Admissions at MCNY
Upcoming Admissions Events
Click Here for all Admissions Event Dates.
MBA Info Session, Monday, November 3.
MCNY Graduate School Panel, Wednesday, November 5.
Living in NYC
Paying For School
MCNY's Admissions Blog
Top Five 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.
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.
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.
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
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.
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
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.
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.
Posted by in Admissions. Comments Off
© 2010, Metropolitan College of New York