Student Affairs Annual Report: 2014-15

Division of Student Affairs

Annual Report 2014 - 15 • 2014 -1 5 Accom pl i shment s • 2 015-16 G oa l s

First in NJ for associate degree graduates two years in a row.

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Dear Students, Faculty, Staff, and Administrators:

The 2014-15 academic year was another banner year for the Division of Student Affairs. In addition to serving students, the staff, faculty, and administrators engaged in the implementation of best practices, research, assessment, grant writing, training, professional development, community outreach, and coordination of various events among other critical projects to champion student success.

Commencement 2015 marked a monumental milestone; the largest graduating class in the history of Bergen Community College and the largest of any NJ community college with over 2,800 students graduated in May. This was accomplished in part due to the partnership between Academic Affairs and Student Affairs and the wonderful Project Graduation Committee and Sub-committees that were started in the previous academic year.

Members of Student Affairs have collaborated with various departments throughout the college to achieve membership into the Achieving the Dream (ATD) national network. Now that Bergen is an ATD college, Bergen’s Student Affairs team is well positioned to continue assessing student and program outcomes to improve student success through co-curricular activities such as academic advising, career counseling, and student life programming to name a few.

Student Affairs has developed partners in the community to establish, under the leadership of our president, P.U.S.H., Presidents United to Solve Hunger. An improved Center for Food Action location has been identified on campus to address issues such as homelessness, hunger, and provide utility assistance among other forms of financial relief.

Last year, the One-Stop Enrollment Services Center was established which incorporated state-of-the-art technology such as Q-Nomy’s virtual queuing and AppXtender scanning. Through Q-Nomy, students no longer have to wait in line and easy tracking of students and monitoring of their individual cases are now readily accessible functions. Since its inception, 61,867 cases have been virtually queued (data from August, 2014 to June, 2015).

The turnaround time for verification of financial aid files has been reduced from 10 days to 24 business hours!

Improvements continue to take place and none of this could have been made possible without the flexibility and support of

our students—our #1 customers.

In collaboration with faculty advisors, Student Life, and Counseling representatives, two top notch student groups were awarded: Phi Theta Kappa won multiple awards at this year’s regional convention including Distinguished Chapter Officer Team Award, Gold Chapter Award, Five Stars Chapter Award, and the Distinguished Honors In Action Project Award to name a few. Furthermore, five student athlete teams were nominated for NJCAA All Academic Team honors.

For the first time in the history of Bergen, students from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPDSID) grant participated in this year’s Commencement celebration.

I want to thank the entire team in Student Affairs for doing more with less, maximizing every opportunity to achieve new heights, and for thinking in out-of-the-box ways while going above and beyond to help our students succeed.

Although we’ve achieved new heights, there is so much more work to be done; but we are ready to tackle any challenge and see it as an opportunity for greatness as we seek to become the premier provider of student service in the state and the nation.

We are Student Affairs at Bergen!

Sincerely,

Dr. Naydeen Gonzalez-De Jesus Vice President of Student Affairs

Table of Contents College-wide Initiatives • Online Student Counseling . . . . . . . . . . . . . . . . . . . . .1 • Achieving the Dream (ATD) . . . . . . . . . . . . . . . . . . . . .1 • Project Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . .1 • Academic Advising . . . . . . . . . . . . . . . . . . . . . . . . . . .4 • Enrollment Services: Q-Nomy . . . . . . . . . . . . . . . . . . .5

Center for Food Action (CFA) . . . . . . . . . . . . . . . . . . .6 Compliance is Key to a Healthy Community . . . . . .7 Student Affairs – Paramus . . . . . . . . . . . . . . . . . . . .8 Bergen Community College at the Meadowlands . . . . . . . . . . . . . . . . . . . . . . . .10 Philip J. Ciarco Jr. Learning Center . . . . . . . . . . . .12

Cooperative Education Graduation Tracking Report . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Athletic Department . . . . . . . . . . . . . . . . . . . . . . . . .15 Veteran and Military Affairs . . . . . . . . . . . . . . . . . .16 Inter-Campus Shuttle . . . . . . . . . . . . . . . . . . . . . . . .19 Office of Specialized Services (OSS) . . . . . . . . . . .20

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College-wide Initiatives From Online Counseling to Achieving the Dream: Get on board, the train is moving

Photo courtesy of HACU. HACU 20th Annual Capitol Forum on Hispanic Higher Education.

Online Student Counseling

Project Graduation: #1 in N.J.

2014-15 Accomplishments • New marketing and branding for Online Student Services at Bergen launched • Online student reports were created to monitor progress of online student population • Debuted Adobe Connect to Online students • New online student workshops were launched: “Reviewing Your Program Evaluation and Choosing Classes” and “Open Registration Advising and Counseling Drop-In” workshops

Project Overview: With graduation requirements and performance funding on the national, state and local stages, the Student Affairs Division took action. The “Project Graduation” team was charged to increase Bergen’s graduation rates and numbers. The team, comprised of Student and Academic Affairs Administrators, Faculty and Staff, used a four-branched approach to develop initiatives in (1) graduation promotion and advertisement campaigns, (2) student persistent programs, (3) systems and process improvements and (4) diagnostic data mining and manual auditing.

Achieving the Dream (ATD)

Project Graduation 2.0 The work of the Graduation Team continued with recordbreaking results. For the second consecutive year, more students graduated with associate degrees from Bergen than any other college in New Jersey. Additionally, the College now ranks No. 26 among all two-year institutions in the entire nation. See Figure 1 on page 2 for Graduate Number Trends.

2014-15 Accomplishments • Bergen is accepted into ATD Network • ATD Director hired • ATD website added to Student Success Initiatives • Team attended ATD’s Dream 2015 Conference in Baltimore, Md. • Team attended ATD’s Kickoff Institute in Cincinnati, Ohio

Project Graduation 2.0 Update Bergen data was collected on past students who had earned 60+ college level credits without graduating from Bergen, and missing 1-3 courses for program completion. This data was

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Table 1. 4-Year College Cost Comparisons “At A Glance”

1,400

The TOP FIVE Selected Transfer Schools - New Jersey (b)

1,000

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Figure 1. Graduate Number Trends

Bergen Community College • Average Annual Tuition and fees $5,177 (a) • Average cost per credit $131

Annual Tuition Approx. Savings & Fees (a) with BCC Degree

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1,200

2012

2013

2014

800 600

536

562

508

2015

1,075

982

1,121

1,151

805

680

400

William Paterson University

$11,918

$13,482

200

Montclair University

$11,318

$13,282

0

Ramapo College

$13,388

$16,422

Rutgers - Newark

$12, 998

$15,652

NJ Institute of Technology

$15,218

$20,082

December

August

May

*The December 2013 spike in graduate numbers (982) is attributed to interventions performed by the Data Mining Sub-Committee of “Project Graduation” on students who were eligible to graduate but had not applied and were no longer attending BCC.

The TOP FIVE Selected Transfer Schools - Out of State (b) John Jay College

$15,629

$20,904

Baruch College

$16,581

$22,808

New York University

$46,170

$81,986

University of Texas Arlington

$19,497

$28,640

Fashion Institute of Tech

$13,955

$17,556

Figure 2. Results from the National Student Clearing House

26%

Additional NJ Colleges and Universities Berkeley College

$23,100

$35,846

Bloomfield College

$26,750

$43,146

Caldwell College

$30,170

$49,986

Centenary College

$30,942

$51,530

Drew University

$45,364

$80,374

Fairleigh Dickinson University $35,880

$61,406/$90,110 (c)

Felician College

$29,990

$49,626

Georgian Court University

$30,998

$51,642

Kean University

$10,918

$11,482

Monmouth University

$32,310

$54,266

New Jersey City University

$10,653

$10,952

Richard Stockton College

$12,322

$14,290

Rider University

$36,830

$63,306

Rowan University

$12,380

$14,406

Saint Elizabeth College

$31,095

$51,836

Saint Peter’s University

$33,232

$56,110

Seton Hall University

$36,926

$63,498

Stevens Institute of Tech

$45,954

$81,554

The College of New Jersey

$14,730

$14,730

(a) Collegeboard.org- Fall ‘13 first yr. student (b) National Student Clearing House (c) Current as of 7/2014 D. Liguori

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88 Transferred

68%

232 Did NOT Transfer

6%

21 Transferred and Earned Bachelor’s Degree Non-graduates no longer attending Missing 1-3 courses

submitted to the National Student Clearing House to extract and compare information from its database on Bergen students’ college transfer and bachelor’s degree completion patterns and trends. The results indicated a significant number of past students had not transferred into another college or university.

See results in Figure 2.

College Cost and Articulation Agreement information was collected to comparing costs of a Bergen education versus the most frequently chosen transfer colleges and universities. The results clearly demonstrate the financial value of degree completion at the community college, supporting Bergen’s philosophy of graduating before transferring. Admissions and Recruitment, Advisement and Counseling Departments can now use this financial comparison data to educate students and families. See Table 1 and Table 2.

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Table 2. Articulation Agreements and Dual Admissions “At A Glance” Articulation Agreement Berkeley College Binghamton University- SUNY Caldwell College Capella University Dominican College Embry Riddle University Farleigh Dickinson University Felician College John Jay College of Criminal Justice (CUNY) Johnson and Wales University Long Island University, Brooklyn Campus Manhattan College Mercy College New Jersey City University New Jersey Institute of Technology New York Institute of Technology New York University Steinhardt School of Ed. Pace University Peirce College Ramapo College Rutgers University Saint John's University Saint Peter's College Saint Thomas Aquinas College Seton Hall University State University of New York (SUNY) New Paltz State University of New York (SUNY) Maritime Strayer University Thomas Edison State College University of Phoenix William Paterson University

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Dual Enrollment Agreement

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Changes and Next Steps Resulting from projects completed and improvements implemented, changes were made to Project Graduation. A new team was added titled, “Orientation, Retention, Completion” (ORC) made up of a wide cross section of the campus faculty and staff. This group is currently creating new initiatives at three critical student milestones: • Orientation: this student cohort starts as early as recruitment and application through to Orientation and the end of the first semester • Retention: this student cohort has earned between 32 and 47 college credits. It is a high-risk student population for

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dropping out, often referred to as the ‘sophomore slump.’

• Completion: this phase addresses the needs of the students who have completed 48+ college credits. They are in their final semester and need to be encouraged to complete and graduate before transferring to four-year school The original four-prong approach evolved into five prongs with the addition of the ORC team and then returned to four with the merging of the team responsible for project systems/process improvements with the diagnostic data mining/manual auditing team. The joining of these talented groups has enabled Project Graduation to begin work on the State and National charge to

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increase graduation and completion rates. This new group titled, “Be Our Guest!” has the following goals: • Reduce degree completion times • Raise State and National graduation rates and numbers • Increase community college enrollment during semesters with historically low enrollment • Develop partnerships with four-year colleges and universities Results!

• Largest graduating class in history 2014 and #1 in the state • Largest graduating class in history 2015 and #1 in the state*

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• Largest Commencement Ceremony attendance 2014 • Largest Commencement Ceremony attendance 2015 • Noted by The 2014 Community College Week Journal as a “Top 100 Associates Degree Producers” • Increased graduation rate from 14% in 2011 to 19% in 2014 • 44.4 % more graduates from December 2012 to December 2013 • 4.2% more graduates from May 2013 to May 2014 • Moved up in ranking from #48 to #29 in the nation for the total number of associate degrees earned • Increased the amount of degrees and certificates awarded in academic year 2013 to 2014 by 14%

*Community College Week

Academic Advising

Mission: To foster teaching and learning experience for students while developing academic pathways and educational plans for degree completion.

Academic Advising is part of the Center for Student Success and operates as a walk-in center for both the new and current student populations. The Academic Advising Center (AAC) is supported (staffed) by teaching faculty and peer advisors.

With the National Academic Advising Association (NACADA) motto in mind, BCC views “advising is teaching” and operates with the developmental approach to academic advising, teaching students how to utilize the College’s services and provide information to students in an efficient manner.

Our blended model of faculty advisors and student affairs staff offer integrated services to support student success.

Increased attention to assessment and measurement of defined goals helps ensure that our services and programs are meeting identified objectives.

Key Accomplishments for 2014 – 15: Goal One: Computerized Advising Notes using Datatel Academic advising session notes are now recorded to ensure consistent and accurate information is distributed and creating greater accountability. This allows for streamlining the flow of pertinent information for campus personnel and maintaining consistency for future advising or counseling sessions.

Goal Two: Cultural Shift of Academic Advising - Recognizing the need for specialized advising the AAC introduced Cohort Advising in the 2013- 14 academic year with the Student Athlete Advising Program. The program initiated assigning specific

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advisors to each of the 16 team sports with 13 faculty volunteers during the three-year pilot, which was the beginning of a cultural shift at BCC. Goal Three: Increase Student Outreach – Types of Outreach: • Utilized social media.

• Bid Strips cartoons shared pertinent advising information.

• Follow-up phone calls to admit students encouraging Orientation attendance, and Testing and Advising Information collaboration with Admissions.

• New Student Surveys distributed to 2,000 students yielded 599 new student responses. Surveys enabled students direct source of information and step-by-step directions on “what to do next” after being admitted.

Academic Advising Overall Success The percentage of student athletes with Honors status on their transcript, a GPA of 3.4 or greater, increased by 5% from AY201314 (8%) to AY2014-15 (13%). Furthermore, the percentage of students with a GPA greater than 2.0 increased by 1% from AY2013-14 (87%) to AY2014-15 (88%). Fewer student athletes were academically suspended in AY2014-15 (1%) when compared to AY2013-14 (4%). A decrease in academic suspension improves the bottom line, the reduction of attrition thereby boosting retention!

Academic Advising Student Intake: AY 2013-14 New Continuing American Language Students Students Students (ALP) 5,833 5,973 666

Total Students 12,472

Academic Advising Student Intake: AY 2014-15 New Continuing American Language Students Students Students (ALP) 7,148 5,549 977

Total Students 13,674

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Cohort Advising Cohort Advising has been developed for these majors: Program of Study Unduplicated Headcount* • Early Childhood Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138 • Education Option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227 • Fine and Performing Arts, General Theatre Option . . . . . . . . . .21 • Fine and Performing Arts, Music Option . . . . . . . . . . . . . . . . . . . .79 • Fine and Performing Arts, Theatre Arts - Acting Option . . . . .40 • Fine and Performing Arts, Theatre Arts - Dance Option . . . . . .19 • Fine and Performing Arts, Technical Theatre . . . . . . . . . . . . . . . .15 Production Option • Human Services, Law Enforcement Studies . . . . . . . . . . . . . . . .142 • Human Services, Legal Studies, Paralegal . . . . . . . . . . . . . . . . . . .78 • Music - Music Business Option (AAS Degree) . . . . . . . . . . . . . . .18 • Music - Music Business Option (AFA Degree) . . . . . . . . . . . . . . .26 • Music - Music Technology Option (AFA Degree) . . . . . . . . . . . .57 • Music Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 • Music Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Through the BCC STEM Grant, Cohort Advising has been piloted in the areas listed below. Assigned Advising and Advising Days have been piloted.

General Science Curriculum Aviation Operations Option Biology Option Biotechnology Option Chemistry Option

Computer Science Option Mathematics Option Physics Option Engineering Science Aviation Administration Option

The STEM Faculty Advising project overview consisted of 548 new students assigned to 27 program-specific participating faculty advisors.

The number of advisor-advisee sessions continued to be very low despite the outreach efforts of the STEM counselor and faculty.

New ideas to improve participation for STEM program-based advising: • A series of STEM Advising Days: Sessions were held during the first three weeks of Summer/Fall 2015 Registration in room A-108.

• 10 total group sessions were administered by faculty with supervision of the STEM Counselor.

• 10 faculty advisors participated.

• 43 students were advised for registration and educational planning.

This strategy will be continued and improved upon for Spring 2016 Registration.

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We now know that Student Affairs professionals at the OneStop address an average of 336 requests daily with an average wait time of less than 15 minutes and service time of three minutes and 13 seconds.

• Faculty Advisor In-Class Sign-up: Instead of the students being assigned a faculty member they may not know, the STEM Counselor has distributed in-class sign-up forms for faculty members to give to their students at the end of the Spring 2015 semester. The goal is that students will be more likely to see a faculty advisor who they’ve built up a rapport with during the semester. In participation were four faculty members and 44 students.

This strategy is currently being piloted and, if it yields impactful results, will be promoted to more STEM faculty members at the end of the Fall 2016 semester.

Enrollment Services: Q-Nomy

The virtual queuing system, in operation since August 2014, has serviced more than 50,000 requests from students who have questions regarding registration, financial aid and tuition payment. Q-Nomy was instituted as part of the One-Stop shop for enrollment services connecting vital student services functions such as bursar, financial aid and registration across two College locations, Paramus and Meadowlands. Q-Nomy and the College’s One-Stop shop for enrollment services directly responds to data gathered from the Community College Survey on Student Engagement (CCSSE), which identified a need to enhance student services’ operations. The One-Stop shop is directly linked to the College’s Strategic Plan under theme 1—Student Success and Excellence: “Plan and launch a ‘one-stop-shop’ for admission, registration and financial aid.”

As a next step, beginning Fall 2015 students will also be able to request counseling and advising services by placing themselves in the virtual queue.

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Center for Food Action (CFA) at BCC: Year One June 2014 - May 2015 CFA, a Bergen County nonprofit that maintains a satellite location at the College aiding students, faculty, and staff in need of food and other emergency services, served 144 students, staff and their family members. With the largest numbers coming from the Bergen County municipalities of Carlstadt, Englewood, Lodi, and Palisades Park, CFA additionally served residents from Essex, Passaic, Morris, and Hudson Counties. A client from New York State was also served.

Who is CFA helping at BCC? Food assistance and more…

Jessica and her daughter are both students at BCC. They come to the pantry on a regular basis for food because they only get $45 per month in SNAP benefits. Recently, Jessica was unable to pay her utility bill and received a shut off notice from PSEG. CFA was able to pay her bill and avoid shut off.

Sue, a full-time student at BCC, was homeless and living in a domestic violence shelter. She was able to get an apartment through Section 8 and receives General Assistance in the amount of $140 per month. She is ineligible for SNAP benefits and the CFA pantry at BCC is one of her only sources for food, so she comes monthly for assistance.

Colleen goes for dialysis and has multiple health problems. She and her 21-year-old daughter are both students at BCC. Colleen also has a disabled 13-year-old daughter. Colleen came for food assistance at the end of the month when her SNAP ran out and there was no food in her house. During the intake, Colleen mentioned that she was also behind in her utility payment and

had a shut off notice.

CFA was able to assist Colleen and pay off her bill.

Alice (21) and her sister (19) are both students at BCC. Alice lives with her mother, sister and 18-year-old brother with severe mental illness. Alice’s mother works in retail and they struggle to make ends meet on her income. Because her mother works long hours, Alice has become the primary care giver to her brother. She applied for SSI for him and was denied.

CFA referred her to legal services to appeal the SSI denial, helped her apply for SNAP for her family and provides her with food assistance on a regular basis.

Pushing the Hunger and Malnutrition Agenda: At the Core of What We Do Bergen Community College becomes one of the first community colleges in the U.S. to join Presidents United to Solve Hunger (P.U.S.H.).

In an effort to better coordinate efforts to address issues critical to humanity’s wellbeing, the Hunger Solutions Institute in collaboration with the United Nations Food and Agriculture Organization and the Association of Public and Land-grant Universities, developed Presidents’ Commitment to Food and Nutrition Security, a document under the banner of P.U.S.H. This document served as a springboard from which college leaders would identify ways to address issues of hunger and malnutrition at their campuses.

As of February 2014, P.U.S.H. has been hosting high level discussion events and bringing together think tanks from colleges and universities within the U.S. and abroad to

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The UN Food and Agriculture Organization indicated that in order to continue feeding the growing global population at healthy levels, there would need to be an increase of 70% in food production by 2050. collectively accelerate teaching, research, student engagement, and outreach while documenting the collective efforts of all college leaders and reduce redundancies while creating opportunities in areas where there is still a gap.

Bergen’s P.U.S.H. Task Force was launched in fall 2014 in response to Dr. B. Kaye Walter’s call to action in the areas of promoting teaching, research, outreach, and student engagement to address and solve all of the issues that surround hunger, such as malnutrition, homelessness, and food assistance.

Prior to becoming a P.U.S.H. signatory, a Memorandum of Understanding (MOU) was agreed upon by the College’s Board of Trustees and by the CFA Board. Through this MOU, CFA assistance programs of food, rental, and utility assistance, among other services, are provided from the College’s Paramus campus.

AY2014-15: Highlights and Accomplishments The P.U.S.H. Commitment, signed by our College President Dr. Walter, includes commitment goals and an Action Guide Addendum providing specific initiatives, which umbrella five categories. The categories are: Inventory and Mapping, Teaching, Research, Outreach, and Student Engagement. This year, the Bergen’s P.U.S.H. Task Force elected to focus on the following: • Outreach. The P.U.S.H. Task Force created a video, which was distributed to the College community. In it, hunger statistics are provided globally, at the national and state levels, and then at the county level. Through the video, viewers are invited to participate in P.U.S.H. initiatives including, but not limited to, actively participating in P.U.S.H. Task Force meetings.

• Student Engagement. To fulfill the goal of increased student engagement, the Office of Student Life in collaboration with Bergen’s Alpha Epsilon Phi chapter of the National Honor Society, Phi Theta Kappa, and the Student Government Association promoted a very successful Bergen Live Aid event in which local bands performed while local agencies and student organizations promoted their mission and services to address hunger, homelessness, and rental and food assistance programs. Monetary donations were collected and provided to the Center for Food Action (CFA).

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Compliance is Key to a Healthy Community In 2013, the federal government signed into law the Violence Against Women Reauthorization Act (VAWA). In response to this legislation, acts of sexual assault, dating violence, domestic violence, and stalking that come to the attention of college personnel are reported and investigated, and students and staff have access to educational materials that address the rights of survivors, consent, bystander intervention, and available resources.

Creating a Reporting Culture: VAWA and Title IX Education 1. All new students in IST (Success 101) sections are enrolled in an electronic component of VAWA and Title IX education module through Moodle.

2. In 2014-15, over 80% completion rate of all new students who participated in VAWA and Title IX education was attained as assessed through quiz completion.

3. Campus culture of awareness has increased through professional and student development days, posters and brochures that are strategically positioned throughout the College, and through College-wide communication in the form of monthly newsletters from the Violence Intervention Prevention Office and the Office of the Vice President of Student Affairs.

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Violence Prevention: Ending Violence One Green Dot at a Time Bergen students participated in several Bystander Intervention programs to become Green Dots in our community.

Green Dot Bystander Intervention training systematically reduces violence by creating awareness in the student body by helping to stop violence whenever signs of sexual violence, domestic violence, dating violence, stalking, child abuse, elder abuse, bullying, and the like are identified.

Bergen Community College is proud to be a Green Dot etc. trained community (www.livethegreendot.com/map.html).

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Student Affairs – Paramus: A Focus on Co-Curricular Learning Academic and Student Affairs “Participation in co-curricular activities is positively related to persistence (Carroll 1988; Christie and Dinham 1991; Mallinckrodt 1988; Mallinckrodt and Sedlacek 1987; Nelson, Scott, and Bryan 1984; Simpson, Baker, and Mellinger 1980). Hanks and Eckland (1976) speculated that involvement in co-curricular activities may influence persistence in two ways: (a) students are connected psychologically and socially to an affinity group that is achievement-oriented and reinforces the desire to graduate, and (b) students engage in activities that help them develop skills and competencies that enable them to succeed in college (e.g., interpersonal skills, self-confidence) (Pascarella and Terenzini 2005) (Kuh, Kinzie, Buckley et. al., 2007, p.34).”

Source: “What matters to student success: A Review of the Literature” Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success George D. Kuh, Jillian Kinzie, Jennifer A. Buckley, Indiana University Bloomington; Brian K. Bridges, American Council on Education; John C. Hayek, Kentucky Council on Postsecondary Education

BergenStages • Four mainstage productions : “World On A String,” “Brighton Beach Memoirs,” “Company,” and “The Miracle Worker” • 3,034 audience members came to see these productions • 393 audience members attended the ARS Nova and ARS Electronica concerts and hundreds more attended the Comedy Improv Nights, Dance Concerts, Young Playwrights Festival and the Distinguished Artist events.

Co-curricular hands-on learning builds resume with on-stage credits experience!

• 55 theatre students performed and built up credits for their resumes • 72 technical theatre students worked as stage manager, assistant stage manager, master electrician, light board operator, sound board operator, fly crew, running crew, costume crew, dresser, make-up artist, and construction crew • 2500 hours of set and lighting crew hours were made available to Intro to the Theatre students to complete course requirement BERGEN COMMUNIT Y COLLEGE

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Bergen Community College at the Meadowlands Office of Student Affairs: AY2014-15 The Office of Student Affairs at the Meadowlands serves as a site location for students interested in enrolling for additional courses, continuing education or pursuing a degree program. Conveniently located at 1280 Wall Street West, Lyndhurst, N.J. and less than 12 miles away from the main campus, students can ride the free shuttle between locations.

Students attend the Meadowlands campus for a variety of reasons. Many find the location convenient to their places of work or home. There are a significant number of students that work full time or close to full time, with some that commute to New York City or live/work in Southern Bergen County. The majority of students are non-traditional. Many have families, or other responsibilities that make it difficult to be a traditional a full-time student. Some are returning to school after taking some time away from higher education. The Meadowlands location offers a smaller atmosphere, with all classes and student services held in one building. Ample parking is an asset that most students enjoy.

The following data identifies students assisted at the Meadowlands Student Affairs One-Stop Center.

Figure 3. Students Serviced Via One-Stop 1,400 1,143

1,200

1,152

1,000 800 600

548

400 200 0

Registration

Financial Aid

Academic Advising/ Counseling

Data reflects a variety of student services with each area (AY2014-15).

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The Meadowlands is an ideal location for the student who is serious, yet a bit apprehensive about starting or returning to college. Once enrolled here, students report enjoying the quiet, business like atmosphere of the Meadowlands. The friendly staff is able to quickly facilitate the coordination of faculty and student services to help make the transition and experience a positive one for Meadowlands students.

Action Plan AY2015-16 Goal 1: Set and attain enrollment targets • Coordinate with the Achieving the Dream (ATD) Director to remove barriers to student success for Meadowlands cohort.

Goal 2: Implement required activities that are proven to yield positive student success • Roll out the advising feature via QNomy.

• Implement Financial Aid Call Center Flow Chart (1st phase) to provide improved customer service.

Goal 3: Increase Recruitment Efforts • Promote the 16 degree program offerings that can be completed 100% at Meadowlands location.

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The data below identifies Meadowlands students who are taking courses at multiple campuses and students who are taking courses only at Meadowlands for AY2014-15

SUMMER 2014 530 total students enrolled

FALL 2014 2,044 total students

SPRING 2015 2,043 total students

• 309 students enrolled in multi-campus (58%) • 221 students attended Meadowlands only (42%) (all students enrolled part-time during summer)

• 1,000 students enrolled in multi-campus (49%) • 1,044 students attended Meadowlands only (51%)

• 1,109 students enrolled in multi-campus (54%) • 934 students attended Meadowlands only (46%)

Fall 2014 Enrollment Breakdown Students Multi-campus Meadowlands Total

Full-Time 12-16 cr.

615 438 1,053

Three Quarter Time 9-11 cr.

155 179 334

Part-time 6-8 cr.

175 197 372

Less than 1/ 2 time 1-5 cr.

9 222 231

Overload Students taking ≥ 17 cr.

46 8 54

Part-time 6-8 cr.

211 190 401

Less than 1/ 2 time 1-5 cr.

10 216 226

Overload Students taking ≥ 17 cr.

46 13 59

Part-time 6-8 cr.

73 10 83

Less than 1/ 2 time 1-5 cr.

8 211 219

Overload Students taking ≥ 17 cr.

0 0 0

Total Students 1,000 1,044 2,044

Spring 2015 Enrollment Breakdown Students Multi-campus Meadowlands Total

Full-Time 12-16 cr.

633 366 999

Three Quarter Time 9-11 cr.

209 149 358

Total Students 1,109 934 2,043

Summer 2014 Enrollment Breakdown Students Multi-campus Lyndhurst Total

Full-Time 12-16 cr.

2 0 2

Three Quarter Time 9-11 cr.

5 0 5

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Philip J. Ciarco Jr. Learning Center Office of Student Affairs: AY2014-15 Mission The primary mission of the Philip J. Ciarco Jr. Learning Center in Hackensack is to provide educational opportunities and support services for adults seeking High School Equivalency (HSE) or English as a Second Language (ESL) education. In addition, the Center offers credit courses at the college level in both traditional and accelerated formats. The Student Affairs Division at the Center provides a unique role bridging the community, HSE and ESL learners with the larger goals of the College Strategic Plan to increase course completion, retention, and transfer and graduation rates.

Objective The overarching objective of Student Affairs at CLC is to increase student success opportunities for Non-Credit and Credit earning students, by offering a comprehensive range of onsite student services, together with programs and workshops to foster a climate of student connection and engagement.

Accomplishments for AY2014-15 1. Recruitment and Enrollment 2. Student Success, Retention and Completion 3. Transition Planning: Career and Transfer Strategies • Increase credit course offerings to improve enrollment on the CLC Campus

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• Research and develop programs for new student markets • Expand Student Life and Co-curricular Initiatives to foster student success and engagement • Provide resources and support to faculty and staff • Spearhead completion initiatives, such as Project Graduation, to increase local, state and national graduation rates and numbers Outcomes Various approaches were employed resulting in enhanced service for students, faculty and staff. This included the expansions of college credit program offerings; support in the areas of College admissions, registration, disability services and overall student development services. Outcome examples include: • Student Life Program offerings increased 50% from AY2013-14 – AY2014-15 • Credit course offerings increased 41% from Spring 14 – Spring 15 • The “Be Our Guest” concept was developed for CLC Visiting Students to increase state and national college graduation rates • Student tracking system were created to identify and monitor progression and persistence

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Cooperative Education Graduation Tracking Report Fall 2013 to Fall 2014 Cooperative Education enriches the educational experience by placing students in positions related to their majors and their career goal. These work experiences enable our students to apply the knowledge learned in the classroom to real world situations under the supervision of an employer.

Bergen Community College students participating in the Cooperative Education Program will earn academic credit for this experience providing they fulfill the academic agreement and work the required number of hours for the semester in a position related to their program. Students are required to attend a seminar (online or on campus) once a week dealing with career management topics.

Cooperative Education promotes student success in the following ways: • An increase in self-confidence and a bridge from school to work • Development of employment skills i.e. resume writing and interviewing • Pre professional experience to build a student’s resume • Development of a network of professional contacts to be of assistance throughout one’s career For the employer, the program provides well-qualified and highly motivated employees to meet variable needs and at the same time, an opportunity to evaluate potential permanent employees. For the students, it is a chance to gain valuable work experience and an exposure to career possibilities in the industry. Our program, which is available year round, is currently available in more than twenty disciplines.

The Cooperative Education Program at Bergen Community College supports the Strategic Plan of the College Strategic Theme 1 - Student Success and Excellence The research shows that the Cooperative Education Program meets the goal of increasing retention and graduation rates.

Key Highlights: • 165 students participated in the programs. Of 165 students: • 100 students [61%] have already graduated, including: • 41 % graduated at the end of the semester when they completed Co-op work experience program; • 15% graduated one semester later after completing Co-op work experience program; • 5% (graduated two semesters later after completing Co-op work experience program.

• 65 students (approx.39%) are not graduated yet. Of 65 students: • 77% are currently enrolled in Spring 2015 semester; • 23% are not enrolled in Spring 2015 semester.

What was found is more than half graduated immediately upon completion or a semester after completion of the Cooperative Education experience. Studies have shown that having a co-op experience is an excellent retention and graduation tool.

Top Five Courses selected by students who participated in Cooperative Education Program • HRM-462 Co-Op Work Experience [Hotel/Restaurant/Hospitality] [2.00 Credits] • SOC-463 Co-Op Work Experience [Sociology] [2.00 Credits] • LGL-462 Co-Op Work Experience [Legal Nurse] [2.00 Credits] • INF-463 Co-Op Work Experience [Information Technology] [2.00 Credits] • HRT-462 Co-Op Work Experience [Horticulture] [2.00 Credits] Top Five Academic Programs declared by students who participated in Cooperative Education Program • Professional Studies/Social Work • Human Services/Legal Studies/Paralegal • Culinary Entrepreneurship • Professional Studies/Journalism • Hospitality Management • Paralegal Studies

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Figure 4. Student Participation in Cooperative Education Program 50 45 40

47

45

Participated in the program

45

Total graduates to date Not graduated yet

37

36

35 28

30

26

25 20

20

19

15 10

9

10

8

5 0 Fall 2013

Spring 2014

Summer 2014

Fall 2014

National Data from Cooperative Education and Internship Association (CEIA) “From Co-Op to Full-Time Hire: Creating a Talent Pipeline” Excerpt from the University of Cincinnati’s Employer Manual Highly trained co-ops are prime candidates for permanent hire positions. Employers have an advantage in hiring a co-op because they have identified students who have successfully integrated into their culture. Employers can recognize future leaders, based on actual performance as a co-op student.

The co-op program provides the opportunity for employers to hire graduating students who have already been assessed and proven to be productive in the organization’s culture.

“Student Hiring Programs: A Win-Win Strategy” Kathleen Winningham, Learning and Development Manager, Walt Disney Parks and Resorts “Work-integrated learning is not a new concept, and it is known by many names: internship, co-op, practicum and apprenticeship. Combined, these programs represent a critical element in higher education, allowing students the ability to test academic theory within the application of work.”

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Athletic Department: 2014-15 Overview The Bergen Community College Athletic Program had an excellent year both on the court and most importantly, in the classroom.

• 160 BCC student-athletes participated in 13 intercollegiate sports • 45% of our student-athletes received All-Conference Academic certificates (3.0 or higher GPA during term of participation)— consistent with last year’s numbers.

• 36% of our student-athletes received All-Region Academic certificates (3.25 or higher GPA during term of participation)— a 3% increase from last year.

• Six teams got nominated for “All-Academic Team” honors from the National Junior College Athletic Association (NJCAA) for maintaining team GPAs above 3.0.

• 19 student-athletes got nominated for “Academic Student Athlete Awards” from the NJCAA for maintaining a GPA above 3.6.

Individual Team News Baseball (27 participants): Finished season with a 22-14 won/loss record; entered and lost in the first round of Region XIX Division III Tournament Playoffs. Five players received AllRegion and All-Conference honors—Jim Fitzgerald, Junior Nasi, Wifredo Otero, Andujar Cedeno and Blake Smith. Junior Nasi earned National and Conference “Player of the Week.” Head Coach, Steven Mimms, received All-Region “Coach of the Year.”

Team fundraised approximately $13,000 for their Spring trip to Myrtle Beach. The team finished the season in the Final Four Region Tournament as the #3 seed. The team had 10 sophomores out of 26 participants.

Men’s Basketball (10 participants): Finished season with a 17-13 won/loss record. Doug Palmadessa and Louis Isern received All-Conference honors. The team had a strong finish despite losing the head coach in the middle of their season. The team finished their season in the second round at Middlesex County College. The team celebrated a “Doug Yenni Day” showing their appreciation for former Head Basketball Coach, Doug Yenni, where 15 former Basketball alumni attended to show their support. The team had eight sophomores out of 10 participants.

Women’s Basketball (nine participants): Finished season with a 5-19 won/loss record and had only one sophomore throughout their season. The team had two sophomores out of nine participants.

Cross Country (six participants): Fielded only a men’s team.

The men’s team finished second overall at the Region XIX

Championship Meet and took home Region runner-up plaque.

The team competed at the NJCAA National Championship Meet at Holyoke Community College, MA and finished 15 out of 19 teams. Edgar Aguilar received All-Region honors. Fifty percent of the team was comprised of sophomore student athletes.

Golf (five participants): The team qualified three golfers to the Region XIX Tournament. Chris Olmo received First Team AllConference. Team was nominated for NJCAA All-Academic Team honors. There was one sophomore out of five participants.

Men’s Soccer (25 participants): Finished season with a 10-6 record. Entered and lost in Final Four Region XIX Division III Tournament. Kevin Campos Nikola Nikoloski and Jonathan Maher received All-Region honors. Kevin Campos Nikola Nikoloski, Jamal Salifu & Santiago Rivera received All-Conference honors. Team was nominated for NJCAA All-Academic Team. The team had 14 sophomores out of 25 participants.

Women’s Soccer (16 participants): Finished season with a 6-6 record. Entered and lost in first round of the Region XIX Division III Tournament playoffs. Nicole Van Dyke and Michelle Roman received All-Region honors. The team had eight sophomores out of 16 participants.

Softball (12 participants): Finished season with a 12-10 record; entered and lost in the first round of Region XIX Division III Tournament Playoffs. Linzi Reginald received All- Region and All Conference honors. The team raised money for Breast Cancer Awareness, by fundraising magnets and tee shirts. The funds were sent to the Play4Kay Foundation. The team had eight sophomores out of 11 participants.

Track & Field (16 participants—two women and 14 men): Fielded both a men’s and a women’s team; eight men and one woman qualified to compete at the NJCAA National Championship Meet at Mohawk Valley Community College, NY. Garrett Pynn and Gerard Londino finished in 3rd place nationally and received Coaches All American honors. Team was nominated for NJCAA All-Academic Team honors. The team had four sophomores out of 16 participants.

Men’s Tennis (six participants): Finished season with a 5-8

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record. There were no sophomores in this year’s men’s tennis team.

Women’s Tennis (seven participants): Finished season with a 2-11 record. The team was nominated for NJCAA All-Academic Team honors. The team had two sophomores out of seven participants.

Volleyball (12 Participants): Finished season with a 14-5 record; entered and lost in Final Four of Region XIX Div. III Tournament

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Playoffs. Nadia Vaso, Kimberly Watson received All-Region and All-Conference. Taylor Martin received All Conference honors.

The team had three sophomores out of 12 participants.

Wrestling (nine participants): Finished season with a 6-3 record; the team qualified three wrestlers to compete in the NJCAA National Tournament. The three national qualifiers were Khalil Zawaide, Maalyjah Goodall-Reid and Chris Duran. Team was nominated for the NJCAA All-Academic Team honors. The team had three sophomores out of nine participants.

Veteran and Military Affairs: AY2014-15 Veterans and Military Affairs Center Mission Statement:

The Veterans and Military Affairs Center is dedicated to providing full academic and student life-involvement support to both veterans reintegrating back into civilian life as well as current military members of the armed forces. Our Center strives to deliver assistance in all aspects of veterans’ and/or military students’ journeys while successfully attaining their two-year college degree as an integral member of the Bergen community.

The goal of the Veterans and Military Affairs Center is to generate an environment where military and veteran students will succeed academically and socially. The center provides a full-time academic counselor strictly for veteran and armed forces students ensuring immediate assistance when needed. Each student is scheduled with a thorough consultation of their degree plan as well as assistance in creating a semester schedule that will accommodate their academic and schedule needs.

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We strive to create a learning environment where students not only feel comfortable and supported in every step of their journey, but also where they feel empowered to reach out and contribute to their peers’ success. The Veterans Club became a crucial part of this initiative. Veteran students have reported very high satisfaction with the establishment of the Veterans Club and the vital role it plays in their reintegration into college, civilian and student life.

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Furthermore, the goal of the center is to ensure that Veteran, military and eligible family member students are obtaining and fully utilizing their VA education benefits. The center provides hands-on help to students in applying for the VA benefits as well as connecting our students with necessary campus and offcampus resources.

The proactive approach the Veterans and Military Affairs Center takes on, from filing an application for admission to graduation, ensures a smooth and diverse journey for prospective Bergen Community College students. We are extremely proud to serve our veterans, members of the armed forces and their families.

History of the Veterans and Military Affairs Center Our beginnings … Prior to 2013, Bergen Community College did not have a center designated to serve veteran students, members of the armed forces and their families. In light of the College’s need to serve and support such an important population, while at the same time demonstrating the College’s gratitude for their service, the Veterans and Military Affairs Center at Bergen Community College officially opened on Veterans Day, November 11, 2013, under the leadership of Dr. Gonzalez-De Jesus, Vice President of Student Affairs, and with the full support and guidance of the College’s President, Dr. B. Kaye Walter. The center is located in the Pitkin Education Center in room L-113 (Paramus Campus) and assists close to 300 full- and part-time veterans and members of the Armed Forces by providing a wide range of services.

Our expansion of services … With full approval from the Board of Trustees, in February 2014, a Memorandum of Understanding (MOU) was established with the Secaucus Vet Center to support

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the growing needs of the veteran student population and of their dependents. The following supplemental services are provided under this MOU: 1. Counseling for veteran students with Traumatic Brain Injuries (TBI).

2. Counseling for veteran students with Post-traumatic Stress Disorder (PTSD).

3. Counseling for veteran students who are sexual assault survivors while in combat.

4. Workshop presentations and counseling on adjustment to civilian and student life.

5. Assistance to veterans and their dependents in the areas of VA benefit referral, VA medical referral, employment services, substance abuse, bereavement, marital and family counseling, and homeless referral.

The center employs three full-time staff members: Violet Surdyka - Interim Coordinator of the Veterans and Military Affairs Ms. Surdyka has served as the Coordinator of the Center since March 2014 and is the forefront figure in all interactions of the incoming and current veteran and armed forces students. All veterans and service members attend an initial welcome meeting during which the student receives all necessary information as well as guidance in the process of applying, acceptance to Bergen Community College, involvement in student life and utilization of their VA education benefits while obtaining their associate degree.

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and military students as well as the Advisor of the Veterans Club at Bergen Community College.

John Giaimo - Personal/Academic Counselor Professor Giaimo has served as an Academic and Personal Counselor at the Veterans and Military Affairs Center since opening in November 2013. Each incoming new veteran and military service student receives a one-on-one academic advising session after the completion of their placement test, to ensure correct class selection for the given semester as well as any necessary academic guidance during the semester. Professor Giaimo also provides personal counseling to the veteran and military population.

Betty Highkal - Senior Secretary Ms. Highkal has served as the Senior Secretary at the Veterans and Military Affairs Center since January 2015. Ms. Highkal is a crucial member of the staff at the Center as she ensures proper directing and assistance to the students’ needs as well as conservation of files, staff schedules and effective daily operation of the center.

Also, we are proud to offer the services of a VA readjustment counselor to our veteran students: Victor Mandio - Readjustment Counselor, Secaucus Vet Center Mr. Mandio is a full-time readjustment counselor at the Secaucus Vet Center and in addition to, under the MOU, has been providing his time and expertise at the Veterans and Military Affairs Center at the College every Friday since the spring of 2014 semester. His military experience and knowledge in the subject offers comfortable, valuable and effective counseling to our students who may be struggling with the adjustment of returning to civilian life.

Highlights of Accomplishments Achieved in 2014-15 • Student Success Milestones - Seven veteran students have been inducted into the Phi Theta Kappa Honor Society, including eight Marines, five Army and two Navy.

• Completion and Graduation Milestones - A total of 15 veteran students have walked in the Commencement 2015 Ceremony, an increase of five veterans from the 2014 Commencement Ceremony.

• Efficiency through Technology - Graduated, transferred or no longer enrolled students files have been scanned into the College AppXtender system to provide on-demand access to student files across departments.

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• Co-curricular Programming - The Veterans Club was established in the fall 2014 semester. As part of the Veterans Club programs, the students organized a very successful collection of “Toys for Tots” that semester. During the spring 2015 semester Veterans Club once again gave back to the community by collecting over $800 and purchasing entertainment equipment for the local Veterans Home, where club members volunteer their time.

Services utilized by the Veteran and Military Affairs Center Students: • Application, placement test and general BCC new student information • Academic counseling • Guidance in registration for classes • Assistance in applying for VA education benefits • In depth in-person evaluation of education benefits • Assistance with Post 9/11 GI Bill, Montgomery GI Bill, Survivor and Dependent Assistance, Montgomery GI Selected Reserve, Vocational Rehab, Tuition Assistance and National Guard Tuition Waiver • Semester certification and monitoring of students VA files • Information and assistance on VA administered BAH (Basic Allowance for Housing) • Personal counseling and all MOU supplemental services listed above • Readjustment counseling • Phi Theta Kappa, Honors, BCC Clubs, Veterans Club and Student Life connection and involvement As demonstrated on the following chart, the number of students utilizing the services of the center has increased from year to year.

2014 Spring: 127 Summer I: 40 Summer II: 44

2015 Spring: 185 Summer I: 53 Summer II: 47

Goals and Measurable Objectives for AY 2015-16 Goal 1: Increase graduation number of veteran students.

Goal 2: Expand career programs offered by establishing clear pathways to employment with two companies and grow that number by two additional companies each academic year.

Goal 3: Set benchmarks for student veteran success to assess persistence from semester to semester, fall-to-fall retention and student satisfaction of services to student veterans.

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Inter-Campus Shuttle AY2014-15 Shuttle Trip Report

Steven Galarza, who graduated from Bergen Community in May with an engineering degree, has used the shuttle almost from the time it began. He continues to ride it now that he’s tutoring other students on both campuses. The bus is a five-minute drive from his home in Lyndhurst.

"I love it because I like to read for some of my classes while I’m on the shuttle," Galarza said, looking up from a textbook.

While he and Correa, of North Bergen, were the only passengers on a recent ride during the summer session, Garlaza said the 20-seat bus fills up quickly once the fall semester begins.

"I noticed there were not a lot [of riders] in the beginning," he said. "But once word got out, everyone’s been riding the shuttle."

He said the county and college should find a way to continue the service once the federal funds run out.

"Most students are working themselves and paying taxes," he said. "Why wouldn’t they want a free service?" he asked, comparing it to tutoring services, which the college offers free of charge.

John C. Ensslin, Bergen Community College free shuttle catches on, The Record http://www.northjersey.com/news/transportation/campus-shuttle-bus-catches-on-1.1372887

Figure 5. Ridership comparisons for 2014-15 3500 3000 2500

2014 2015 Amount Increase

2000 1500 1000 500 0 Month January February March April May June Total

January

February 2014 771 1,439 1,779 2,221 1,385 911 8,506

March 2015 1,311 2,717 2,773 3,619 1,720 859 12,999

Amount Increase 540 1,278 994 1,398 335 -52 4,493 (overall 2014-15)

April Percent increase 70% 89% 56% 63% 24% -6% 53% (overall 2014-15)

The months of January, February, March, April, May, and June are being compared for year 2014 and 2015 as the BCC shuttle ran for these months for both years.

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Office of Specialized Services (OSS) AY2014-15 OSS promotes effective self-advocacy and accessible academic learning for students with disabilities. By utilizing best practices, OSS fosters access for students and attitudes that reflect Universal Design principles and campus wide awareness of disability related issues.

Department Goals • Goal 1: Increase the number of workshops offered on disability related issues to campus community by 10% during AY2015-16 • Goal 2: Increase attendance of faculty participating in workshops on disability related issues by 20% during AY2015-16 • Goal 3: Improve access to and use of effective accommodations for students with disabilities during AY2015-16 Number of OSS students served in Academic Year: 2013-14: • Fall 2013: 1,044 OSS students; • Spring 2014: 923 OSS student; • Total: 1,967 OSS students.

Number of OSS students served in Academic Year 2014-15: • Fall 2014: 1,086 OSS students; • Spring 2015: 981 OSS students; • Total: 2,067 OSS students.

Types of services offered/provided per semester Types of Accommodation Services Extended Time Tutoring Note taking Assistive Technology Reader Scribe Recorder Calculator Interpreter Medical Preferential Seating Indiv. Reg. Assistance Use of Computer Personal Counseling C-Print/CAN Other

Fall 2013

Spring 2014

Fall 2014

Spring 2015

1,017* 660 625 182 45 35 503 574 22 86 180 464 226 266 5 0

899 618 553 160 42 35 452 514 20 82 168 437 191 245 5 0

1,044 765 701 170 47 37 564 691 22 83 196 555 195 285 11 0

961 693 640 144 45 34 501 607 20 79 180 509 174 263 11 0

Types of services requested Types of Accommodation Services

Growth from AY 2013-14 to AY 2014-15: 5.1%.

Extended Time Tutoring Notetaking Assistive Technology Reader Scribe Recorder Calculator Interpreter Medical Preferential Seating Individual Reg. Assistance Use of Computer Personal Counseling C-Print/CAN Other

Retention and persistence for OSS students: • Retention Fall 2013 to Fall 2014: 59.4%; • Retention Fall 2013 to Spring 2015: 49.7%; • Persistence Fall 2014 to Spring 2015 of new* OSS students: 87.3%.

Documented Accommodations Request for AY 2013-14 1,916 1,278 1,178 342 87 70 955 1,088 42 168 348 901 417 511 10 ––

Documented Change from AY Accommodations 2013-2014 to Requests for AY 2014-15 2014-15 2,005 1,458 1,341 314 92 71 1,065 1,298 42 162 376 1,064 369 548 22 ––

5% 14% 14% -8% 6% 1% 12% 19% 0% -4% 8% 18% -12% 7% 120% N/A

From AY2013-14 to AY2014-15 OSS accommodations requests increased approximately 9.8%.

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Division of Student Affairs

Annual Report 2014 - 15 • 2014 -1 5 Accom pl i shment s • 2 015-16 G oa l s

First in NJ for associate degree graduates two years in a row.