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Supporting Veterans in Higher Education

November 11, 2014

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Transitioning into a college campus – whether in a community or four-year university setting – can be overwhelming for first-year students in spite of their previous academic training and preparation. By far the two most important ingredients needed to succeed academically include being resourceful and [to some degree] collective skill. In the mesh of identifying then developing specific attributes [quickly] to jump-start a collegiate career, add post-traditional characteristics: delayed enrollment; financial independence; full-time employment while enrolled; having dependents; single parent; and more. This is now the norm seen across enrollment offices throughout the country.

Student veterans, since being appointed veteran liaison in 2013, exhibit more than two nontraditional characteristics and share some similarities with their classmates – yet have a noteworthy characteristic most post-traditional or non-traditional students do not have: transitioning from military service to civilian life.

As I begin to identify MCNY’s role in supporting student veterans, I cannot begin without paying homage to Student Veterans of America. Founded in 2008, they remain committed to shaping the landscape of veteran welfare in higher education and their research associating the importance of student veterans’ graduation rate and our nation’s economy or return on investment through the GI Bill.

Metropolitan College of New York joined Student Veterans of America in February, 2013 and has received Military Friendly status for 5 consecutive years. The college has been able to reach such significance for the following reasons:

• MCNY offers veterans completely free tuition through Operation Tuition Freedom and covers the difference between any federal/state GI benefits and total tuition to ensure our Vets graduate debt-free.
• College credit recommendations from Joint Services Transcripts (JST) are taken into consideration. Therefore, student veterans are able to utilize their military training which allows them to graduate sooner.
• Student veterans have immediate and unlimited access to academic, career, and financial resources through the Learning Enhancement Center, Career Services, and Student Services.
• Consistent and sustained support for student veterans is achieved by assigning point-persons in admissions, registrar, financial aid, and Student Veterans Association (SVA) sponsor.
• Servicing student veterans by collaborating with community based organizations and government agencies such as The Department of Veteran Affairs, Wounded Warriors Project, and United War Veterans Council.

Recently, MCNY held its annual Veteran Social which allowed student veterans to learn about available services, meet with members from SVA, the Department of Veterans Affairs, showcase work of student veterans, and create awareness for upcoming activities.

Tuesday, November 11, 2014, staff, faculty, and current students will march alongside SVA at America’s Parade in New York City as a salutation to all that have served. I am emotionally overwhelmed and forever grateful for their sacrifice and proud of their accomplishments – I am one of many who see the benefits of the GI Bill at MCNY and the importance of providing a multitude of services to help veteran students succeed.

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Posted by Christopher Saldivar in Admissions, Alumni, Students. Post a Comment »

Associate Director of Admission & Veteran Liaison

Reasons To Go Back To College

November 9, 2014

If you are considering going back to school to get your degree, you are not alone. There are over 4 million people in the United States that have completed 2 years of college and were not able to gain their degree according to a recent article published in the US News and World Report. The article also states that over the past 20 years, 31 million people fall into this same category. Whether the reasons that lead to not continuing their studies vary from demanding work schedules to important family commitments or events. Combining this group with individuals who have their bachelor’s degrees and are seeking graduate school, there is a high demand for returning to school. If you fall into either of the categories mentioned, I would like to offer 3 compelling reasons why you should be strongly considering returning to college.

By returning to college, your career prospects could be expanded. Many industries from business to the medical field require varying levels of education in order to obtain a position or to be considered for promotion. When changing careers, heading back to school is a requisite step in gaining the expertise needed to complete the transition. Salaries are also impacted by the level of education you possess. In the chart titled, Earnings and Unemployment Rate by Educational Attainment (2013), The Bureau of Labor Statistics (BLS) provides solid data showing the variances in salary at each level. Using weekly wages as a measure, the BLS shows those who only possess a high school diploma made $76 less per week than those who have some college. Furthermore, the same individual with some college compared to a college graduate with a bachelors degree stands to lose $381 per week (just under $20,000 over 52 weeks)! The BLS also analyzed the unemployment rate within the same construct and showed the more education one has the lower the unemployment rate. The bottom line based on the data is a college degree offers higher wages and secure employment over time.

Your professional network can be enhanced by returning to school as well. Within in the classroom you will be taught by very knowledgeable professors who bring a treasure trove of information that will make more marketable, whether you are studying at the undergraduate or graduate level. Within that same classroom environment, you will collaborate with likeminded classmates that share your enthusiasm for learning and, most importantly, made the important decision to obtain that degree as well. From working on assignments or just providing moral support for one another, the bonding with a classmate can provide a lifelong friendship or, quite possibly, a business partnership. What do Public Enemy, founders of LinkedIn and Google have in common? They all met while in college!

Advancing your professional interest or networking with intelligent people are great reasons for returning back to school, but you will also impact others in your life in a positive way. Whether you have family to support or a family that assist you, all are key participants in your journey towards graduating from college. The time dedicated to studying for exams or conducting research for a paper will be a sacrifice for you and those you love. Take heed in the fact that while they are providing support for you, in turn you are inspiring them with your fortitude and perseverance to finish school. You are a role model for your children, your siblings and your friends for the decision you made to advance your career.

You have your reasons to return to college and now it is up to you! The spring semester at many institutions begin in January so you have the time to visit admissions offices to gain a better understanding of what is offered and learn the application process for the next term. Take the next step and return to college. You can do it!!!

Written by Terence Peavy, Vice President for Enrollment Management

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Posted by Stephen Ostendorff in Admissions, News, Students. Post a Comment »

Stephen is the Director of Admissions at Metropolitan College of New York and has been immersed in higher education and enrollment marketing since 2000. Having served in admissions, student affairs, residence life and as a faculty member, he takes a holistic, integrated approach to helping students achieve their academic goals. Follow him on Twitter - @Ostendorff

Top Five Reasons to Transfer

October 27, 2014

Top Five Reasons to Transfer

top_5_reasons_to_transfer

 

1- Transfer to a school in the location you want to live or work in after you graduate

Have you ever dreamed of graduating college and landing your dream job, in the city of your dreams? Quite dreamy huh! Location is one of the reasons why students’ transfer from a community college to a four-year college or university. Students, who have a specific career goal in mind, tend to not only upgrade their academic degree program, but the location in which they plan on obtaining future employment. Location is an ideal reason to transfer schools, especially for students who are in pursuit of working in an environment where they plan on living.

2- Fresh GPA

Grade Point Average is used to determine if a student is accepted into college or academically dismissed. Although grading polices vary across all post- secondary institutions, transfer students are automatically given a fresh GPA. Once accepted into a new institution, transfer students restart their academic careers either at a 0 grade point average or at a 4.0. Either way, a fresh GPA is a great reason to transfer schools.

3- Academic Upgrade

The mission of a college can be linked to its strategic goals, one of which maybe achieving academic excellence. A student whom is interested in being challenged, academically, can transfer to a college that has a greater level of academic rigor. If you have a high GPA, are apart of several extracurricular activities, or even looking to change the world, an academic upgrade may be the reason to transfer. A potential transfer school may offer a more diverse curriculum, prestigious accreditation, better research opportunities, and greater networking opportunities that can serve you well in your future. An academic upgrade offers you limitless opportunities to expand your horizons.

4- Campus Culture

All campus environments are not created equal. It is of most importance for students to be comfortable with institutional practices and everyday norms. Depending on the institution, the faculty to student ratio can determine the culture of an environment, or the age of the general student population may be the factor, which determines communal events, offered at a given institution. In any given situation, a student may choose to transfer because of these very reasons.

5- Transfer Scholarships

According to IPEDS, in FY 2011-2012- 81% percent of institutional grants were given to first time undergraduate students enrolled in four-year private not-for-profit colleges. This surpassed 42% of grants offer to students enrolled in public four year colleges. These numbers indicate that financial aid at private not-for-profit institutions are being disbursed at a higher rate, when compared to public four year schools. Transfer students leaving community colleges have the opportunity to receive greater amounts of financial aid because four year colleges, both public and private, have allocated monies in the form of grants, scholarships, or merit aid, specifically to this population.

Fast Facts- Financial Aid. (n.d.). Retrieved October 27, 2014, from http://nces.ed.gov/fastfacts/display.asp?id=31

Benefits of Transferring

MCNY’s unique approach to education empowers its students to learn while doing, and graduate in an accelerated time frame. Transfer students can complete the remainder of their Associate’s degree in as short as 16 months, and Bachelor’s degree in as little as 28 months. Wow!!!! In the fall’14, a total of 29 transfer students received articulation scholarships, and veterans were able to maximize military training for college credit. And… last but not least, MCNY offers flexible scheduling options. Students have the option of taking classes during the day, evening and weekend, and can chose between in class, online and hybrid courses. Most courses are offered at the Manhattan Campus or the Bronx Extension Center.

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Posted by Telegre Shipman in Admissions. Post a Comment »

Telegre Shipman is the Transfer Coordinator in the Office of Admissions at Metropolitan College of New York. As a higher education administrator, she is passionate about empowering non-traditional and marginalized students in reaching their academic potential. Helping to close the achievement gap, Telegre supports institutional retention by informing students of resources offered at MCNY, and connecting students to services outside of the institution to help develop their personal goals. She is a customer servicer; always putting the clients needs first, and is fond of an open door policy.

Working With Adult Learners – Part I

October 6, 2014

In the world of higher education, traditional college students are defined as first-time, full-time students who live on campus, are right out of high school and depend on their parents for financial support. Only 29% of American college students fit this definition, whereas 71% are adult learners, commuters, financially independent and/or part-time students . Non-traditional college students are the majority of college students. Based on this, it’s probably time for us to redefine what a traditional college student is and how we provide services for all who walk through our doors.

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(Source: ACE – Higher Education Today blog – Data source: U.S. Department of Education, via WSJ Real Time Economics blog)

Helping adult learners means understanding that they have more responsibilities than just attending class and doing homework. They may fit one or more of the following:

• Full-time employees
• Head of the household
• Parent
• Single parent
• Primary caregiver for a family member
• Homeless/living in a shelter
• Commuter (car/bus/train/etc.)
• Out of school for years

Alone, any of what’s listed above can be a lot to deal with on a day-to-day basis, but adding college to the list increases the difficulty. Without policies for adult learners, we risk failing on our obligation to help the students who come to us for education. We risk lower retention rates, lower graduation rates and increasing student debt and default rates.

Here’s a few initiatives colleges can implement to help adult learners get into school, find the support they need and ensure they graduate:

1- Make the admissions process simpler

This does not mean lower your standards. This means put customer service at the forefront of everything you do. Simplify your paperwork to allow students to fill out less and still give you everything you need to evaluate them as a student and stay compliant. One form with multiple purposes is better than seven forms with singular purposes. This cuts down on the amount of times they have to give their name, address and SSN, and also makes their files (paper or digital) less cumbersome.

2- Be flexible

With a diverse population like adult learners, it’s hard to get them all in one place at one time. Offering flexible class options (mix of day, evening, weekend and even online) allows students to not only plan their classes around their work and family obligations, but may also help them to graduate on time. Flexibility goes beyond classes, administrative offices need to be open longer (utilizing swing shifts to cover the hours with current staffing) and even open on weekends. Admissions, learning centers, student affairs, career services, and financial aid are just a few of the offices that should be available at non-traditional times to help. Developing a culture of flexibility will show your students that you care and want them to succeed.

3- Help them finish faster

Immediate decision days and more streamlined paperwork helps them get accepted faster, but accelerated programs that allow students to finish degrees in less time than other colleges are a big deal to adult learners. This helps them possibly find their way into their dream career quicker, earn a raise or promotion faster, free up time to spend with their families and help them achieve some economic stability.

These items do take a shift in culture and ideology, a desire to break from what colleges have “traditionally” done, but will go a long way in making your campus adult learner-friendly. Even some small steps will go a long way in welcoming, maintaining and graduating adult students. With “non-traditional” students accounting for 84% of students on campuses across the US, colleges can ill afford to ignore this population.
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Founded in 1964, Metropolitan College of New York has a long history of serving adult learners. MCNY offers accelerated associates, bachelors and masters degrees with flexible class options geared towards student who work full-time and have responsibilities beyond that of traditional college students. Offering degrees in business, education, emergency management, healthcare systems, human services, liberal arts and public affairs administration, our programs offer practical work experience that helps students gain valuable experience in their chosen fields which puts them in position to instantly make an impact for their employers. If you’d like more information about MCNY and the degrees offered, visit www.mcny.edu or call 1-800-33-THINK.

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Posted by Stephen Ostendorff in Admissions, Students. Comments Off

Stephen is the Director of Admissions at Metropolitan College of New York and has been immersed in higher education and enrollment marketing since 2000. Having served in admissions, student affairs, residence life and as a faculty member, he takes a holistic, integrated approach to helping students achieve their academic goals. Follow him on Twitter - @Ostendorff

Year-round Pell Grants Are A Lifeline

March 8, 2011

By Daniel de Vise

Here is a guest post from Vinton Thompson, President of the Metropolitan College of New York.

The House majority has voted for large cuts in Pell Grant support for low-income college students. These cuts would be disastrous for many students attending urban institutions and should be opposed. But lost in the discussion of these draconian cuts for all recipients of maximum Pell support is another Pell cut proposal that would target some of our nation’s most deserving students.

President Obama’s administration proposes to end year-round Pell Grants, which support students who go to school all year. This program, only a year and a half old, has given a lifeline to hardworking, non-traditional adult students. It supports their efforts to earn a life-changing B.A. faster and more efficiently than is possible in the traditional two-semester academic year that evolved in another era to serve young residential students.

In academic year 2009-2010, 666 students at Metropolitan College of New York, a small, nonprofit urban commuter institution in Manhattan, received Pell Grants. One hundred fourteen of these students relied on year-round Pell Grants. One is Khassaundra Whitley, who presently works as a teacher’s aide. She began her studies in Summer Semester 2010, planning to become a school teacher or social worker. To meet the requirements for a position that is opening at her current workplace, she needs to obtain her bachelor’s degree within the next year and a half. MCNY’s year-round, three full-semester academic calendar offers her the opportunity to accomplish this goal. But to complete her bachelor’s degree on this tight schedule she is relying on year-round Pell. Without it she will not be able to meet her goal on deadline.

Or take the case of Sabrina Soto, another student who first enrolled in Summer Semester 2010. She has two children, attends school full-time and works in a mental health facility. She needs her bachelor’s degree to qualify for promotion to supervisor. Thanks to year-round Pell, the New York State Tuition Assistance Program and some transfer credits, she has already completed her associate’s degree and is hard at work on her bachelor’s degree. Year-round Pell will make it possible for her to attend during Summer Semester 2011. Sabrina believes that being able to earn her degree quickly and without interruption is important to her success.

If year-round Pell comes to an end, dedicated students like Khassaundra and Sabrina will have to slow down their educations or go deeper into debt. In the first case, students’ dreams and higher-order contributions to the economy will be postponed (a postponement that may go on indefinitely if interruptions lead to loss of momentum and dropping out of school). In the second case, greater debt leads to greater risk of loan default. Neither outcome is in the students’ or the nation’s interest.

The administration contends that year-round Pell has not accelerated completion of bachelor’s degrees. No data has been offered to support this position. It is unlikely that only 18 months of experience would make it possible to do a thoughtful evaluation of this program, given that it takes a minimum of 16 months to earn a two-year associate degree going year-round. The administration also contends that the program has proved unexpectedly popular, an odd argument for discontinuation. Instead, the strong demand indicates that year-round Pell grants have met a real need in the target low-income student population.

Mr. Obama has made increasing college graduation rates a national priority. Rescinding year-round Pell grants would undercut this effort. Why target a group of students who are especially diligent and support-worthy to bear a disproportionate impact of national budget cuts? Surely there are better alternatives to share the inevitable pain.

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Posted by in About Applying, Admissions, Paying for School, Students. 1 Comment »

Bureau of Labor Statistics’ Latest Report For Teachers

January 3, 2011

The Bureau of Labor Statistics’ latest report of the occupations expected to have the largest number of job openings through 2018 (measured by anticipated number of jobs added from 2008-2018) indicates  that both post-secondary and elementary school teachers are among the top 15. Job openings for post-secondary teachers are expected to jump by 257,000 through 2018, while jobs for elementary school teachers will grow by 244,000.

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Posted by in Admissions. Comments Off

 

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