Academic Momentum Campaign (AcMo 2.0)

AcMo 2.0 Plan for Baruch College

IA. Gateway Course Completion

Activity 1	Increase the pass rate in Gateway English
Description of Activity	Despite the high percentage of passing grades that our students have achieved, we want to support the approximately 70 students per year who do not complete the gateway courses in their first year. We plan to enhance our emphasis on tutoring. We can demonstrate the efficacy of the Early Alert system in this regard: in Fall 2021, the students designated as “at-risk” who sought tutoring achieved an average grade in the Gateway English class of 2.74 versus 2.16 for the at-risk students who did not seek tutoring. They passed at a rate of 92% versus 60%, and withdrew at a rate of 4% versus 14%. Although there self-selection might play a role, the numbers indicate a correlation between tutoring and passing. That said, participation rates for students identified by the early alert system could be improved be better. Of the 163 students so identified, only 34 (21%) sought out tutoring when alerted to potential problems. To address that low percentage, in Spring 2022 we piloted a redesign of the messaging of our early alert system to better ensure that students are directed more quickly to the help they need. This builds on a successful change we introduced several years ago, in which our then-current practice of soliciting early alerts from faculty for first-semester students in their classes during the eighth week began to take place during the third or fourth week for Math and English classes so that students who are struggling could be identified and referred for assistance as soon as they begin to struggle.
Interim/Final Benchmarks & Deliverable Dates	As mentioned above, in Spring 2022, we piloted a redesign of the messaging of our early alert system to better ensure that students are directed more quickly to the help they need. In Summer 2022, we will analyze the data to see the results of our redesign; and refresh and revise that redesign based on the results and feedback from faculty colleagues. In September 2022, we will employ the newly redesigned message. By December 2022 we hope to have seen an increase in the student attendance at tutoring sessions from 21% in Fall 2021 to at least 30%.
Organizational units responsible	Office of Undergraduate Advisement and Orientation Writing Center Writing Director Associate Provost for Teaching and Learning

Activity 2	Increase the pass rate in Gateway Math
Description of Activity	We plan to continue and build on the successes outlined above under “Questions for Consideration.” In Gateway Math, we are currently looking at achievement gaps between Math 1023 and 1030 so that we can target interventions appropriately. In Summer and Fall 2022, we will increase the availability of sections of Math 1023 to accomodate students who did not pass Math 1030 and need to re-take it.
Interim/Final Benchmarks & Deliverable Dates	With increased availability of the co-requisite course, we anticipate that in Fall 2022 the percentage of students who pass MTH 1023 (despite the number of students who had previously failed) will continue at least to equal those in MTH 1030 and the superior performance of the MTH 1023 students in precalculus (MTH 2009 versus MTH 2003) will mean more students completing the pre-calculus requirement in Spring 2023.
Organizational units responsible	Student Academic Consulting Center (SACC) Math Department

IB. Degree Maps

Activity 1	Create 2 + 2 Degree Maps
Description of Activity	Create a Mapping Team that will consist of at least one or two staff members from the Office of Undergraduate Advisement and Orientation, Undergraduate Admissions Office, SEEK, and the Office of the Registrar. The team (of 3- 6 people) will create the degree maps. The staff mapping team will work with the faculty from the academic departments or designees from the three schools. The team will set-up a work process on how to achieve the goal of completing the first round of ten 2 +2 degree maps in two phases. We have identified LaGuardia and BMCC as our two top sending institutions. We have identified the four tops majors as FIN, ACC, COM, and PSY. We have decided to also include BSPA. The mapping team will review the curriculum and current degree maps at both the sending and receiving college. Staff will use TREX, CUNYfirst, existing maps and other resources to design the maps. Each college has been asked to identify someone who will work within this train-the-trainer framework to become TREX local experts and resource persons (“TREX Ambassadors”) and will support increasing usage of the tool across their institution. We recommend that a member of Undergraduate Admissions/Transfer Center) serve as the ambassador. In general, our transfer evaluators and the transfer admissions advisors work with faculty and the community colleges on transfer evaluations. The transfer admissions advisors and evaluators can use TRex with our prospective students. We will identify the faculty/deans at both the receiving and sending college who will review and approve the maps. Degree maps will be updated annually as part of the bulletin review process.
Interim/Final Benchmarks & Deliverable Dates	Phase One: Complete the first five maps by December 2022 BMCC: FIN, ACC, PSY, COM, Public AffairsPhase Two: Complete the next five maps by May 2023La Guardia: FIN, ACC, PSY, COM, Public AffairsPhase Three: Complete the next set of maps by December 2023QCC : FIN, ACC, PSY, COM, Public Affairs and BCC: top three feeder majors and any majors with articulation agreementsPhase Four: Complete the next five maps by May 2024KCC: FIN, ACC, PSY, COM, Public Affairs Note: with the likely appointment of a Transfer Outreach Advisor (see directly below), the foregoing schedule is subject to speeding up; the the 2 + 2 degree maps will be among the advisor’s responsibilities.
Organizational units responsible	Undergraduate Advisement and Orientation Undergraduate Admissions SEEK Office of the Registrar

Activity 2	Appoint a Transfer Outreach Advisor to be the lead and coordinator for the Degree Maps initiative.
Description of Activity	As the leader and coordinator for the Degree Maps initiative, the Transfer Outreach Advisor will be tasked with developing and maintaining relationships with staff and faculty at both Baruch College and the CUNY Community Colleges. They will have regular meetings with staff and faculty across departments at the feeder institution to establish and maintain partnerships. This will include participating in events with the Baruch College Transfer Center as well as hosting events for prospective transfer students at both Baruch and the CUNY Community Colleges.
Interim/Final Benchmarks & Deliverable Dates	As of June 2022, the funding for this new position is very likely; we anticipate appointing the Transfer Outreach Advisor by January 2023.
Organizational units responsible	Undergraduate Advisement and Orientation Program/Department offices

Activity	Communication campaign with the identified community colleges to provide the maps to the students at the community colleges
Description of Activity	RECOMMENDATION: that CUNY set up one main website for all degree maps. Currently you can find Degree Maps on the CUNY Academic Advisement webpage: https://www.cuny.edu/about/administration/offices/undergraduate-studies/academic-advisement-offices/#1629132366165-8a0ea3a4-b1e8baruh Identify the staff and faculty at each college responsible for providing curriculum, advisement, transfer admission information to their students. Form a partnership with the mapping teams at the community colleges. Sponsor “major” informational sessions at the CCs with Admissions and Advisement staff to review the maps. Have the maps posted on both the CCs and Baruch website Baruch’s Admission Counselor trained to use the maps and TREX (for students not admitted to Baruch and referred to the CCs Review the maps at admission events at the CCs Working with the CCs, identify the students who express interest in Baruch to ensure they are following the appropriate map. Similar to FYS 1000 at Baruch: Integrate the maps into an existing first semester seminar class at the CCs.
Interim/Final Benchmarks & Deliverable Dates	In tandem with the completion of the maps launch the communication campaign with the CCs: Phase One: Complete the first five maps by 12/2022 BMCC: FIN, ACC, PSY, COM, Public Affairs Present maps to the entering Fall 2022 cohort (BMCC) Phase Two: Complete the next five maps by 5/2023 La Guardia: FIN, ACC, PSY, COM, Public Affairs Present maps to the entering Spring/Fall 2023 cohort (LaGuardia) Phase Three: Complete the next five maps by 12/2023 QCC : FIN, ACC, PSY, COM, Public Affairs Present maps to the entering Fall 2023 cohort (QCC) Phase Four: Complete the next five maps by 5/2024 KCC: FIN, ACC, PSY, COM, Public Affairs Present maps to the entering Spring/Fall 2025 Fall 2022 cohort (KCC) As noted above: with the likely appointment of a Transfer Outreach Advisor at Baruuch, the foregoing schedule is subject to revision/speeding up; the the 2 + 2 degree maps will be among the advisor’s responsibilities.
Organizational units responsible	Undergraduate Advisement and Orientation Undergraduate Admissions

IC. Credit Accumulation Campaigns and Strategies

Activity	Communication Campaign to Incoming Transfer Students from CUNY CCs: the Goal is to get our transfer students to take 15 credits each semester and/or 30 credits for the academic year
Description of Activity	We propose five different campaigns directed to distinct target groups: Campaign 1 Target major/degree: Intended ZSB major Message: Keep on track with 15 credits per semester – Don’t delay get math out of the way. *Target group:* “Intended” ZSB majors with a math placement of MTH 1023 or MTH 2003. Note: This campaign will go to students who have not met the math requirement with their transfer credit. Campaign 2 Target major/degree: Intended ZSB major Message: 15 credits will keep you on track to graduation – Enroll now *Target group:* “Intended” ZSB majors who have satisfied the math requirement. Campaign 3 Target major/degree: WSAS majors Message: Don’t delay. Schedule a meeting with your faculty advisor today. Remember 15 credits a semester will keep you on track to graduation – Enroll Now. Note: Filter the message by major and include a link to the department’s faculty advisement page. *Target group:* All “intended” WSAS majors. Campaign 4 Target major/degree: Marxe majors Message: Keep on track with 15 credits per semester – Don’t delay get math out way. *Target group:* “Intended” Marxe majors with a math placement of MTH 1023 or MTH 2003. Note: This is for students who have not met the math requirement with their transfer credit. Campaign 5 Target major/degree: “Intended” MARXE majors Message: 15 credits will keep you on track to graduation – enroll now Target group: “Intended” Marxe majors who have met the math requirement. Means of Communication: Throughout the campaigns outlined above, we will reach out to students using the Navigate student success management system to send texts, emails and to-do lists. We will also use printed materials as table tents and signage on-campus.
Interim/Final Benchmarks & Deliverable Dates	Timeline to launch the campaigns: June 1, 2022 – to capture the students who attended orientation prior to June 1, 2022. July 1, 2022 – to capture the students who attended orientation prior to July 1, 2022. Aug. 1, 2022 – to capture the students who attended orientation prior to August 1, 2022. First day of late registration – sent out to all the new transfer students from the CUNY Community Colleges
Organizational units responsible	Undergraduate Advisement and Orientation (UAO) Navigate App Administrator (within UAO) VP Office, Enrollment Management and Strategic Academic Initiatives
Activity 2	Communication Campaign to Continuing Students (transferred from CUNY CCs): the goal is to get our transfer students to take 15 credits each semester and/or 30 credits for the academic year
Description of Activity	Apply the activities described directly above to continuing students, with timelines similar to those above.
Interim/Final Benchmarks & Deliverable Dates	We will follow the registration cycle. The timeline for the “Enroll in 15 Credit Campaign” will launch two weeks prior to the start of Spring 2023 registration and will continue every two weeks until late registration. FINAL Benchmark – measure the increase in credit accumulation against the Spring 2022 entering transfer cohort.
Organizational units responsible	Undergraduate Advisement and Orientation (UAO) Navigate App Administrator (within UAO) VP Office, Enrollment Management and Strategic Academic Initiatives

Activity 1

Urge students with majors who arrive with AA/AS degrees, require more advance Math but who place into MTH 1023/1030 to take that Math class in the summer.

Note: If students arrive with AA or AS degrees, they likely don’t have any general education requirements left to take, but they need to complete the Math requirement before they can start taking courses towards BBA or BSPA degrees or majors in Psychology or the BA in Economics.

Description of Activity

Upon a student’s acceptance to Baruch College, the staff in the admissions office reviews the student’s Transfer Credit Report to determine their math placement.

All of the students with the intended degrees or majors listed above who are placed in MTH 1023 or MTH 1030 will be provided the opportunity to complete MTH 1023 in the summer, clearly informed about why it is so important that they do so, and urged to address this issue before the start of fall term.
All students with the intended majors listed above (except the BA in Psychology) who are placed in MTH 2003 will be provided the opportunity to complete MTH 2003 in the summer, clearly informed about why it is so important that they do so, and urged to address this issue before the start of fall term.

Interim/Final Benchmarks & Deliverable Dates

Summer Session 2023 implementation with increase in participation compared to Summer 2022.

Organizational units responsible

Undergraduate Admissions
Office of the Registrar
Math Department
Deans’/Program offices

Activity 2	In key Zicklin courses, improve the alignment of capacity to student demand
Description of Activity	Course schedules must balance satisfying student interest and needs versus avoiding excessive empty seats. To strike this balance we need to identify bottleneck courses by tracking three critical operational metrics at course, department, program, and school levels before and during each registration period. These metrics are: flow rate, utilization, and idle capacity. Flow rate is the minimum of demand per period and offered seats per period; in our context, it is the “enrollments per period.” Utilization is the ratio of flow rate to capacity; in our context, it is the ratio of “enrollments per period” to “offered seats per period.” Idle capacity is the difference between capacity and demand; in our context, it is “offered seats per period” minus “enrollments.” From one planning period to the next, our primary objective is to improve flow rate (enrollments) while not increasing the utilization (enrollments/offered seats). Our secondary objective is to keep empty seats (offered seats – enrollments) as uniformly distributed across sections as possible to avoid excessive idle capacity.
Interim/Final Benchmarks & Deliverable Dates	Monitor flow rate, utilization rate, and idle capacity, improving the balance among these metrics semester-over-semester. Timeline: Continuous with planning, data collection, and analysis performed before, during, and after every registration period.
Organizational units responsible	Undergraduate Admissions Office of the Registrar Math Department ZSB Dean’s office

Activity 3	a. Examine the various aspects of bottlenecks faced by students who may have a course in-progress that prevents the students from enrolling in a subsequent course in a sequence b. Collect and analyze data related to bottlenecks pertaining to course in- progress and explore potential solutions to address the bottlenecks
Description of Activity	Students enrolled in a course at another CUNY college are unable to enroll in a subsequent course at Baruch College for which the first course is a prerequisite before they complete the first course and receive a grade. This creates bottlenecks for transfer students as they may be delayed in enrolling in appropriate courses to help them make steady progress in the program. There are two important pieces that we would need to reduce the bottlenecks. One piece is data on which courses students are enrolled in on other campuses and which destination courses they would transfer as. The other piece is a mechanism in the system that would help automate the process of prerequisite check. Currently, we have to provide manual waivers for students to register in subsequent courses as CF does not recognize a prerequisite course taken at another campus (even if it is equivalent to Baruch’s appropriate prerequisite). The need for this manual intervention is what is preventing from allowing students to register. Even once the equivalency is recognized, someone has to keep track of course completion manually, and, if the course is not completed, drop the student from the subsequent course. This is prohibitive in terms of the manual work needed and is error prone. We need CUNY’s help in addressing both pieces for this to happen.
Interim/Final Benchmarks & Deliverable Dates	Collect data on students who have or have had courses in-progress over the last several semesters to understand the scale of the challenges involved (Fall 2022) Analyze data to examine the most impacted course sequences (Spring 2023) Explore potential technological interventions that may help automate the process for checking completion of courses in progress that will help remove bottlenecks for transfer students (Fall 2023)
Organizational units responsible	Office of the Registrar Undergraduate Admissions Undergraduate Advisement and Orientation Program/ZSB Dean’s Office

IIA. Course Equivalencies

Activity 1	Initial review of course equivalencies in TREX (establish baseline) (Note that this activity is the basis for our TREX funding request)
Description of Activity	Recruit faculty in each department to review the department’s current course equivalencies in TREX during Summer 2022 so they will be updated for Fall 2022. We propose that faculty be recruited with an offer of summer salary.
Interim/Final Benchmarks & Deliverable Dates	Secure funding (Summer 2022) Recruit 2-3 faculty from each department (Fall 2022) Determine standards for review and the evidence required, such as syllabus, book chapter/article, and sometimes final exam. (Fall 2022) Obtain required evidence from other schools (Spring 2023) Conduct reviews (Spring/Summer 2023) Deliver refined set of equivalencies to be updated in TREX (Fall 2023)
Organizational units responsible	TREX Leader Faculty TREX teams
Activity 2	Develop streamlined web-based approval system for determinations of new transfer equivalencies that feed directly into database
Description of Activity	Learn to use TREX for all new course equivalencies as a way of managing workflow.
Interim/Final Benchmarks & Deliverable Dates	Train faculty to use this functionality of TREX (Summer—or Fall—2022) Begin to use TREX for new equivalencies (Fall 2022—or Spring 2023
Organizational units responsible	TREX Leader Faculty TREX teams
Activity 3	Periodic review of courses in TREX
Description of Activity	Periodic review (every two years by each department) to ensure that course equivalencies have not changed. This would require that the dates of the last reviews are included in TREX and that courses can be searched by date for review.
Interim/Final Benchmarks & Deliverable Dates	Modify TREX to allow for relevant information about review date (Fall 2022) Recommendation: This should be a CUNY-wide activity. Pull data on courses to review (Fall 2023 and every Fall) Obtain relevant information for re-review (current syllabus, exam, etc). (Fall 2023 and every Fall) Hold review by department curriculum committees of this small subset of courses (Spring 2024 and every Spring)
Organizational units responsible	TREX Leader Faculty TREX teams [CUNY TREX team]

Activity 1	Promote and Train on TREX
Description of Activity	Offer demonstration and training in TREX to all relevant departments within Baruch. Workshops should be primarily for faculty tasked with articulation review and advisors.
Interim/Final Benchmarks & Deliverable Dates	Identify TREX presentation team (Spring 2022) Develop presentation (Summer 2022) Present to departmental advisors and curriculum committees (early Fall 2022) Report each Fall semester Benchmark: TREX is used by every department by Fall 2023
Organizational units responsible	TREX presentation team Faculty TREX teams

Activity 2	Follow up on adaptation and effectiveness: Close the loop
Description of Activity	Evaluate effectiveness of TREX training with both subjective and objective measures
Interim/Final Benchmarks & Deliverable Dates	Hold pre-post training knowledge assessment (before and after training sessions) Fall 2022 Hold end-of-semester assessment by users; qualitative and quantitative assessment (end of Fall and Spring semesters) Fall 2022 through Spring 2024 Establish objective metrics of TREX use starting June 2023
Organizational units responsible	TREX Leader Faculty TREX teams Office of Assessment, Accreditation, and Institutional Effectiveness

IIB. Curriculum

Activity 1	Review and adapt transfer admission processes to ensure that students have completed the appropriate set of courses
Description of Activity	Our current transfer admission process depends largely on the overall GPA of transfer applicants. We propose a revamped transfer admission process that involves a more fine-grained analysis of transfer students’ academic records. This may involve reviews of: whether students have completed a suitable AS program; appropriate entry-level courses that may be required for admission into specific majors (e.g., precalculus, financial accounting, business statistics, microeconomics, macroeconomics, etc. for students intending to major in business); review enrollment targets and processes used to set enrollment targets; and review the impact on GPA on subsequent performance in the major for students who have or have not completed key entry-level courses.
Interim/Final Benchmarks & Deliverable Dates	Initial review of feasibility of a more holistic transfer admissions process (October 2022) Review of enrollment targets and process for identifying enrollment targets (October 2022) Setting up data access and trial of additional criteria for holistic transfer admissions process (December 2022) Review of the impact of GPA for students that have or have not completed key entry-level courses on their subsequent performance (December 2022)
Organizational units responsible	Enrollment management Undergraduate Admissions Program/Deans’ offices

Activity 2	Examine transfer student paths to specific majors and explore creation of articulation agreements or academies between specific CUNY CCs and Baruch for those majors
Description of Activity	We have started a “Baruch Business Academy” to provide a specific path for students intending to major in Business and transfer to Baruch from a CUNY Community College. Similar paths are being explored for various majors from both BMCC and other feeder schools. Potential paths could be structured with varying degrees of wrap-around support and different characteristics depending on the needs students may face for specific programs. Different types of agreements ranging from articulation agreements to Academies are being explored.
Interim/Final Benchmarks & Deliverable Dates	Create inventory of all existing articulation and other agreements in which Baruch is involved (October 2022) Begin collaboration with the TREX team to explore the possibility of digitizing articulation agreements (August 2022) Identify opportunities for articulation and other agreements (February 2023) Collaborate with CUNY Community Colleges in developing articulation and other agreements (February to July 2023) Collect and analyze data on student paths to various programs at Baruch (December 2022)
Organizational units responsible	Program/Deans’ offices Provost’s office

Activity 3	Develop partnership with CUNY CCs to establish practices that will help students intending to transfer to choose appropriate Associate degree programs that are designed for transfer
Description of Activity	A partnership with CUNY CCs will include: Periodic meetings with transfer advisors at CUNY CCs, transfer advisors at Baruch, faculty advisors, program office staff, and administrators to discuss transfer bottlenecks, advise on appropriate majors/programs and paths to Baruch. Currently our undergraduate admissions office hosts one meeting per year with transfer advisors but we will work toward quarterly meetings. Regular digital communication across all the stakeholders identified above facilitated by an appropriate technology/communication platform (such as MS Teams) to share updates, changes, and opportunities.
Interim/Final Benchmarks & Deliverable Dates	Decision on meeting schedules for key stakeholders identified above (August 2022) First meeting of key stakeholders (September 2022) Setup of digital communication platforms and patterns (October 2022)
Organizational units responsible	Undergraduate Admissions Program/Deans’ offices Advisement Center

Activity 4	Develop technology-enabled approaches to identify and help correct sub-optimal paths to transfer
Description of Activity	Students at CUNY Community Colleges may currently select programs that are not necessarily geared toward facilitating transfer to Baruch and its specific programs. We propose development of closer collaboration with community college program offices, faculty, and advising staff to understand student intentions to pursue various majors/programs and transfer. Key activities include: Develop visibility into early data on students’ intent to transfer from CUNY Community Colleges to Baruch and to specific majors. Explore technology and data-enabled approaches to examine alignment between courses students are enrolled in at CUNY Community Colleges and program requirements for majors at senior colleges they intend to transfer to.
Interim/Final Benchmarks & Deliverable Dates	Collect and analyze data on student paths from CUNY Community Colleges to Baruch and to specific majors (December 2022) Examine existing solutions that may provide clarity on program alignment between programs at CUNY Community Colleges and Baruch (December 2022) Start a pilot for monitoring student enrollment in collaboration with CUNY Community Colleges to ensure students are on a path toward transfer (May 2023) Develop interventions in collaboration with CUNY Community Colleges to identify mismatches and nudge students toward enrolling in courses that align with transfer paths to Baruch (August 2023)
Organizational units responsible	Institutional Research Program/Deans’ offices Undergraduate Admissions

Activity	Establish a transfer affinity group across with the CUNY CCs that includes the largest numbers of transfers to Baruch (BMCC, LAGCC, QCC, KBCC, and BCC)
Description of Activity	We propose the development of a transfer affinity group that crosses borough boundaries. This is important for Baruch College, since the five CUNY CCs with the highest number of their students to Baruch include campuses across three boroughs: BMCC (Manhattan), LAGCC (Queens), QCC (Queens), KBCC (Brooklyn), and NYCCT (Brooklyn) and we also have an articulation agreement with BCC specifically for the new computer science major. Such a cross-borough affinity group will also help translate lessons learned from transfer processes and collaboration with some CUNY CCs to others. We will also explore potential opportunities to include CUNY CCs with which there is room to grow transfer paths.
Interim/Final Benchmarks & Deliverable Dates	Initial discussion with the five CUNY CCs regarding setup of a transfer affinity group (August 2022) Identification of other CUNY CCs to include as part of the affinity group. These may include community colleges from which a small number of students transfer to Baruch, but where there is an opportunity to develop a smoother transfer path (October 2022) First affinity group meeting with Baruch and CUNY CC colleagues (November 2022)
Organizational units responsible	Program/Deans’ offices Undergraduate Admissions

III. Preparing Students for Transfer

Activity 1	Advisement “Office Hours”
Description of Activity	The Office of Undergraduate Advisement and Orientation (UAO) will provide office hours prior to the start of the orientation season. Office hours will allow incoming transfer students to talk to staff members in the UAO prior to orientation to assist in the transition process to Baruch College. The staff will be available for quick conversations to answer questions. While the staff will be able to assist students with general questions, they will specifically be available to address questions about orientation and to provide the appropriate referrals.
Interim/Final Benchmarks & Deliverable Dates	We will pilot the office hours in May 2022. They will occur every day from 10-11am and from 2-3pm. (May 2022) A survey will be sent to each student who attended the office hours. 80% of the students will report that they felt better-prepared for the transition to Baruch College (specifically the orientation process) as a result of having attended the office hours. (September 2022) Final Deliverable: UAO will generate a report on the value and success of the office hours. Based on the results, the office hours will be adjusted to best meet the needs of the incoming transfer students. (December 2022)
Organizational unit responsible	Office of Undergraduate Advisement and Orientation
Activity 2	Add an in-person component to Transfer Orientation
Description of Activity	Transfer Orientation at Baruch currently consists of a four-hour virtual program. UAO will expand orientation to offer a second day—an in-person component that will include a “how to succeed at Baruch” workshop, campus tours, an ice-breaker, and a resource fair.
Interim/Final Benchmarks & Deliverable Dates	The UAO will pilot the program in July 2023. The UAO will send a survey to each student who attended the in-person component of orientation. 80% of the students will report that they felt better-prepared for the transition to Baruch College as a result of having attended the in-person component. (September 2023) Final Deliverable: The UAO will generate a report on the value and success of the in-person component. Based on the results, the program will be adjusted to best meet the needs of the incoming transfer students.
Organizational unit responsible	Office of Undergraduate Advisement and Orientation
Activities 3-7 with Descriptions	3. The Transfer Center (of the Undergraduate Admissions Office) will conduct virtual information sessions at Baruch specifically for prospective transfer students. We will also be present for info sessions sponsored at the CCs. 4. The Transfer Center Virtual Front Desk will be available twice a week 5. The Center will conduct “admitted student” events during evenings/weekends to accommodate working students. 6. The Center will conduct additional Transfer Credit Workshops at which a student will receive a detailed explanation of the student’s credit evaluation prior to attending Orientation. This gives students an opportunity to ask questions about specific course credits. This will be our 2^nd semester offering this workshop. 7. We will send an Evaluation status email soon after the student has attended Transfer Orientation. Most students have an incomplete evaluation at the time of their Orientation since they still are enrolled at their previous college.
Benchmarks & Deliverable Dates	As mentioned above, some of these activities have already begun and will be expanded. Others will be phased in over AY 2022-23.
Organizational unit responsible	Office of Undergraduate Admissions/Transfer Center

IV. Supporting Students During and After Transfer

Activity 1	Transfer Student Network Peer Mentor Program
Description of Activity	Match new transfer students with a continuing transfer student mentor. Mentors will offer guidance on how they navigated the transition to Baruch and encourage mentees to engage with the co-curricular life of campus.
Interim/Final Benchmarks & Deliverable Dates	The program began as a pilot in Fall 2021 with 97 mentees working with 20 paid mentors. Evaluation of the Fall 2021 program shows that students matched with a mentor earned more credits, achieved higher GPAs, and registered at a higher rate than students who remained on the program waitlist.* By Fall 2022, program enrollment will consist of 35 mentors and 350 mentees. Mentees will be expected to remain in the program for at least one semester. * Please note that the comparisons of credits, GPAs, and higher registration numbers resulted from comparing the mentees with the other students who had applied for the mentorship program but were not served due to program capacity limits; thus, the results do not owe to self-selection bias.
Organizational unit responsible	New Student and Family Programs
Activity 2	Transfer Student Week: National Transfer Week
Description of Activity	Introduce programming that will celebrate transfer students. Celebration could include members of the faculty and staff who were once transfer students themselves wearing buttons identifying themselves and celebrating transfer student pride. Others could wear buttons with different messages in support of transfers. Transfer students could be invited to participate in scavenger hunts or events incentivized with free food or prizes, held at a variety of times. We would highlight important services areas like SACC, WC, the childcare center, etc. and perhaps do an advising blitz or a job fair for on-campus jobs for students.
Interim/Final Benchmarks & Deliverable Dates	Identify and invite faculty, staff, and students to plan for National Transfer Week (offices to include: Undergraduate Advisement, SEEK, Honors, New Student & Family Programs, Student Life, SACC, etc.) Identify and invite faculty and staff who were once transfer students Invite and include transfer peer mentors and continuing students who transferred into Baruch College Event to be held October 17-October 21, 2022
Organizational units responsible	New Student and Family Programs Undergraduate Admissions/Transfer Center Office of Advisement and Orientation
Activity 3	Create a comprehensive webpage for transfer students (with topics such as how to connect with the Transfer Student Network, Advisement; questions about transfer evaluation, internship opportunities, resources for academic support…etc.)
Description of Activity	This dedicated and comprehensive transfer students’ webpage would exist on the New Students and Family Programs website and be linked to multiple other sites, such as Admissions/Transfer Center, Advisement, etc. Its purpose would be to provide important information as well as opportunities/resources to help transfer students engage and succeed academically, socially, and professionally at Baruch.
Interim/Final Benchmarks & Deliverable Dates	Starting in Fall 2022, offices that work directly with transfer students and a group of transfer student themselves will: Identify key information, resources, and opportunities for transfer students Link existing information onto the comprehensive transfer student website Include social media platforms to connect transfer students with peer support group and/or transfer mentors Include and create a LinkedIn page for incoming transfer students to connect with continuing students and Baruch alumni who transferred into Baruch Work with Baruch’s Office of Alumni Relations & Volunteer Engagement to develop and/or update a LinkedIn page to prospective transfers, current students, and alumni who transferred into Baruch Launch the comprehensive transfer student website in January 2023
Organizational units responsible	New Student and Family Programs Undergraduate Admissions Undergraduate Advisement and Orientation
Activity 4	Send Early Alerts to 2^nd-semester transfer students from the CUNY Community Colleges
Description of Activity	Expand the Early Alerts system to include 2^nd-semester CUNY Community College transfer students who are at-risk of failing courses owing to academic or other difficulties. Given the efficacy of the Early Alert system, consider expanding it to all 2^nd semester transfers or even all 2^nd-semester students, including those who arrived entered as freshmen. This kind of expansion could perhaps be phased in.
Interim/Final Benchmarks & Deliverable Dates	Beginning in Fall 2022: Identify students in their second semester who transferred from a CUNY community college. A possible transition to this change would be to limit these identifications initially to students in classes in only one or two disciplines, such as Math and English. Send Early Alerts with specific directions to academic and, when appropriate, non-academic resources.
Organizational unit responsible	Office of Advisement and Orientation (Early Alerts)

V. Communications

Organizational units responsible

The President’s Office
The Provost’s Office
Program and Deans’ offices
Office of Undergraduate Advisement
New Student and Family Programs
Office of Communications, Marketing, and Public Affairs

Supplement: Proposal for Broadening TREX Adoption at Baruch College

We propose Alexandra Surillo, Assistant Director of Transfer Services, as our key TREX lead at Baruch College. She will work with various organizational units to coordinate the use of TREX. Primary areas of expansion of TREX use at Baruch that will be led by Ms. Surillo include the following:

Identify potential transfer paths for students from CUNY community colleges to Baruch and to specific majors at Baruch College: We propose to examine data on various paths students take from CUNY community colleges to Baruch and to specific majors at Baruch. Such data will also help us identify potential optimal paths for students. We propose to collaborate with CUNY’s TREX team to help adapt TREX to support the collection of such data on student paths.
Examine high frequency transfer credits and coordinate with program offices to review course equivalency: We will review existing course equivalencies for high frequency transfers identified by TREX. We will also review high frequency transfer credits that are awarded for elective courses and consult with appropriate academic departments/faculty to consider potential for alignment of such credits with program requirements.
Collaborate with program offices and our admissions office to digitize the workflow for course equivalency review: Current workflow for course equivalency review is largely accomplished through emails between our colleagues in our admissions office, program offices, and faculty. We will support the adaptation of TREX to digitize this workflow.

Budget:

Item	Unit cost	Details	Quantity	Total cost	Notes
Part-time staff	$25	per hour	1180	$29,500	4 @ 6 hours per week for the FY 2022-23
Faculty stipend	$500.00	per faculty member	21	$10,500.00	TREX review and norming
			Total	$40,000

Timeline and outcomes:

Development of our communication and training plan will be completed.	September 1, 2022
One faculty member in each academic department will be trained in the use of the course equivalency workflow using TREX.	December 20, 2022
Review of top ten courses that are received as elective transfer credits will be completed.	March 1, 2023
Data on transfer paths will be examined and potential optimal paths will be identified.	June 30, 2023

For full context, download the June 8,2022 AcMo 2.0 Plan here.