Union County College

Assistant Vice President of Academic Affairs & Dean of the Scotch Plains Campus

Working daily to advance Union's mission of "Transforming Our Community... One Student at a Time..."

◘Supporting the VPAA on numerous initiatives to support student success
◘Helping to launch a digital book subscription initiative with Cengage Unlimited for Fall 2019 to bolster student access and learning
◘Working to negotiate a new faculty contract
◘Forging strategic partnerships for the University Center at our Scotch Plains campus
◘Connecting instructional staff with our Innovation Center
◘Spearheaded Union’s first formal faculty advisement plan, focused on increasing student engagement and retention
◘+ all of the work done as the Dean of Curriculum, Accreditation, and American Honors

Union County College

Dean of Curriculum, Accreditation, and American Honors

◘ Curriculum – providing leadership, coordination & supervision of academic activities, including accreditation, program development & curriculum. Ensuring that Union's primary product is outstanding!
◘ Articulation agreements – coordinating College-wide agreements & collaborative efforts with other institutions to support student success. Kean & Montclair Universities are terrific partners.
◘ American Honors – overseeing all aspects of this area with 130 students. Lead AH Advisory Board committee. Cohort 1 graduation rate of 78.1%. AH graduates transferred to Columbia, Cornell & UCLA for example.
◘ Enrollment – collaborating with academic deans across three campuses, student development staff & IT to prepare annual academic calendars, manage course schedules & enrollment for nearly 10,000 students per annum using various reports.
◘ Grants – serving as the PI for a Title V cooperative STEMpact grant with Kean – supporting a great team on improving STEM graduation & transfer. Serving as a Co-PI for a prestigious 5-year, $1.5 million-dollar National Science Foundation grant to increase students’ critical thinking skills via Infusing Research as Pedagogy
◘ Strategic planning – advancing the College’s mission through the development of our 5-year Academic Master Plan and other connected tools. Leading a team of thirty faculty members, staff, and students to develop this plan, focused on advancing institutional and student success.
◘ Partnering with superintendents and principals - to help expand dual-enrollment and other opportunities to support enrollment and student success. Orchestrated a presentation to Union's Superintendents in 2017.
◘ Board of Trustees – coordinating and preparing BoT Education Planning & Policy Committee monthly meeting materials.

LaGuardia Community College

Administrative Executive Officer for Academic Affairs, Provost's Office

◘ Guided faculty in developing new academic majors grounded the labor market needs (e.g. Therapeutic Recreation, Public Health, Cybersecurity & Forensic Science).
◘ Co-directed a cross-divisional team to define, develop, and assess Experiential Learning Opportunities for students.
◘ Strengthed advisement as part of an institutional alignment of Academic & Student Affairs. Guiding Liberal Arts STEM advisement teams with both faculty & professional advisers who are serving 2000+ students.
◘ Divisional liaison for: 1) student communication coordinating with over 20 academic areas; 2) Academic & Student Affairs Alignment communications; 3) Robinhood Foundation's College Success App; 4) Education Advisory Board [EAB]; 5) Middle States 5-year Periodic Review Report
◘ Served in a leadership role on the CUNY Justice Academy Steering Committee & also on the Communications subcommittee – representing LaGuardia on developing policies to help our students graduate and consequently transition to John Jay.
◘ Completed five cycles of data-driven institutional strategic planning (across all divisions), as coordinated with CUNY Central & various levels of the college community, including the President, VP's, & dept. chairs. Prepared final Strat Plan outcomes reports.
◘ Co-led a redesign and implementation of improved student learning core competencies assessment framework based on AAC&U’s LEAP learning outcomes, & our Middle States self-study recommendations in collaboration with 75+ faculty & staff.
◘ Co-coordinated and guided discipline-based faculty teams to improve educational quality and rigor of 15+ majors– supporting them to ‘close-the-loop’ on learning outcomes assessment vis-à-vis academic program reviews.
◘ Directed: Coordinated Undergrad. Edu. [CUE] - prepared final outcomes reports, & ensured proper dept. allocation & expenditure of large annual budget; 2) Study Abroad program (to Chile & Japan); & 3) Cross-divisional team to collect scholarship.

Magna Publications

Webinar Presenter

◘ Based in part on the NASPA SAPPA 2011 Promising Practices award that Dr. Levy and I received, we presented a two part pre-recorded DVD series: Enhancing Faculty Advisement.
(1) The Art of Advising Seminar Series: Employing Student Development Practices to Enhance Faculty Advisement Training, and
(2) Reframing Faculty Resistance to ‘Developmental Advisement: Inspiring a Paradigm Shift!'

www.youtube.com/watch?v=0ouyd6kugB8

=======================================================================

College Now!

Coordinator for Summer Bridge Program at NYC College of Technology, CUNY

◘ 83.33% of the students persisted (throughout the summer season).
◘ Supported teachers, students, and a Ladders for Leaders intern in attaining a 94.44% course pass rate. Coordinated daily activities and trips for students and addressed challenges in implementation as identified by the CN director and teachers. Ensured that College Now’s course curricula were followed and effectual. Collaborated with a psycho-educational group, EKOarts to facilitate student success.

√ Under supervision of Eric Hoffman (University Director of Collaborative Pre-College supervision) & Ivonne Barreras (City Tech College Now program director)

=======================================================================

PaperClip Communications

Webinar Presenter

◘ Presented "Student Orientation: Assessment and Strategic Planning" with Dr. M.A. Levy and Mr. Marlin Thomas – a one hour live webinar (with over 15 school participating).

=======================================================================

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

Community College Journal of Research and Practice / Taylor & Francis

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

Community College Journal of Research and Practice / Taylor & Francis

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.

ABC's of How YOU and I SEE!

DiggyPOD; ISBN 9780692876404

Finally a children's book on the connection and importance of vision & learning.

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

Community College Journal of Research and Practice / Taylor & Francis

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.

ABC's of How YOU and I SEE!

DiggyPOD; ISBN 9780692876404

Finally a children's book on the connection and importance of vision & learning.

Nourishing STEM Student Success via a TEAM-Based Advisement Model

International Journal of Higher Education, 6 (6), p 31-43

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

Community College Journal of Research and Practice / Taylor & Francis

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.

ABC's of How YOU and I SEE!

DiggyPOD; ISBN 9780692876404

Finally a children's book on the connection and importance of vision & learning.

Nourishing STEM Student Success via a TEAM-Based Advisement Model

International Journal of Higher Education, 6 (6), p 31-43

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

Routledge

College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

Community College Journal of Research and Practice / Taylor & Francis

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.

ABC's of How YOU and I SEE!

DiggyPOD; ISBN 9780692876404

Finally a children's book on the connection and importance of vision & learning.

Nourishing STEM Student Success via a TEAM-Based Advisement Model

International Journal of Higher Education, 6 (6), p 31-43

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

Routledge

College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

Metropolitan Universities Journal

Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

Routledge/ Taylor & Francis Group

Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

SAN

Five Core Considerations for Counseling Non-Traditional Students

SAN

A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

Community College Journal of Research and Practice / Taylor & Francis

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.

ABC's of How YOU and I SEE!

DiggyPOD; ISBN 9780692876404

Finally a children's book on the connection and importance of vision & learning.

Nourishing STEM Student Success via a TEAM-Based Advisement Model

International Journal of Higher Education, 6 (6), p 31-43

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

Routledge

College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

Metropolitan Universities Journal

Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

Getting the Ducks in a Row: Connecting Community College Students to Support Services

Student Affairs eNewsletter

We explore the internal factors which might impede a student’s willingness to utilize the services available.