12th) will be referred to the Department of Compensatory Education.

In order to raise students' reading skills at the college level, the general areas of study skills, technical vocabulary, and advanced comprehension skills will be taught within a course structure. The Study Skills Program will include demonstration and practice of study method which utilizes survey techniques in order to perceive the organizational structure of written material and relate the whole to its parts. An example of vocabulary training would be utilization of context and word analysis to define technical vocabulary. One of the many higher level comprehension skills which students profit from practicing is learning how to identify organizational patterns cause and effect, thesis anal example, etc.) and relating them to the author's purpose. These are dust a few examples of the many strategies employed to improve students' reading levels within a content area course structure.

6. Students with particular reading disabilities will be referred to the Reading Laboratory which has been designed and proposed by the Department of Education and administered in conjunction with the Departments of English and Compensatory Education. The proposal includes, but is not limited to, the application of computer-assisted instruction and/or education technology to the remedial, reinforcement or other supportive educational programs for incoming freshmen at Baruch College as part of the total educational program.

7. Student-Teacher Ratio: Contact hours and special equipment are critical factors. The lower the ratio of students to teachers and the greater the number of contact hours the better. Our present student teacher ratio of 20:1 in English 5 and English 1.1 is too high; 12:1 should be the maximum for effectiveness and real long-range economy.

Concept of a Reading, Laboratory
The Reading Laboratory will reinforce, strengthen and supplement the remedial program in:

1. Providing appropriate remediation for students
2. Training teachers of remedial reading
3. Training other teachers for elementary and secondary schools
4. Engaging in related research and evaluation

Where an individualized attack on reading appears to be required, the appropriate department (e.g., Compensatory Education, English, other) will male referral to the Reading Laboratory. There the student will be retested for diagnostic purposes to ascertain the precise nature of his deficiency. In the Reading Laboratory he will be assigned to an appropriate regimen of instruction and drill, making use of:

1. Such reading technology as may appear appropriate
2. Such reading programs as may appear appropriate
3. Individual study and drill
4. Individual instruction
5. Ongoing evaluation and progress review

It is visualized that a student will report to the Reading Laboratory from 1-3 hours weekly as may be indicated.

Function of the Reading Laboratory

The Department of Education's Reading Laboratory will serve a two-fold function:

1. It will provide individualized remediation as needed
2. It will be a laboratory in which remedial reading teachers may work and in which remedial reading and other teachers may be developed.

Personnel

The Department of Education will be immediately responsible for the Reading Laboratory. It will be supervised by a remedial reading specialist in the Education Department at the associate or full professorial level. The following will be assigned to the heading Laboratory:

1. Additional reading specialists in the Department of Education at the assistant and associate professorial level as may be required.

2. Graduate students preparing to become remedial reading teachers when such programs are mounted at the graduate level.

3. Undergraduate students who are taking the required courses in the teaching of reading in the professional. elementary and secondary sequence of the Department of Education.

Research, Development and Evaluation

As in other areas of the remediation program, the Department of Education gill engage in a continuing program of research, program development and evaluation. Toward this end in the area of reading, it will:

1. Measure student progress
2. Evaluate programs
3. Prepare programs
4. Maintain appropriate records
5. Report on student progress to the appropriate department
6. Screen remedial reading teachers and specialists
7. Evaluate remedial reading teachers and specialists

As conceived here, the Reading Laboratory can be of real value to the college community generally and to the students requiring specific remediation particularly. It is supportive of and not a substitute for, the work of the remedial reading teachers in the Department of Compensatory Education and the Department of English.

Ample lead time must be provided to establish procedures for referral, set up physical facilities, order appropriate materials, and plan appropriate programs. A remedial reading specialist should be available during the Spring semester for this purpose.

The Department of Compensatory Education will conduct the reading remediation that deals with skill sharpening, that is, upgrading the reading level of students who are reading below college levels, whereas the Department of Education will have a laboratory dealing with those individuals who have specific reading disabilities: students who invert word structure, who have optical difficulties, etc.

Notes:
1. Mile in a Leading Laboratory reading technology may be appropriately applied, it does not necessarily follow that the proposed laboratory will rely exclusively on it. Indeed, its place in reading remediation may well be definitively determined as an outgrowth of research and evaluation.

2. As used here, remedial reading training specialist refers to those who occupy professorial levels in the Department of Education and the Department of English. Their main function is the training of reading and other teachers.

Remedial reading teachers are those who provide group and/or individual instruction to students needing reading assistance. Their main function is the improvement of reading achievement levels among students.

XI. SPECIAL RESPONSIBILITIES OF DEPARTMENTS

It is understand that every educational department will be involved in various ways with the task of providing suitable instruction for students admitted under open enrollment and in meeting their other educational needs. As a result of extensive conference it can be concluded that every department is entirely willing to assume its responsibilities.

In this report we have not undertaken to delineate the nature of these responsibilities for every department. References have been made only in a few cases where departmental responsibilities were involved in a college wide program. There follow references to additional departments who have special responsibilities.

Mathematics Department

Since many of the students may not have the high school mathematics sequence for college, our Mathematics Department has prepared syllabi for the following courses:

1. Arithmetic - no credit - 4 hours per week
   
2. Elementary Algebra - no credit - 4 hours per week
   
3. Geometry - no credit - 4 hours per week
   
4. Intermediate Algebra -no credit ? 3 hours per week
   
5. Trigonometry -no credit - 3 hours per week

Presently Numbers 2, 3 and 4 are being offered to the SEEK students.

The department is presently developing an experimental course in which some of the no credit courses (4 and 5 above) may be combined with college credit-bearing courses.

Speech Department

The Speech department has a speech clinic for students who are handicapped by speech impediments. The student must attend one hour per weed for one or more semesters or until clinic discharge is obtained. No credit is allowed.

A proposal for the expansion of the speech clinic is now in process in order to deal with the anticipated increase of students requiring specialized speech instruction.

XII. LIBRARY SERVICES*

Although the squeeze on the library at Baruch College has already been so widely chronicled that it need not be re-emphasized here, two points with regard to library service under expanded enrollment should be made:

1. Under any circumstances, the addition of 1,225 students will make a bad situation so much worse.

2. Since it is estimated that about half of these students will need remedial work of some sort, there is no area in which such efforts would be more rewarding or useful to the students than in the field of bibliographic orientation and use of the library.

A special program of "compensatory library orientation" would, of course, transcend the more physical requirements of space, books, and seats. It would mean additions to staff and special facilities in an area where both are chronically short. This shortage is especially acute with regard to adequate clerical assistance. Even if our clerical staff were doubled or tripled to meet the minimum standards for staffing libraries, there would literally be no space in which they could work.

In several college libraries within the University there have already been established positions for librarians to work almost exclusively with SEEK students on their campuses. Some general program should be established at Baruch to provide guidance and instruction for all freshmen in the uses of libraries. In view of our space and staff situation this would mean that a separate facility, appropriately staffed by at least two professional librarians and sufficient clerical assistance from civil service and other sources, should be established. Reading space at the rate of 25 square feet per student plus library work space should be contemplated. For 100 students we might estimate that a reading roam of approximately 3,000»3,500 square feet would be required. This would enable the library to fulfill a nationally recognized need, namely, the introduction of college students to the materials and methods of research and investigation.

*Preliminary statement by the staff. of the library. A detailed proposal is being developed.

XIII. GRADING AND ACADEMIC STANDING

The present Committee on Course and Standing is authorized to evaluate and determine the students' progress.

The Department of Compensatory Education as well as appropriate teaching departments, will have representatives on this committee to certify the students' fulfillment of all required compensatory and/or remedial work.

It is the general feeling of the faculty that a student should be given a full year to adjust to the college environment. This practice does not markedly differ from the present practice.

XIV. EVALUATION OF SUPPORTIVE SERVICES

The key academic support services of counseling, remediation, tutoring and financial aid will be evaluated by a research team made up of representatives from the Departments of Psychology, Education, and Student Personnel.

Questions that have been raised with regard to each of the areas are listed below.

Counseling Services

1. What are the adequacies and inadequacies of the services?

2. Do the services fulfill the stated objectives?

3. What are the opinions and recommendations of the counselors concerning the program, their autonomy and freedom to innovate treatment approaches, their assignment load, office space, etc?

4. Study of critical counselor-client incidents for more effective counseling.

5. Were the students aware of the availability of the counseling services? If aware, dirt they accept or reject the services? Why?

6. What are the opinions and recommendations of the students concerning the counselors, the counseling, their needs and how they are met?

Remedial Services

Evaluation by the Departments of Education and Psychology of remedial courses and special SEED courses.

1. What are the adequacies and inadequacies of the required courses? Does the remedial program make up for the deficiencies?

2. Is the program effective (i.e. does it meet stated goals or objectives)?

3. What is the effectiveness of innovative approaches?

4. What are the reactions of the remedial staff to the program?

5. Are the students aware of the availability of the services? :ire the services accepted or rejected? Why?

6. What are the reactions of the students to various aspects of the program? What are their evaluations of different personnel offering the services (i.e., experts, student tutors, etc.)?

Tutoring Services

Evaluation by the Departments of Education, Psychology and Compensatory Education of tutoring services.

1, Who needs tutoring?

2. Who is serving as a tutor?

3. Where and how often does tutoring take place? How effective is the tutoring procedure?

5. What are the reactions of the tutors to the service?

6. What are the reactions of the students to the tutoring service?

Financial Aid Services

Evaluating the Stipend and Economic Opportunity Grant Program by the Departments of Education and Psychology.

1. Are the criteria fair? How many students are benefited?

2. What are the reactions of the students to the stipend and EOG procedure in terms of fairness, sufficiency, distribution procedure, frequency?

3. What are the reaction of students not receiving the stipends or EOG?

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HISTORY OF BARUCH COLLEGE - Exhibit