A Two-Year College Chartered in 1993 ___________________________________
Urban College of Boston COMPREHENSIVE EVALUATION Ten-Year Report Prepared for the Commission on Institutions of Higher Education New England Association of Schools and Colleges, Inc. March 2017
178 Tremont Street Boston, Massachusetts 02111
(617) 449-7070 www.urbancollege.edu
TABLE OF CONTENTS Institutional Characteristics Form .............................................................................................................. i Table of CIHE Actions, Items of Special Attention, or Concerns.......................................................... xii Introduction............................................................................................................................................ xiv Institutional Overview ............................................................................................................................ xv Narrative: General Information “Data First” form Standard One: Mission and Purposes ....................................................................................................... 1 Narrative ....................................................................................................................................... 1 Appraisal ....................................................................................................................................... 2 Projection ...................................................................................................................................... 4 Std. 1.1 “Data First” form Standard Two: Planning and Evaluation . ................................................................................................ 6 Narrative ....................................................................................................................................... 6 Appraisal ....................................................................................................................................... 6 Projection .................................................................................................................................... 20 Std. 2.1“Data First” form Standard Three: Organization and Governance. ..................................................................................... 21 Narrative ..................................................................................................................................... 21 Appraisal ..................................................................................................................................... 21 Projection .................................................................................................................................... 27 Std. 3.1 “Data First” form
-UCB Organizational Chart -UCB By-Laws -UCB Authorization Charter & Articles of Organization
Std. 3.2 “Data First” form
Standard Four: The Academic Program ................................................................................................ 30 Narrative ..................................................................................................................................... 30 Appraisal ..................................................................................................................................... 32 Projection .................................................................................................................................... 41 Std. 4.1 - 4.5 “Data First” forms Standard Five: Students .......................................................................................................................... 43 Narrative ..................................................................................................................................... 43 Appraisal ..................................................................................................................................... 44 Projection .................................................................................................................................... 53 Std. 5.1 – 5.4 “Data First” forms
Standard Six: Teaching, Learning, and Scholarship............................................................................... 55 Narrative ..................................................................................................................................... 55 Appraisal ..................................................................................................................................... 56 Projection .................................................................................................................................... 58 Std. 6.1 – 6.5 “Data First” forms Standard Seven: Institutional Resources ................................................................................................ 60 Narrative ..................................................................................................................................... 60 Appraisal ..................................................................................................................................... 62 Projection .................................................................................................................................... 72 Std. 7.1 – 7.8 “Data First” forms Standard Eight: Educational Effectiveness ............................................................................................. 78 Narrative ..................................................................................................................................... 78 Appraisal ..................................................................................................................................... 78 Projection .................................................................................................................................... 81 Std. 8.1 – 8.4 “Data First” forms Standard Nine: Integrity, Transparency, and Public Disclosure............................................................. 83 Narrative ..................................................................................................................................... 83 Appraisal ..................................................................................................................................... 84 Projection .................................................................................................................................... 90 Std. 9.1 – 9.3 “Data First” forms Appendix: Affirmation of Compliance with federal requirements of Title IV ........................................................... I E & S forms on Student Achievement and Success ............................................................................... III FY 2016 Audited Financial Statement .................................................................................................. IX Workroom Materials List ..................................................................................................................XXX
Institutional Characteristics Form Revised September 2009 This form is to be completed and placed at the beginning of the self-study report: Date
March 1, 2017
1.
Corporate name of institution: Urban College of Boston: A Two Year College
2.
Date institution was chartered or authorized: May 11, 1993
3.
Date institution enrolled first students in degree programs: January, 1994
4.
Date institution awarded first degrees: June, 1996
5.
Type of control: Public
Private
State
X Independent, not-for-profit
City
Religious Group
Other
(Name of Church) __________________________
(Specify) _________________
Proprietary Other: (Specify) ___________________
6.
By what agency is the institution legally authorized to provide a program of education beyond high school, and what degrees is it authorized to grant? __________________________________ _______________________________________________________________________________
7.
Level of postsecondary offering (check all that apply) Less than one year of work
First professional degree
X
At least one but less than two years
Master’s and/or work beyond the first professional degree
X
Diploma or certificate programs of at least two but less than four years
Work beyond the master’s level but not at the doctoral level (e.g., Specialist in Education)
X
Associate degree granting program of at least two years
A doctor of philosophy or equivalent degree
Four- or five-year baccalaureate degree granting program
Other doctoral programs ___________ Other (Specify)
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8.
Type of undergraduate programs (check all that apply)
X
9.
11.
Liberal arts and general
Occupational training at the technical or semi-professional level (degree)
Teacher preparatory
Two-year programs designed for full transfer to a baccalaureate degree
Professional Other___________________
The calendar system at the institution is: X
10.
Occupational training at the crafts/clerical level (certificate or diploma)
Semester
Quarter
Trimester
Other __________________
What constitutes the credit hour load for a full-time equivalent (FTE) student each semester? a)
Undergraduate
_12____ credit hours
b)
Graduate
_______ credit hours
c)
Professional
_______ credit hours
Student population: a)
Degree-seeking students:
Full-time student headcount Part-time student headcount FTE b)
Undergraduate 36
Graduate
Total
420 212
Number of students (headcount) in non-credit, short-term courses:
0
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12.
List all programs accredited by a nationally recognized, specialized accrediting agency. Program
13.
Agency
Accredited since
Last Reviewed
Next Review
Off-campus Locations. List all instructional locations other than the main campus. For each site, indicate whether the location offers full-degree programs or 50% or more of one or more degree programs. Record the full-time equivalent enrollment (FTE) for the most recent year. Add more rows as needed. Full degree
50%-99%
FTE
A. In-state Locations N/A
B. Out-of-state Locations
14. International Locations: For each overseas instructional location, indicate the name of the program, the location, and the headcount of students enrolled for the most recent year. An overseas instructional location is defined as “any overseas location of an institution, other than the main campus, at which the institution matriculates students to whom it offers any portion of a degree program or offers on-site instruction or instructional support for students enrolled in a predominantly or totally on-line program.” Do not include study abroad locations. Name of program(s)
Location
Headcount
N/A
15. Degrees and certificates offered 50% or more electronically: For each degree or Title IV-eligible certificate, indicate the level (certificate, associate’s, baccalaureate, master’s, professional, doctoral), the percentage of credits that may be completed on-line, and the FTE of matriculated students for the most recent year. Enter more rows as needed. Name of program
Degree level
% on-line
FTE
N/A
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16.
Instruction offered through contractual relationships: For each contractual relationship through which instruction is offered for a Title IV-eligible degree or certificate, indicate the name of the contractor, the location of instruction, the program name, and degree or certificate, and the number of credits that may be completed through the contractual relationship. Enter more rows as needed. Name of contractor
Location
Name of program
Degree or certificate
# of credits
N/A
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CHIEF INSTITUTIONAL OFFICERS
Function or Office
Name
Exact Title
Year of Appointment
Chair Board of Trustees
Peter Ebb, Esq.
Chairman
2000
President/CEO
Michael Taylor
President
2012
Nancy Daniel
Vice President for Academic 2016 Affairs
Chief Financial Officer
Stephen Lozen
Dean of Finance
Chief Student Services Officer
Carmen Pineda
Dean of Students
Development
Stephen Lozen
Dean of Finance
Library
James Morgan
Director of Resources
Grants/Research
Sandra Copman
Director of Special Projects
2015
Admissions
Avanti Seymour
Dean of Enrollment & Registrar
2013
Registrar
Avanti Seymour
Dean of Enrollment & Registrar
2013
Financial Aid
Mia Taylor
Director of Financial Aid
2010
Executive Vice President Chief Academic Officer Deans of Schools and Colleges (insert rows as needed) Administration
& 2013 2013
Planning Institutional Research Assessment Administration
& 2013
Informational 2010
Chief Information Officer Continuing Education
Public Relations Alumni Association Other
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Board of Trustees Chair, Peter Ebb
President Michael Taylor
Vice President of Academic Affairs
Dean of Students
Nancy Daniel
Carmen Pineda
Chair of Early Childhood Education Ana Cordero
Librarian/
Avanti Seymour
Stephen Lozen
Enrollment Coordinator
Director of Speical Projects
Tong (Phoenix) Feng
Enrollment Coordinator
Rebecca Davila
Kathleen Dwyer
Sandra Copman
Information Technology Specialist
Tutors(RPT)
James Morgan
Jack Wickwire
Dorothy Chaves
Faculty/ Carmen Zayas
Dean of Administration and Finance
Instructional Coordinator
Enrollment Data Manager
Partnerships Coordinator
Jasjot Kaur
Dolores Calaf
Noemy Vides
Advisor
Dean of Enrollment/Registrar
Tutor and Media/Field Digital Technology Specialists (RPT) Louis Danastorg
Interpreter LRC Associate (PT) Elizabeth Salazar
Business Manager Kathleen Bardell Financial Assistant Velma Waldron
Director of Financial Aid Mia Taylor
Financial Aid Assistant Carla Desisto
Bessie King
Tutors (Volunteers) Berlinda Batista -Math Bill SullivanMath
Staff Suppot Administrative (TPT) Thyra Powell Cherie Walker
Marceline Vilmont-ESOL
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URBAN COLLEGE OF BOSTON TRUSTEE AFFILIATIONS BABCOCK, Jean M. Retired Longtime community activist Previously worked in Public Affairs for the United States Postal Services.
COUNTS, Ph.D., Constance Secretary, Board of Trustees Retired Previously taught Child, Adolescent and Adult Development for 20 years at Lesley University. MATTHEWS, Ed.D., Allison Director, Urban College Faculty Representative Director, “Little Children’s Schoolhouse”, Brookline, MA REGAN, George President Regan Communications
TITUS, Charles Vice Chancellor of Athletics & Recreation, Special Projects & Programs University of Massachusetts
CHIN, Mary C. Treasurer, Board Of Trustees Chairperson, Asian American Civic Association Board of Directors Previously served more than 20 years as the Director for Adult Outpatient Behavioral Health Services of Boston Medical Center. . DUMAS, Ph.D., Linda G Associate Professor College of Nursing and Health Sciences University of Massachusetts, Boston
COARD, Donna
MEZOFF, Harold J.
POWER, Ph.D., Margaret
Vice Chairperson Board of Trustees Vice President, ABCD, Inc.
President and Executive Director of Economic Opportunity Studies of Washington, DC
SCOTT-CHANDLER, Esq., Sharon
TAYLOR, Michael President, Urban College
Retired Previously worked as Coordinator of Field Services in the Deputy Commissioner’s Office at the Massachusetts Department of Social Services
EBB, Esq., Peter Chairperson, Board of Trustees Partner at Ropes and Gray, LLP
Executive Vice President, ABCD, Inc.
TOBER, Maren Urban College Student Representative
WAGNER, MD, Michael President and CEO Tufts Medical Center and Floating Hospital for Children
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Urban College of Boston Timeline Urban College Program Pre-Charter Years (1967-1992) 1962 1964 1967 1987 May 1988 June 1988 February 1992
The founder of Urban College of Boston (UCB), Action for Boston Community Development (ABCD) begins its distinguished long-term service as a private, non-profit antipoverty agency of the War on Poverty. ABCD receives designation by federal, state, and City of Boston as a community action agency under the Equal Opportunity Act. ABCD begins offering higher education opportunities to inner-city residents through the Urban College Program (UCP). ABCD requests that the Massachusetts Board of Regents approve charter amendment to permit award of degrees. MA Board of Regents Visiting Committee reviews request. Visiting Committee report praises UCP; recommends strengthening governance, finance, curriculum, faculty affairs and learning resources, among other recommendations. Massachusetts Higher Education Coordinating Council (HECC), formerly MA Board of Regents, Visiting Committee reviews request again and recommends approval of charter amendment, deleting Baccalaureate authority and authorizing awarding of Associate Degrees. Charter Years (1993-2000)
May 11, 1993 1993 September 1993 January 1994 September 1995 November 5-8, 1995 March 31, 1996 June 5, 1996 September 13, 1996 1998 April 1998 August 10, 1998
The MA HECC grants charter to Urban College of Boston to award associate degrees in Early Childhood Education, General Studies, and Human Services Administration. Robert M. Coard becomes first president of the College. Urban College of Boston enrolls 297 students from the Urban College Program. Urban College of Boston admits its first Associate Degree candidates. UCB submits Self-Study Report for first visit by NEASC review team. NEASC review team visits UCB. NEASC grants “Candidate for Accreditation” status to the Urban College of Boston, effective November 1995. UCB holds its first graduation with four students receiving Associate of Arts degrees and 26 Certificates awarded. UCB receives eligibility to award federal financial aid – Pell Grants. Dr. Lee Hines, Jr. becomes second president of the College. UCB’s second NEASC review results in continuation of “Candidate for Accreditation” status; institution commended for having aggressively pursued improvements after initial evaluation. MA Board of Higher Education approves the Articles of Organization. viii
September 1998 September 24, 1998 February 18, 2000 March 2000 March 29, 2000 April 2-4, 2000
Urban College of Boston enrolls 398 students. UCB receives 501©3 status; affiliation with ABCD redefined as partnership. UCB submits Self-Study report for initial accreditation. UCB develops first Strategic Plan – Urban College of Boston 2000 Strategic Plan. UCB signs Memorandum of Agreement, becomes fully independent college while maintaining ABCD partnership. NEASC review team visits UCB. Accreditation Years (2001-2011)
March 19-20, 2001 October 2001 March 2002 October 2002 September 2003 2003 June 4, 2004 February 25, 2005 September 16, 2005 December 8, 2005 January 20, 2006 February 2006 March 6-8, 2006 November 2006 November 17, 2006 January 8, 2007 October 31, 2008 December 17, 2008 March 6, 2009 April 2009 April 19-21, 2009 May 31, 2009
NEASC review team re-visits UCB. NEASC awards Urban College of Boston full accreditation. Dr. John Kendrick appointed interim president of the College. Dr. Linda Edmonds-Turner becomes third president of the College. Ten years after receiving its charter, Urban College of Boston enrolls 603 students. UCB Board of Trustees organizes four new subcommittees. Urban College celebrates the tenth graduating class with 37 Associate of Arts degrees and 42 Certificates of Achievements awarded. Department of Education designates Urban College as a Hispanic Serving Institution (HSI). UCB Strategic Planning Retreat at University of Massachusetts, Boston as part of the strategic plan development process. NEASC team chair visits to UCB – Preliminary Meeting for NEASC Five-Year Visit to UCB March 6-8, 2006. Urban College of Boston sends Self-Study Report to NEASC and visiting team. UCB develops the Strategic Plan – Urban College of Boston 2005 Strategic Plan. NEASC Five-Year Visit to UCB. UCB develops 2006 Strategic Plan Responsibility Matrix. NEASC Commission on Institutions of Higher Education (CIHE) meets and awards UCB accreditation through 2016. NEASC letter to UCB with instructions for focused evaluation report and visit to UCB in 2009. NEASC Team Chair visit to UCB – Preliminary Meeting for NEASC focused evaluation visit to UCB April 19-21, 2009 CIHE Deputy Director conducts at UCB on writing the focused evaluation report and visit preparation. Urban College of Boston sends Focused Evaluation Special Report to the NEASC and visiting team. UCB develops 2009 Strategic Plan Responsibility Matrix. NEASC Focused Evaluation Visit to UCB. Urban College Commencement and the 15th Anniversary of the College ix
September 17, 2009 Fall 2009 October 2009 Spring 2010 Spring 2011
receiving its charter. Graduating class of 50 Associate of Arts degrees, 50 Certificates of Achievement s, and 90 Child Care Economic Opportunity Certificates ( a NEW certificate program). NEASC Commission on Institutions of Higher Education (CIHE) meets & accepts UCB’s NEASC Focused Evaluation Report and NEASC Team April 19-21, 2009 Focused Evaluation Visit & resulting report. UCB receives ARRA funding to open new Career Center. Robert M. Coard, ABCD President/CEO and UCB founding president, retires. UCB begins plans to develop its third strategic planning document Urban College of Boston 2011 Strategic Plan. UCB submits 5th Year Interim Report. Rebuilding Years (2011-Present)
March 2011 April 14, 2011
July 2011 August 2011 February 2012 March 1, 2012
May 24, 2012
July 5, 2012
July 20, 2012 July 27, 2012 July 2012 August 2012 September 16, 2012
CFO Neel resigns NEASC accepts 5 year report: UCB to submit a report in Fall 2013 with emphasis on finance; revenue diversification; adequate staffing and opportunities for faculty development; building capacity to collect and analyze data; assuring graduates demonstrate collegiate-level skills in English language; comprehensive visit in Spring 2016. President Turner resigns. Robert Reagan appointed UCB president. Academic Dean resigns. CIHE considered ARFE report and deferred action pending receipt of additional information on grant funding, 3 year financial projection, management letter, audited financial statements by May 2012 CIHE meeting. (Report submitted) CIHE accepted UCB report but felt UCB may no longer meet standards on Financial Reserves; therefore, UCB should submit a show-cause report for September 2012 meeting as to why accreditation should not be terminated; that by June 22, 2012, the College submit a teach-out agreement; that UCB not enroll any students in the Fall of 2012. UCB’s teach-out plan approved – to begin second week of July; that UCB relinquish its accreditation no later than July 18, 2012; that Endicott College submit a plan to establish an institutional location at the current site of UCB; cost of attendance at Endicott be provided to UCB students. Updated teach-out plan is accepted; UCB confirmed attendance at showcause hearing for September, 2012; topics for review expanded to more areas of the College; evidence from UCB to CIHE due August 31, 2012. UCB Board decides to open the College for the Fall, 2012 semester. Nancy Daniel named Interim Academic Dean to lead new semester. President Reagan decides not to renew his contract - search for new president commences. Michael Taylor offered Presidency of UCB to commence October 15, 2012.
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September 20, 2012
Fall 2012 March 8, 2013
Spring-Fall 2013 April 18, 2013
July 17, 2013 August 2013 November 22, 2013 February 28, 2014 April 4-6, 2014 November 21, 2014
August 2015 Spring 2016 March 4, 2016 September 14, 2016
Newly-appointed UCB President, Michael Taylor, outgoing President Robert Reagan, and Chairman of the Board of Trustees, Peter Ebb, attend the show-cause hearing to give testimony. UCB placed on probation for two years, maintain active teach-out plans should they be warranted, submit detailed report on February 1, 2013; focused evaluation be scheduled for Spring 2014. New revenue sources are explored, including Higher Education Partners (HEP). UCB’s report was accepted; another show-cause hearing is scheduled for April 2013. Report by UCB to be submitted by April 2013 showing evidence of financial stability; progress with Higher Education Partners (HEP); impact of partnership with HEP on 501©3 status; 2 five-year financial plans - one with, and one without, HEP calculations. New Leadership Team is formed; staff added (Dean of Students; Dean of Enrollment & Registrar; Academic Dean (no longer interim); Dean of Administration & Finance. Acceptance of report from UCB be deferred pending documentation of loan forgiveness of $672,169 from ABCD; UCB be continued on probation, progress report scheduled for Fall 2013 and visit in 2014; emphasis on faculty and support staff; independence from ABCD; strengthened financial position; achieving budget revenues and expense projections; longer term plans for finance and enrollment; show-cause hearing scheduled for November 2014. Loan forgiveness and cancellation of $672,169 debt received by CIHE. UCB conducts a multi-phase retreat to create a 2014-2019 Strategic Plan including additional Financial Plan, Enrollment Plan; UCB submits report on enrollment growth and financial stability. CIHE accepts UCB’s report and continue on probation pending results of focused evaluation in Spring 2014. UCB submits Focused Evaluation Report. Evaluation Team visits UCB. Evaluation report accepted; UCB removed from probation; annual reports on finance and enrollment due September 1, 2015; next comprehensive to be in Spring 2017 with focus on achieving enrollment and financial stability; ensuring more formal means of faculty engagement in governance; sustaining long range planning. UCB retreat to assess progress and begin the self-study process. Next NEASC Team Visit to UCB – Ten-Year comprehensive evaluation. UCB’s ARFE accepted; new location to be substantive change; evaluation in Spring 2017. UCB submits “Substantive Change” report on relocating to new facilities at 2 Boylston Street.
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As a result of an understanding with Team Chair President Dr. Wilfredo Nieves, UCB has elected to limit our focus to four critical letters from CIHE, since our last Fifth Year Report, in response to Item (4) of the Checklist of Self Study Components - Table of CIHE Actions, Items of Special Attention, or Concerns. The CIHE letter dated October 3, 2012, placing the College on probation for two years; July 15, 2013, ABCD, Debt forgiveness; letter dated February 11, 2015, Financial resources and Faculty role; February 11, 2015 removing the college from probation; October 11, 2016, Relocation of Campus. We believe these four letters summarize all of the major concerns raised by CIHE and we believe our 2017 SelfStudy addresses those concerns. Date of CIHE Letter
Detailed Actions, Items of Special Attention, or Concerns
CIHE Standards cited in Letter
Self-Study Page Number
Oct. 3, 2012
Focus on thinly staffed management: no CFO, only an interim academic dean, lack of department chairs, lack of agreement with ABCD to verify a concern about the lack of independence from ABCD and concern about the proposed arrangement with Higher Education Partners compromising UCB’s independence. Regarding financial stability: How the UCB will resolve $771,000 in deficits accumulated from FY2010-2012 and how the college intends to manage its finances going forward.
3.1 (former standards)
Std. 1, p. 2
3.2
Std. 2, pp. 22, 26, 29-31
3.3
Std. 7, pp. 68, 71-75, 78, 84-85
3.8 9.1 9.2 9.3 9.6 9.7 9.10 9.13
July 15, 2013
Action by ABCD to forgive all outstanding debt due from UCB; multi-year financial planning is realistic; anticipated $145,000 surplus for FY2013; success in implementing the results of planning; sufficient faculty and staff; independence from ABCD; FY2013 going concern to be removed from FY2013 Audit; not unduly dependent upon vulnerable
9:3 (former standards)
Std. 1, pp. 2, 5
2:4
Std. 2, pp. 13-14
3:8
Std. 3, pp. 29, 32-33
3:0
Std. 6, pp. 60, 62
9:1
Std. 7, pp. 68, 71-78, 84-85
9.2
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financial resources; Budget to Actual; Development of Enrollment Plan; Higher Education Partners; financial resources to support its mission;
9:3 9:9 2:3 9:7 9:9
FY 13 Audit, Appendix Feb. 11, 2015
Oct. 11, 2016
Institution preserves and enhances available financial resources; board maintains appropriate autonomy in all budget and finance matters, multiyear financial planning is realistic. Faculty role in academic decision making and other aspects of institutional policy. Institutional decision making is consistent with planning priorities; institution has a demonstrable record of success in implementing the results of planning.
9.1 (former standards)
Substantive Change: Relocation of Campus to 2 Boylston St.
1-9 (new Standards)
9.2
Std. 7, pp. 69, 71-78, 81-82, 84-85
9.3
Std. 2, pp. 9-10, 12-14, 17,
3.12
Std. 3, pp. 27-30, 32
2.3 2.4
Std. 1, pp. 4-5 Std. 2, pp. 21-22 Std. 7, pp. 68, 81-82
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In preparation for the CIHE report, Urban College of Boston [UCB] representatives participated in trainings for institutions undergoing comprehensive review using the new CIHE standards for writing the self-study. An outline of each standard was developed internally, identifying critical points of emphasis. Subsequently, nine (9) committees were formed, one to focus on each standard of the document. The committees were comprised of members of the faculty, staff, student body, and the Board of Trustees, and each was chaired by a dean or by the President of the College. There was a public notification of the Evaluation Visit and an opportunity for public comment was afforded through a link on the UCB website. Signage as appropriate will be featured in the front window of 178 Tremont Street. The committees met on many occasions to consider the requirements of the self-study and to reflect on the past decade of UCB’s history. They sought to address the points emphasized by the individual standards while contemplating how best to tell the UCB story within the framework of those CIHE priorities. The write-ups of the individual sections were assembled and considered by the self-study report team, whose job it was to craft a final document for submission. It was that team’s intention to make sure the story of the College was told, while honoring and answering CIHE’s chief historical concerns: namely, the financial stability of UCB, and the College’s governance practices and independence from ABCD. Conveying both of these components took some doing. The team distributed multiple drafts to all committee members for feedback, a group fully engaged in providing it. Members were afforded the opportunity to add and delete material, and to comment on the document’s direction, content, and style. Deans’ meetings were held weekly during the process. In addition, surveys were sent to faculty, students, graduates, board members, and all other constituents of the College. To ultimately construct a document with a singular voice and narrative thread became a greater challenge as a result of that robust community engagement, but the results merited the effort. The first goal of the College in generating this self-study was, naturally, to meet the requirements of CIHE. The ultimate intention, though, was to show UCB in its true light. It is the considered view of Urban College of Boston that this report incorporates the perspectives of the institution’s varied stakeholders; this document was created with an eye toward fully and thoughtfully representing them. Further, it is the belief of the College that this report is an accurate reflection of UCB’s strengths, challenges, history, and future. UCB is no stranger to challenges. As CIHE is fully aware, the College was on the verge of closing just five years ago and is now about to move to its brand new campus. That, however, is just the headline; the details are in the following one hundred pages. Only by completing this self-study - by standing back and considering its transformation from an objective distance - is UCB able to appreciate the extraordinary arc of its own metamorphosis. UCB would like to thank CIHE for that opportunity, as well as for their counsel and support; it is both proud and eager to share its incredible story.
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Institutional Overview The Urban College of Boston [UCB] is an independent, coeducational, private two-year higher education institution located in the heart of downtown Boston. The College serves 1,500 students annually with a dedicated administrative staff and faculty. Each year, an increasing number of UCB graduates transfer to baccalaureate degree institutions. UCB has passed through several distinct periods in its history: Urban College Program pre-Charter Years (1967-1992); Charter Years (1993-2000); Accreditation Years (2001-2011); and The Rebuilding Years (2011Present).
Urban College Program Pre-Charter Years (1967-1992) The Urban College was founded by Action for Boston Community Development, Inc. [ABCD], which is one of the nation’s largest community action agencies and is Boston’s official antipovery agency. In 1967, ABCD launched the Urban College Program in an effort to meet the educational, employment, and career development needs of the adult community. The Urban College Program gave major support to the ABCD mandate to promote self-help for low-income people and neighborhoods through community education and training. The Urban College Program quickly attracted the enthusiastic collaboration of major Boston area colleges and universities, enabling men and women over the ensuing years to earn academic credits toward undergraduate and graduate degrees while acquiring job-related skills. Twenty years later, preparations began to obtain independent degree-granting status.
Charter Years (1993-2000) In May 1993, the Higher Education Coordinating Council of the Commonwealth of Massachusetts voted unanimously to charter the Urban College of Boston: A Two-Year College as a private institution of higher learning, authorized to grant the degree of Associate of Arts in Early Childhood Education, General Studies, and Human Services Administration. Certificate programs were also available in these areas of study. Robert M. Coard became the College’s first president in 1993. In January 1994, the Urban College of Boston proudly enrolled its first degree candidates, men and women who had chosen the road to personal and professional fulfillment with an institution created specifically to support and foster their ambitions. In 1995, the College was granted Candidacy Status for Accreditation by the New England Association of Schools and Colleges [NEASC]. UCB held its first commencement ceremony with four (4) students receiving Associates of Arts degrees and twenty-six (26) certificates of achievement awarded in 1996. In
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1998, the College’s affiliation with ABCD was redefined as a partnership when UCB was granted 501©3 status and Dr. Lee Hines, Jr. became the second president of the College. In March 2000, the Urban College became a fully independent college, while maintaining a partnership with ABCD.
The Accreditation Years (2001-2011) In October 2001, Urban College of Boston was awarded full accreditation by NEASC. Dr. John H. Kendrick was appointed Interim President in March 2002 and Dr. Linda Edmonds Turner became the third president of the College in October 2002. The College had its 5th year site visit from NEASC in March 2006 and a Focused Evaluation visit in April 2009. In addition to its three associate degree options, UCB continues to offer a variety of certificate programs and continuing education courses to those seeking to upgrade particular career skills. Beginning in 2007, six new certificate programs were offered including: Elder Care; Child Health Care; Safety and Nutrition; Infant/Toddler Specialization; Home-Based Child Care Entrepreneurship; and Early Childhood Education Administration. Students who are not quite ready for collegiate-level studies are asked to enter pre-college courses emphasizing communication and learning skills. A full range of academic, career, and personal services assists and empowers students to achieve their goals. A new Career Center was opened in 2009 and the UCB College Fair to assist student transfer and to four-year colleges was sponsored at UCB in both fall and spring semesters during the 2010-2011 academic year. Since enrolling in first degree candidates in January 1994, Urban College has awarded 624 associate degrees and 737 certificates. The College has grown from an enrollment of 297 students since it was chartered in 1993 to serving 1,500 annually. Each year, a growing number of UCB graduates transfer and succeed in bachelor and other higher education degrees in area colleges and universities. The College now has partnerships and transfer articulation agreements with eight area colleges and universities: Lesley University; Suffolk University; University of Massachusetts-Boston; University of Phoenix; Wheelock College; Springfield College; Regis College; and Endicott College. Although UCB has seen tremendous growth since its founding in 1993, it has stayed true to its original mission – increasing college access, and degree completion, thus helping to ensure better lives for our graduates.
The Rebuilding Years (2011-Present)
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The five-year review was accepted by NEASC in 2011. The rebuilding years covers the period subsequent to the departure of both the president and vice president/CFO of the institution. In August 2011, Robert Regan was appointed the fourth UCB president. Regan’s tenure would last a year; during that time, he attempted to establish a merger with Endicott College and develop a contractual relationship with Higher Education Partners. In January 2012, the merger with Endicott was explored and the academic dean resigned. In February of that year, the idea of a teach-out plan was explored; it was intended to include Quincy College, Bunker Hill Community College, and University of Massachusetts – Boston. On July 5, 2012, NEASC ordered that the teach-out plan be activated and for UCB to relinquish its accreditation. On July 17, 2012, all negotiations between UCB and Endicott College ceased and, on July 18, NEASC was informed by UCB of the failure of the merger. On July 27, 2012, the college trustees voted to go forward with the fall term, while on July 30, 2012, ABCD supports the college by reducing rent and offering administrative support. An interim academic dean was appointed and UCB developed a business plan showing stability and growth for Fiscal Year 2013. In August, 2012, President Regan gave notice of his intention to not renew his contract and interviews began for his replacement. On September 16, 2012, Michael Taylor was hired as the fifth UCB president, to begin his term on October 15 of that year. On September 20, 2012, the new president-elect and the chairman of the Board of Trustees appeared at a show cause hearing with NEASC and NEASC voted to place UCB on probation. After assuming his role, President Taylor worked with community groups and funders to get the College back on track. He hired a new leadership team consisting of four (deans with whom he met weekly, or more often. This team, augmented by a dedicated staff of mostly new hires, developed a five-year strategic plan, the results of which were increased enrollment and a return to profitability. The College began its ascent. An overwhelming hurdle was the debt owed to ABCD of $672,169. This debt was forgiven, allowing UCB to begin a four-year track record of surpluses. The USDOE Composite Score for the College improved from -1 in 2012 to +2.75 in 2013. The USDOE Composite Score is a 3.0 scale, and an institution of higher learning must maintain a minimum score of 1.5 to continue participating in the federal financial aid programs. UCB was on its way. Many funders were encouraged by the turnaround and provided multi-year funding to support the College. Plans to move to a new campus signified the College’s growth and independence. Multiple reports and hearings kept UCB totally focused on recovery and rebuilding. This spring, UCB will move to its new campus, financially stable and prepared for future growth. Throughout the process, UCB has stayed true to its missions and values; this is the foundation upon which UCB operates today.
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DATA FIRST FORMS GENERAL INFORMATION
The Urban College of Boston: A Two Year College
Institution Name: OPE ID:
?
031305-00 0 0
Financial Results for Year Ending: Most Recent Year 1 Year Prior 2 Years Prior
?
08/31/2016
? ?
2015 -
Fiscal Year Ends on:
2017 2018
Budget / Plans Current Year Next Year
Michael Taylor President
Contact Person: Title: Telephone No: E-mail address
? 617 449-7037
[email protected]
Annual Audit Certified: Qualified Yes Unqualified Yes Yes Yes
Unqualified Unqualified Unqualified
Urban College of Boston was founded as a place where the dream of a college education could become a reality. It still is. Every semester, hundreds of new students crowd the UCB halls and classrooms, wondering if destiny has selected their dream as worthy of validation. Within a semester or two, they recognize that destiny had nothing to do with it; they chose their path. And, for maybe the first time in their lives, they see a future better than the present, and they see themselves as capable of and responsible for the change. It is that possibility which propels them ultimately toward the promise of their own lives. It is their story this report seeks to tell.
STANDARD ONE: MISSION AND PURPOSES
The institution’s mission and purposes are appropriate to higher education, consistent with its charter or other operating authority, and implemented in a manner that complies with the Standards of the Commission on Institutions of Higher Education. The institution’s mission gives direction to its activities and provides a basis for the assessment and enhancement of the institution’s effectiveness.
Narrative The mission of the College: “Urban College of Boston exists to provide opportunity to every student seeking a college degree or professional advancement. The College supports students as they overcome economic, social, and language barriers to achieve academic, personal or professional aspirations.” This is identified on the College’s website and in all promotional and informational materials. The vision of the institution is: “Urban College of Boston will be an empowering institution, providing every student full access to the resources and support they need to succeed personally, academically and professionally. We will enrich the communities and neighborhoods of metropolitan Boston through our unique, rigorous, and compassionate education that goes beyond the classroom and meets our diverse students in the context of their lives.” UCB’s mission reflects clearly the students it seeks to serve and articulates its vision for the future. UCB is distinctive because of that mission and those students, of course, but an identifying UCB characteristic is that the College was established in the first place to assist people in overcoming poverty. From the College’s inception, its purpose was to provide collegelevel opportunities for people whose access to such had been previously impeded by the barriers of economy, language, culture, or time. To that end, anyone who wanted to enter the College was allowed and encouraged to do so. While that ideal of universal acceptance has not wavered, there has been a decided clarification and strengthening of the expectations the institution has for its students, its faculty, its curricula, and itself.
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Still, that focus is UCB’s institutional lifeblood and remains at the very heart of the College today. It is critical to acknowledge that ABCD stayed true to its mission by providing critical support to UCB throughout the College’s operational challenges of 2012-13, enabling UCB to achieve financial and programmatic stability. The most remarkable example of this is ABCD’s decision in 2013 to forgive UCB’s debt of $672,169. In direct support of its mission, the College invests as much as possible in financial supporting its students. In that spirit, UCB chose to not raise tuition during the past five years, but instead embarked on alternate fundraising initiatives to prevent tuition increases. Further, UCB controls costs by limiting the number of administrators and staff. The administrators the College employs are front-line ambassadors who, whether or not they spend time in a classroom, know and understand the students and are critical factors in creating a comfortable, welcoming learning environment.
This caring culture is the major reason the College is still alive and thrives. Remarkably, a significant number of UCB students returned in the fall of 2012 from the previous semester, despite the confusion about the College’s status and an aborted merger during the previous summer. In fact, the entire UCB community returned: faculty, staff and board, motivated by the same reason and with the same message of respect, dedication and trust. In addition, the fall 2012 class assisted in the recruitment for the 2013 spring semester, resulting in a 32% increase in enrollment from the fall semester.
UCB’s founder and first President Robert Coard believed with conviction that the most lasting way to empower people is through education. That perspective remains the College’s central focus today. The College leverages all available resources to ensure that its students not only have access to a college education, but also have the social, economic, interpersonal, and academic supports they need to be successful. The College’s intent is to impact communities both by empowering UCB graduates to become leaders and by supporting student roles as parents, helping them to strengthen families, workplaces, and neighborhoods.
Two-thirds of UCB students live in Boston, many in poverty; the administration contends that the College’s students and graduates are beacons of hope to others and are transforming lives by their example: family by family, block by block, neighborhood by neighborhood. The institution is intentional about partnering with its students; by emulating their
perseverance and fortitude, UCB works to transform lives and communities through the power of education.
Appraisal One of the great things about a self-study is that it forces stakeholders to review and reconsider those things it accepts as inarguable and immovable truths. Such is the case with this self-study. For example, UCB needed to question whether its mission statement is realistic, and how well that mission is understood and promoted. 2
In 2014, the current iteration of the UCB mission statement was developed by the College’s community, and then adopted and approved by the UCB Board of Trustees.
The mission statement appears in the Course Catalog and the Student Handbook. Additionally, it appears on the website in English, Spanish, and Chinese (urbancollege.edu/mission.aspx; urbancollege.edu/Data/Sites/1/missionspanishweb.pdf; urbancollege.edu/Data/Sites/1/missionchinese.pdf). The UCB mission statement will also be prominently displayed at the new campus.
All decisions made regarding programs, curricula, students, and faculty members are driven by and responsible to the mission statement. Further, any considerations in the areas of resource allocation, prioritization, operational evaluation, and future planning are all viewed exclusively through the lens of the mission statement and its governing truths.
UCB’s mission is discussed as part of the first point of contact with any new member of the UCB family, whether student, faculty, administrator, partner, or board member.
UCB strives to ensure that its various stakeholders are aware not only of the mission of the College, but also of how important and true that mission is when it comes to both day-to-day campus operations and future planning. UCB endeavors to keep its purposes consistent with and in support of its mission. While UCB is not yet a research institution in the classic sense, the institution’s purposes are concrete and realistic and further define its dimensions of education, scholarship, civic engagement, and public service. Consistent with its mission, the institution aims to enhance the communities it serves through an array of activities, programs, and outcomes, including:
Delivering educational opportunity to people who live in the communities served by the College;
Preserving and strengthening the future by offering professionalization of the early childhood education workforce and human services workforce;
Serving UCB students and the communities in which those students live, work, and raise their families. As UCB’s foundation comes from a human service agency, the College is grounded in such programs.
NOTE: “The mission of the college” was identified as UCB’s greatest strength in a survey of 2,270 of the College’s community members.
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Projection UCB is moving! 2017 is the first year when UCB’s campus will be housed at The China Trade Center in Boston, Massachusetts. This move is the direct result of, among other things, the College’s desire to stay true to its mission and achieve the dream of its founder and first President Robert M. Coard. In 2012, the institution was at the precipice of closure. As UCB struggled to its feet, with the support of ABCD, the College’s board and the administrative team put in place the foundation necessary to make moving to a new campus a possibility.
This accomplishment was in large part due to the strategic partnership the College developed with Boston’s Mayor Martin J. Walsh. Mayor Walsh became a champion of UCB following his role as the Commencement Speaker and Honorary Degree recipient in 2015. At that event, the Mayor was exposed to the UCB mission in the most profound way, witnessing the joy in the graduates' eyes as he handed them their diplomas.
The College’s favorable lease with the Boston Planning and Development Agency (BPDA) will assure UCB has a home for the next 20 years. UCB negotiated a key lease amendment with the BPDA to allow the College to utilize 10% of the build-out allocation for new furniture. The vision for UCB at the China Trade Center was for the campus to be NEW. New space, new equipment, new furniture. Everything. It was felt that this was necessary to achieve the student-centered vision and to maximize this extraordinary opportunity.
The other strategic partnership formed is with the Suffolk/Liberty Construction Company’s President and CEO John Fish. President Fish pledged a year before the lease was signed to construct the project within the BPDA build-out allocation (less the 10%for furniture). This extraordinarily generous commitment solidified UCB’s dream of a new campus.
Further, the move recognizes that UCB students need and deserve facilities of the same caliber as those of neighboring institutions Emerson College and Suffolk University. Additionally, for UCB to broaden into new degree and certificate options, it is imperative that it have its own space. With the mission driving the College forward and the administration navigating the course, UCB’s future direction is solid and sure.
As one means of fulfilling its mission, UCB included the input of administration, faculty, staff and students into the design of the new campus. Better facilities and equipment were the two most requested items in polls of faculty and students; the new campus will assuredly address both those concerns among many others (please see Attachment A for copies of the survey instrument).
The campus is scheduled to move during the first half of 2017; the new facility is being readied as of this writing. The College’s new address will include all UCB administrative functionality 4
as well as all classrooms and academic support functions. The fourteen thousand (14,000) square feet of space has been customized and renovated from the studs out to accommodate the specific and challenging needs of UCB. This campus will have twenty-first century technology and gleaming new classrooms. It was designed to create an inviting, calming and contemplative environment for UCB students, whose lives are often highly stressful. This is emblematic of what the College has done with its past five years and believes it can, should, and will do in the decades ahead: bring education, professional readiness, and the power of choice to its family of students, no matter what barriers they may themselves perceive. UCB is consistently evaluating, reviewing, and considering its mission and its purpose, which are its very heartbeat. They permeate everything the College does, and influence every decision made. The incorporation of the mission happens constantly.
Shortly after the College moves to its new campus, it will begin the process to draft a Five Year Strategic Plan for 2019 - 2024 to ensure that its mission continues to be its focus. This plan will begin as the current one ends in the spring of 2019 and will address some of the conceptual ideas that are raised in this self-study: for example, exploring the establishment of a degree and certificates for health-related careers.
The College’s values statement is a reflection of UCB’s desire to empower its students to be agents of positive change; during the last five years, the students have been a transformational force for UCB. Their supportive actions - from returning in the fall of 2012 to recruiting new students in the spring of 2013 - are unmistakable evidence of the actualization of the College’s mission.
One impact of UCB is what happens to the children of UCB students. By virtue of exposure and inspiration, they are profoundly and directly influenced by witnessing the struggles, work, satisfaction, and success of their parents.
Understanding the degree of such impact is an area of research the College would like to undertake once it identifies and acquires appropriate resources and partners.
VALUES STATEMENT: Urban College of Boston believes that the most lasting way to empower people is through education. We will leverage every resource at our disposal to ensure that our students not only have access to a college education but also have the social, economic, interpersonal, and academic support they need to be successful. We will impact communities by empowering leaders and parents who build up their families, neighborhoods and work places. We will emulate the perseverance and fortitude exemplified by our students in our own conduct as we partner with them to transform lives and communities through the power of education.
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Standard 1: Mission and Purposes Attach a copy of the current mission statement.
Document Institutional Mission Statement
Website location
? http://www.urbancollege.edu/mission.aspx ? February 27. 2014
Mission Statement published ? Mission Statement
Date Approved by the Governing Board
Website location
Print Publication
? http://www.urbancollege.edu/mission.aspx 2016-17 Course Catalog 2016-17 Student Handbook
Related statements
Website location
Print Publication
? Values Statement
? http://www.urbancollege.edu/mission.aspx 2016-17 Course Catalog
Vision Statement
http://www.urbancollege.edu/mission.aspx 2016-17 Course Catalog 2016-17 Student Handbook
Please enter any explanatory notes in the box below Mission Statement: Urban College of Boston exists to provide opportunity to every student seeking a college degree or professional advancement. The College supports students as they overcome economic, social, and language barriers to achieve academic, personal or professional aspirations.
STANDARD TWO: PLANNING AND EVALUATION
The institution undertakes planning and evaluation to accomplish and improve the achievement of its mission and purposes. It identifies its planning and evaluation priorities and pursues them effectively. The institution demonstrates its success in strategic, academic, financial, and other resource planning and the evaluation of its educational effectiveness.
Narrative UCB has always utilized planning and evaluation to accomplish its goals, serve its students, and further its mission. In the past five years, UCB has become more intentional about how that planning occurs, how those evaluations are used, and how it can improve its planning and evaluation undertakings. UCB has also become more capable of effectively translating its planning and evaluation efforts into viable, breathing parts of the College’s operational functions. Planning and evaluation functions are not isolated to a single department or discipline, but are present throughout the institution. The Strategic Plan 2014-2019 is consistently monitored to measure the College’s progress in meeting its goals. This plan encourages more interplay and support between distinct areas of the College, thus allowing all functions to work harmoniously for the benefit of UCB students and the achievement of the College’s mission and vision. Appraisal For an institution that has traditionally been challenged to develop and utilize effective planning and evaluation techniques, UCB has come a long way. In particular, the College has progressed significantly in the direction of planning with an eye toward implementation, rather than planning for its own sake. There is much more work in this area to be done. The limited resources available for such undertakings present an ongoing hurdle; still, UCB has moved miles toward its goal of planning and evaluation having meaningful impact on the lifecycle of students, courses, programs, fundraising, governance, general operations, and – more than anything – the continued support and achievement of its mission. UCB has become more effective at incorporating planning and evaluation into its operations. The institution is always thinking about where it is going, how it is getting there, and how to measure whether the journey and the outcome provide value to UCB stakeholders. Specifically:
2014 - 2019 Strategic Plan – The Strategic Planning process engaged the staff, faculty, and board. Each component of the community set aside time to attend retreats; the resulting concepts were merged and shaped into a singular Strategic Plan for the institution. It is important to note that the faculty attended two full Saturday sessions on their own time to ensure their perspective in the 2014 - 2019 Strategic Plan. UCB’s strategic planning process regrettably did not include a formal student role. The process did, however, include student goals and aspirations for UCB which students expressed directly to the President and the leadership team of the College before and during the development process. Subsequently, the College 6
has made it a point to include students formally in all other major efforts, like this Self Study. The board, the President, the Vice President of Academic Affairs (hereafter: VPAA) and deans review the Strategic Plan annually to look at finances and enrollment projections to determine if the College is meeting its targets as it grows and prospers.
Weekly Meetings of President and Administrative Team – weekly meetings between the leaders of the of the College help ensure quality and consistency in planning and evaluation.
Monthly Staff Meetings – Such meetings have become the standard at the College, with an emphasis on strategizing and problem solving. The first Wednesday of each month is set aside for these discussions, instituted by the current administration of the College; these meetings were initiated in the interest of transparency, internal communication, disclosure, and involvement from all. Such meetings are held to evaluate and discuss all past and upcoming College activities and proposed initiatives.
Faculty Meetings - As an institution, UCB’s faculty body is comprised overwhelmingly of contracted individuals, with two (2) full-time faculty members and eighty-eight (88) adjuncts. A minimum of two (2) faculty meetings are held annually; faculty members are required, per contract, to attend. At these events, the President shares recent achievements and leads a discussion about proposed activities. The VPAA discusses academic goals and generates feedback on concerns and questions of academic importance. Other meetings as necessary are held for faculty members within various discipline areas (Early Childhood Education; Human Services; English; General Education; etc.) to update curricula, test out the effectiveness of materials used in classrooms, review texts for possible adoption, and discuss findings in the Outcomes Assessment plan. Other meetings and trainings would be wonderful to conduct, but, while faculty members have been traditionally very generous with their time, the College administration is reluctant to require too much more of this predominantly adjunct body.
Board Meetings – The Board of Trustees meets six (6) times annually to both review institutional status and progress in all departments and to provide strategic direction and input on all institutional initiatives. Both the Finance and Academic Affairs committees consider their areas of focus and help ensure that the 2014 - 2019 Strategic Plan continues to be a living entity connected to the College’s day-to-day operations and not simply an academic treatise taking space in a file somewhere.
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Finance Committee – This committee is fully involved in appropriately overseeing the College’s budgets and budgeting processes. It is chaired by a board member and is attended by the Dean of Administration and Finance. Academic Affairs Committee – This committee meets before every board meeting. It is chaired by a board member and further comprised of the VPAA and three other members of the Board of Trustees. Further, any faculty or staff member is invited to attend and provide input. Nominating Committee - This committee meets as needed and recommends nominees to fill vacancies in the trustees pool as well as nominees for trustee officers. Executive Committee – This committee consists of the chairman and vice chairman of the board, the President of the College, and any other members as determined by the trustees. The executive committee meets as needed and is endowed with all necessary and convenient powers to manage the ordinary business and affairs of the College. Personnel Committee – This committee has the responsibility to ensure, under the direction of the President and the trustees, the ongoing development and review of a system of job descriptions, job classifications, salary ranges, and performance reviews, and such other personnel systems as the committee may deem appropriate. The committee will also periodically review the salaries of employees who hold positions of significant management responsibility and consider changes proposed by the President. Strategic Planning Committee – This committee recommends plans for long-term strategic growth and enhancement of the College, and, in conjunction with the President, is responsible for reviewing and assessing the need to modify such plans on an on-going basis. Development Committee – This committee is no longer an independent committee and has been incorporated into the Finance Committee.
External Perspectives and Partners – The College incorporates external perspectives into the broad mix of its operations. These perspectives are critical in helping the institution stay current and complete regarding compliance, accreditation standards, finance regulations, industry best practices, job market shifts, and employer expectations. UCB thoughtfully considers the perspectives of its various partners, including: Children’s Behavioral Health Initiative (CBHI) – Massachusetts CBHI is a critical partner, particularly as UCB readies to offer the professional field of Community Health as a focus of study. Further, a leader in the healthcare arena, the President 8
and CEO of Tufts Medical Center, has recently joined the College’s Board of Trustees. Head Start – They provide guidance to the College as to changes in requirements for ABCD Head Start employees and employ UCB graduates in great numbers as directors, teachers, and educational supervisors. Bright Horizons – The largest private early childhood education employer in the Commonwealth of Massachusetts, Bright Horizons is a vital partner to the College in areas of planning, best practices, job market trends, and as an employer of many UCB graduates. YMCA, Inc. – This organization has become a vital partner in submitting grants and identifying appropriate students for UCB. Collaborative efforts with the Human Resources Department of the YMCA have resulted in both internship and employment opportunities for UCB graduates. Transfer credit agreements have been established between UCB and YMCA Training, Inc., the YMCA International Learning Center, and the YMCA’s Early Education programs. Auditors - The College retains an outside auditing firm to perform a complete annual fiscal audit. Results of that process are then submitted to all governing bodies, as appropriate. The College contracted with a new auditing firm in 2014 that specializes in higher education and has been effective in helping UCB hone its financial protocols. Personnel Consultant – An independent consultant was brought to UCB by the new administration in 2014 in order to systematize policies and procedures relating to all human resources needs of the College. A central piece of this process was for the consultant to construct job descriptions, in part by interviewing all staff members to understand exactly who did what. This base step was essential in establishing broader, college-wide protocols. Commission on Institutions of Higher Education (CIHE) – In terms of compliance, CIHE sets the standards UCB utilizes to ensure its own proper, ethical operations in line with its mission. U.S. Department of Education (DOE) – The U.S. DOE’s Office of Federal Student Aid’s Minority-Serving and Under-Resourced Schools Division has offered a keen external perspective, providing guidance with financial aid processing, Title IV requirements, and implementation of best practices.
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NOTE: Identifying CIHE and the U.S. DOE as partners may seem obvious, even superfluous, since they provide external perspectives to all institutions of higher education. While this assessment is valid, their partnership with and guidance to UCB during the past five years has been extraordinary and merits attention. Recognizing the connection between planning, evaluation, and successful operations, UCB, in recent months, has increased the resources allocated for these critical functions. These efforts have generated significant improvements, including:
National Student Clearinghouse – At the suggestion of CIHE, UCB activated the Enrollment Reporting and Student Tracker services with the National Student Clearinghouse. UCB activated the Enrollment Reporting service with the National Student Clearinghouse in December 2015 and now readily meets the Title IV student aid reporting requirements for the DOE’s National Student Loan Database System (NSLDS). In May 2016, UCB was informed by the DOE that, while its NSLDS reporting compliance had improved, it was still only at 67.5%. Through close work with the National Student Clearinghouse’s Audit Resource Center and additional training and modifications to data entry practices, UCB was able to make the necessary changes to achieve 97.9% compliance by December 2016. The DOE’s Student Aid Office is now sharing UCB’s success story as an example to other institutions who are experiencing low NSLDS enrollment reporting compliance (please see Attachment B). Student Tracker – the College is now better able to track students’ post-UCB educational journey by utilizing Student Tracker’s enrollment and graduation data. This allows the College to galvanize its alumni information and further measure its broad-based impact.
Sonisweb – In 2013, the College upgraded its student information system from Sonis Windows to Sonisweb. By doing so, UCB brought its information management protocols into the twenty-first century, enabling greatly improved institution-wide data collection, management, and reporting. Sonisweb Report – The developer is customizing a report for UCB so that the College is able to fully aggregate and analyze its student intake data. Historically, such undertakings have been laborious and error-prone; this investment will significantly increase the utilization of demographic data. This product should be available by mid 2017.
Enrollment Data Manager Position – The full-time position of the Enrollment Data Manager was created so that one person, who reports directly to the Dean of Enrollment Services/Registrar, oversees the College’s student data efforts. A qualified person from
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outside the College was brought in to fill this role and has made significant strides in cleaning, completing, and analyzing the College’s student data. The cleaned, complete data will be used for student recruiting and retention, college marketing and communications, and alumni relations; as a result, the Enrollment Data Manager position supports UCB’s capacity to optimize and promote its own message.
Learning Resource Center Data – By collecting more detailed reports of services sought in the Learning Resource Center (hereafter: LRC), the College is better able to anticipate tutoring needs, equipment usage, and research requirements, and can thus allocate resources more effectively based on this data (please see Standards 5 and 7 of this document).
UCB seeks to attract, serve, and retain the widest possible range of students who can benefit from the institution’s resources – whether the primary focus for the student is building a foundation toward a bachelor’s or advanced degree, basic skills development, career preparation, career professionalization, or personal growth. To help anticipate, understand, and address the service needs of its current and future students, the College completed a five-year Strategic Plan in 2014, resulting in the 2014 - 2019 Strategic Plan with measurable goals and associated timelines (please see Attachment C).
In the fall of 2017, the College will begin evaluating the impact of its campus move on the various standards highlighted by CIHE. As a component of this process, UCB will begin drafting a Five Year Strategic Plan for 2019 - 2024 to ensure continued focus on its mission.
UCB’s Strategic Plan is overarching, addressing all levels of planning for the College’s sustainable future; it includes enrollment, academic programming, student services, and finance. The plan plays a vital role in the planning and operational protocols of the institution. It is used to inform departmental goals on an ongoing basis and new initiatives are considered in relation to the overall Strategic Plan. Still, there are great future moves to be made in this arena and the development, implementation, and tracking of the 2014 - 2019 Strategic Plan are critical to the formalization of these processes. Not all planning successes reside in the future, however; current triumphs in the area of planning implementation at the institutional level include:
Enrollment Successes – moves to increase student enrollment numbers at the College have proven most effective. Growth between 2012 – when UCB nearly closed - and 2013 was exponential as a direct result of the efforts of the new leadership team.
NOTE: The College’s dedicated leadership team and staff was able to surpass its 2018-2019 enrollment goals four years ahead of projection. 11
Both students enrolled and course registrations increased by roughly fifty percent (50%) from 2012 to 2013. There was a two hundred eleven percent (211%) increase in new students in 2013 compared with one year earlier. In the three-year period from 2012-2015, there was a seventy-four percent (74%) increase in enrollment. ACADEMIC YEAR 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
2014 - 2019 STRATEGIC PLAN ENROLLED STUDENTS GOAL ------1,055 1,118 1,185 1,256 1,331
# ENROLLED STUDENTS 844 941 1,165 1,337 1,471 -------
UCB created a five-year Statement of Activities Forecast in alignment with and support of its newly completed Strategic and Enrollment Plan covering the 2014 – 2019 period. It provided for careful management of its financial resources and the balancing of annual operating budgets. Also introduced at this time was a new budgeting process, detailed under the Institutional Resources Standard. While detailed annual budgeting, involving all departments, is the standard that the college follows, annual reviews are coordinated in conjunction with the budget process.
Budget Successes – During the first three years of the 2014 – 2019 period (please see Statement of Activities FY 2014 – 2016), UCB witnessed dramatic improvement in operating revenues and returned to financial stability. These results reflected substantial growth in student enrollment, increased grants and gifts and the prudent management of financial resources. UCB has created a five-year development plan for 2017-2022 aimed at raising revenue for continuing current programs, growing new ones, and sustaining and improving the College’s academic and other operations. UCB’s development plan includes quarterly reviews of UCB goals, needs, and assets in order to create development outcome metrics. UCB will continue to submit national and federal grant applications to sources like the United States Department of Education, and will increase its submissions to major local and national foundations. UCB will fully utilize its internal donor database as well as prospecting and wealth12
screening management tools in order to acquire major gifts. In addition, UCB development staff will create a compelling Case for Support and will plan for the implementation of an annual campaign, special events and fundraisers, sponsorships, and direct mail. Implementation of the 2014 - 2019 Strategic Plan has also led to the College connecting with a number of organizations in an innovative attempt to expand its student base and support its mission of service. Some of these affiliations have resulted in true partnerships, while other organizations act only as hosts for the delivery of individual UCB courses. Regardless, the attempt has been full and the benefits striking (increasing enrollment; minimizing overcrowding at UCB; providing college access to more students; sustaining financial viability; contributing to a better-educated early childhood education workforce). Some examples of these partners include:
CBHI – By partnering with CBHI, enrollment in the college has increased amid a greater awareness of UCB among CBHI constituents. The partnership has led to employment opportunities for the UCB/CBHI certificate graduates as Family Partners and Therapeutic Mentors, fields that support UCB's mission while also offering qualified professionals to individuals or organizations requiring more behavioral health providers. Forty (40) UCB graduates are now employed in the children’s behavioral health field because of this program. An off-shoot of this training is the preparation of current workers for “informed trauma care.” This focus is critical, as one in five adults experience a behavioral or mental health illness in a given year and the lack of timely and appropriate treatment leads to chronic unemployment, poverty, other illnesses and even suicide. UCB and CBHI represent a viable, responsible, and timely academic, employment, and community-oriented partnership.
The Base – This relationship added much-needed daytime students to UCB. While increasing the number of traditionally aged college students to the UCB roster, it also provided a new opportunity for eleven (11) first generation college students to obtain a collegiate foundation before attending a residential institution of higher learning.
HiSET-preparation and ABE/ESOL programs – Students from these programs are often adult learners for whom UCB could be a strong fit for achieving their college aspirations. To that end, the College regularly connects with community-based organizations that offer Adult Basic Education (ABE)/English as a Second or Other Language (ESOL) and HiSET-preparation courses, such as Boston Centers for Youth and Families’ Adult Education division, Somerville Center for Adult Learning Experience (SCALE), ABCD South Side Head Start Adult ESOL Program, and Catholic Charities. Additionally, UCB, as stated in its 2014 - 2019 Strategic Plan, ventured into the world of dual enrollment with initial planning in the spring/summer of 2015 and a pilot cohort with the Boston Public Schools (BPS) during the spring of 2016. 13
UCB pursued dual enrollment with the BPS, offering significant growth potential for UCB's daytime program, while supporting the UCB mission by introducing the College to students whose prior exposure to it may have been limited. A program developed in partnership with the BPS called "High School to Teacher" (HSTT) was the impetus for UCB’s dual enrollment program. This program is for BPS students who express a desire to become teachers; once they receive their baccalaureate degree, master’s degree, and teaching license, they will be given the opportunity to teach at BPS. Students who self-select to be teachers or educators can take a sequence of courses focused on increasing overall career readiness.
The Brockton High School dual enrollment program was launched in the spring 2017 semester. UCB faculty members teach the courses at Brockton. It is important to note that Brockton High School approached UCB regarding the
formation of this partnership. This indicates both the need for such services outside UCB’s traditional catchment area (Brockton High is nearly twenty-five miles from UCB’s campus) as well as UCB’s growing reputation.
The Dual Enrollment Pell Grant Site Experiment is a federal program that makes Pell grants available to high school students, thus assisting them in accessing UCB courses for credit before graduating from high school. This directly supports the dual enrollment initiative between UCB and its high school partners.
NOTE: The U.S. DOE selected UCB as one of only forty-four (44) colleges in the nation to participate in the Dual Enrollment Pell Grant Site Experiment.
Youth Explorations – This ABCD program targets young people ages 16-24 who have not gone on to college and have not made any career decisions. UCB provides courses that will help the students explore careers in Criminal Justice, Early Childhood Education and other fields.
Community Partnerships Initiative – Because UCB offers early childhood education courses and support in native languages, it is often called upon by childcare networks and community agencies to provide coursework and training. UCB’s community partnerships initiative creates connections between the College and such organizations throughout Massachusetts to address the dearth of early childhood instruction in Spanish and Chinese. With UCB’s bilingual faculty and ability to customize its courses, the College has been able to help fill this void. UCB’s Partnerships Coordinator is tasked with creating these community partnerships, advising students, and tracking enrollment in these off-campus courses.
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When it comes to contingency planning, UCB is busy mapping its future in light of its impending campus move. Through annual budgets, annual audits, and the development of its institutional aid policy, the College has made and continues to make great strides toward planning for and addressing financial contingencies.
One such example is the contingency budgeting accomplished by the Finance Department. As noted elsewhere in this document (please refer to Standard 7), each UCB department is required to prepare both a five percent (5%) and a ten percent (10%) contingency budget should any revenue shortcomings develop during the relevant budget year. These contingency budgets are then implemented at the discretion of the President.
Finally, UCB has continued to exist and thrive as a “legally constituted body ultimately responsible for (its) quality and integrity” (please refer to Standard 3) since it moved beyond its initial relationship with its founder ABCD. While UCB’s close association with ABCD played a pivotal role in its development and early success, it has achieved the benefits of a clear governance and management structure that supports the continued growth and development of the College. Operating in tandem with its planning initiatives, UCB’s focus on evaluation considers its mission in every move it makes. Analysis of operational and student needs leads the College to craft solutions to various concerns. For example:
The College enacted its Institutional Aid Policy as a direct result of the observation that a significant number [approximately ten percent (10%)] of UCB students who meet the Pell grant income requirements are otherwise ineligible for federal financial aid. This ineligibility is due to one of the following: possession of a Bachelor’s Degree; undocumented immigration status; lack of access to high school diploma; previous federal student loan default; or Pell grant lifetime limit reached. These students are generally unable to afford the $888 per course tuition at UCB. Recognizing this need and sensing this opportunity, UCB developed a policy to address it for this group – the financially eligible for Pell grants, but ineligible for other reasons. The College offers them $300 of institutional aid per course, thereby reducing the cost to $588 per course. Students are then able to pay using an individualized payment plan. This is further indication of the institution’s desire to serve well its intended student base, to remain financially viable, and to answer to its own mission. During the 2016 fiscal year, 229 UCB students benefited from this policy.
Other recent evaluation efforts have identified the need to standardize the institution’s various policies, procedures, and workflows. In doing so, the various sections of the College are more collaborative, coordinated, and informed. Further, there is, because of these implementations, a greater understanding by all on-campus stakeholders of how one group’s work impacts the rest of the institution. Such recent efforts include the development and/or implementation of: 15
the course withdrawal policy and process, including an attendance monitoring and intervention system. On average, of the approximately seventy (70) students that withdraw from courses each semester, one-third avoid a tuition bill as a result of the College’s administrative withdrawal policy, which automatically removes students from course enrollment after three consecutive absences. This serves the mission by helping students and improving retention (please see Attachment D).
the Satisfactory Academic Progress procedure of the Financial Aid and Academic Affairs departments;
the student registration workflow between Academic Affairs, Enrollment, Financial Aid, and the Business Offices.
Faculty evaluations by students are conducted each semester. Once tabulated, the aggregate results, along with anonymous individual student responses, are reported back to faculty. Ongoing efforts are being undertaken to make these evaluations useful tools for both individual faculty members and the College administration at large. One consideration under discussion for 2017 is to enlist members of the UCB administrative team to help its students – who often see these evaluations as mere popularity contests – understand both the importance of the evaluation instrument itself as well as the magnitude of their own voices in fostering quality instruction at the College.
Rewording of some items to thoroughly assess what is needed to help maintain the standards of the College while offering what students need has been an on-going project of the VPAA and members of the faculty.
Considering its limited resources, UCB has managed to execute a number of survey initiatives and has made strides toward implementing results and evaluating lessons learned from these research projects. These initiatives include a variety of student surveys along with surveys of alumni, faculty, staff, administration, trustees and community members (please see Attachment A). Being able to implement results and lessons learned is a challenge for a small college. The College administration considers concerns as they arise to determine the best ways to address them. Such issues as space and technology - identified by previous surveys - have been accommodated for in the new campus design. NOTE: Surveys of students and alumni have identified the need for increased multi-lingual tutors and financial aid assistance. Other questionnaires highlighted requests for weekday, Saturday, and weekend intensive courses, all of which were implemented to great success. Considering the effectiveness of its academic programs is the key type of self-evaluation UCB entertains. Faculty evaluations are just one ingredient in that recipe. The College uses a variety 16
of methods to measure and consider its own academic value. By staying abreast of developments and best practices in its major fields, UCB is able to help ensure to its students the best education available in its academic concentrations.
Many members of the UCB faculty are active practitioners in the areas of specialization where they instruct; this is true in all disciplines at the College. Further, the institution partners with potential employers of graduates as well as other employers in the field, to keep in touch with changing job trends and professional standards. The VPAA and the ECE chairperson sit on various advisory boards where the latest changes are disseminated. A trustee, Sharon Scott-Chandler, is the Executive Vice President of ABCD, Inc. (the largest human service agency in New England), and keeps the academic team informed about changes in the field of human services and early childhood education.
Understanding how education plays in the classroom is one thing, but UCB strives to understand and evaluate its impact in the workplace, as well. As a result, the institution conducts primary research with current students, alumni, faculty, and other relevant and potential stakeholders to assist in crafting and modifying programs based on the appropriateness and completeness of its instruction and pedagogical approach. Internships also provide an excellent vehicle for outside evaluation of proficiency.
All course offerings and programs are under the direct oversight of the VPAA and the Academic Affairs Committee of the Board of Trustees. Courses are reviewed and either approved or discarded based on their academic strength, the clarity and value of the learning outcomes they provide, and the connection between them and other courses within their program menu.
For instance, the introduction of a new license by the Association of Social Work Boards and the Commonwealth of Massachusetts for Licensed Social Work Associates (LSWA) led the VPAA to develop a course based on the certification exam to see if UCB graduates were indeed prepared to pass that test. Ten (10) recent UCB Human Service Administration graduates were invited to take the class to evaluate their professional preparedness based on their education at UCB. Six (6) of the invitees completed the course, finding its content to be both relevant to their current positions and expansive to their career prospects. The findings of this experiment also informed the Academic Affairs Committee what professional preparedness gaps existed within the UCB programs those students had completed. ✓ It was noted that students were already well prepared in primary disciplines, but when it came to Cultural Competence and Family Issues, participants were coming up short. Areas such as Public Administration and Planning & Evaluation were found to be covered in 17
baccalaureate programs and not really in the day-to-day work of graduates with A.A. degrees. ✓ Because of these findings, the faculty of the Human Service Administration Degree program – all of whom are practitioners in the field – chose unanimously to change the degree requirements for future students to make mandatory courses in both Cultural Aspects of Families and Children, as well as Child Welfare and Family Law. An additional course in Lifespan Development was recommended to be offered as an elective at least once each academic year. ✓ These modifications were presented to the VPAA and the Academic Affairs Committee and put into effect for the 2015-16 academic year. Students were informed of the program modifications and associated rationales. Completed coursework by existing students was naturally counted in full toward degrees. Since the program revisions have been announced, reviews from current students and alumni have been universally positive. The changes are seen by all as critical to career preparedness (please see Standard 8 of this document). As the example above indicates, UCB has a demonstrable record of success in using the results of its evaluation activities to inform its programs and future planning. An example of evaluation impacting resource allocation will come to life once the new UCB campus is opened in 2017.
Faculty needs and wants relating to the new campus were identified through a survey, though suggestions were relatively modest, such as increased storage space; a faculty lounge; space to have private student conferences; updated classroom technology; and an improved wi-fi signal. All have been accommodated in the design of the new campus.
Also, the 2014 - 2019 Strategic Plan identifies website improvement as a goal. Resources were allocated to address necessary changes. As a result, all relevant academic policies and forms are now posted in English, Spanish, and Chinese. The Enrollment Data Manager was hired and is responsible for maintaining the website, which is now up-todate and comprehensive, resulting in greater current and prospective student utilization.
UCB partners with organizations to conduct joint undertakings or evaluative research as a result of specific program endeavors. Course and curricular development have often been the beneficiaries of such efforts; a few examples include:
Head Start – A need was recognized for changes to the Infant/Toddler curriculum. The College worked with ABCD Head Start to pinpoint these changes. Subsequently, course updates took place to reflect these changes;
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Boston Public Schools - A paraprofessional program was developed and implemented due to student interest and a need identified by Boston Public Schools. This led to a collaboration between UCB and the school system to create both a certificate and a degree in Paraprofessional Education. UCB faculty members who are, or were, public school teachers, designed the content.
ECE Certificate Change – The Early Childhood Education (ECE) Certificate was modified in the fall of 2016 to require twenty-seven (27) credit hours of study, rather than the prior twenty-four (24). This change was enacted in order to address the changing needs of the modern early childhood classroom in terms of both cultural competence for dual language learners and increased emphasis on students with special needs.
Human Services Administration Degree Change – The course requirements of this degree program were modified; feedback from both graduates and employers indicated that more work in cultural competence and the understanding of laws regarding children and families were required at the Associate’s level.
The VPAA and the Division Chair of Early Childhood Education represent UCB on a wide scale and stay informed as to changes in the fields of Early Childhood Education and Human Services Management and update course offerings and content to ensure that they reflect best practices. The greatest example of planning and evaluation to inform the College’s planning, programs, and services is the 2017 UCB campus move. UCB’s new campus is the direct culmination of, among other things, planning and evaluation exercises that were conducted by the College once the new administration took over in 2012. This move is the direct result of the College administration’s understanding and responding to two sets of concerns: those outlined by CIHE and those identified by its own students and faculty. Specifically:
By moving its campus to the China Trade Center, UCB is responding directly to CIHE’s concern that the College must be a fully independent entity from its founding organization. Additionally, by investing in modern, new, customized surroundings, the College is positioning itself for greater opportunities in enrollment, fundraising, program development, partnerships, and academic credibility – all key factors in financial sustainability, another critical CIHE concern;
From all corners of the College, operational concerns abounded – from space to supplies to quality of equipment to availability of equipment to technology – all of which will be addressed as a result of the new campus facility. UCB students deserve the very best academic environment possible. As such, the impact of this move on the students’ perceptions of the College and of themselves may be immeasurable.
Additionally, for the institution to thrive, grow, and meet its mission moving forward, a move such as this one has to take place. UCB will come into its own identity. Planning and evaluation have not only gotten the College to where it is, but will take the College into its future. 19
Projection UCB has made significant strides regarding its data collection and analysis, but there is still much to be done. Though data is becoming ever more available to the College, UCB’s capacity to customize data collection and more powerfully filter data in Sonisweb to answer pressing research questions remains a challenge. UCB is faced with the conundrum that it needs resources to generate research findings, yet it needs those findings to generate resources. Key areas of heightened data gathering and management in the near future involve Sonisweb; The Student Experience; Surveys; Planning: Sonisweb
Training on Sonisweb for all staff members;
Investing in Sonisweb for report writing and data collection;
The Student Experience
Following up on outcomes of mid-semester warnings;
Understanding the impact of LRC tutoring on student performance;
Tracking reasons for course withdrawals;
Tracking reasons for Pell grant ineligibility;
Developing methodology to determine graduation and retention rates for UCB’s mostly part-time student population;
Surveys
Creating and executing more surveys to truly measure institutional impact by informing planning, evaluation, and operations; Specifically, a revised faculty evaluation instrument will be developed in the fall of 2017;
Planning
Implementing development plan;
Updating and evaluating Curriculum Improvement Plan;
Updating and evaluating Outcomes Assessment Plan. 20
Standard 2: Planning and Evaluation Year approv ed by govern ing board
PLANNIN G Strategic Plans Immediately prior Strategic Plan Current Strategic Plan
?
Effect ive Dates ?
2014
Website location ?
2014? 2019
http://www.urbancollege.edu/Data/Sites/1/strategicplanove rhaulpublic.pdf http://www.urbancollege.edu/Data/Sites/1/documents/strat egicplandocs/ucb-strategic-plan-spanish.pdf http://www.urbancollege.edu/Data/Sites/1/documents/strat egicplandocs/ucb-strategic-plan-chinese.pdf
Next Strategic Plan Year compl eted
Effect ive Dates
Master plan
2014
20142019
http://www.urbancollege.edu/Data/Sites/1/strategicplanove ? rhaulpublic.pdf
Academic plan
2014
20142019
http://www.urbancollege.edu/Data/Sites/1/strategicplanove rhaulpublic.pdf
Financial plan Technology plan
2014
20142019
http://www.urbancollege.edu/Data/Sites/1/strategicplanove rhaulpublic.pdf
20142019
http://www.urbancollege.edu/Data/Sites/1/strategicplanove rhaulpublic.pdf
20142019
http://www.urbancollege.edu/Data/Sites/1/strategicplanove rhaulpublic.pdf
Website location
Other institutionwide plans*
Enrollment plan
N/A 2014
Development plan 2014 Plans for major units (e.g., departments, library)* ? Campus Move 2016
2017
N/A
EVALUATI ON Academic program review Program review system (colleges and departments). System last updated: Program review schedule (e.g., every 5 years)
Website location
?
Sample program review reports (name of unit or program)* ?
System to review other functions and units Program review schedule (every X years or website location of schedule) Sample program review reports (name of unit or program)*
FY 2010 and FY 2011 Audits FY 2012 and FY 2013 Audits FY 2014 Audit FY 2015 Audit FY 2016 Audit Other significant institutional studies (Name and web location)* Example: Advising: www.notrealcollege.edu/advising
2014 Graduate Survey
2015 Graduate Survey
Faculty Survey 2016 UCB Community Survey *Insert additional rows, as appropriate. Please enter any explanatory notes in the box below The full 2014-2019 Strategic Plan is here:
http://www.urbancollege.edu/Data/Sites/1/documents/1011 -audit-file.pdf http://www.urbancollege.edu/Data/Sites/1/documents/1213 -audit-file.pdf http://www.urbancollege.edu/Data/Sites/1/documents/2014 _12_9_ucb_2014_audited-financial-statements.pdf http://www.urbancollege.edu/Data/Sites/1/documents/ucbfinal-fy15-fs-audit.pdf http://www.urbancollege.edu/Data/Sites/1/documents/2017 _01_19_2016_urban-college-preliminary-draft.pdf Date 2014
STANDARD THREE: ORGANIZATION AND GOVERNANCE
The institution has a system of governance that facilitates the accomplishment of its mission and purposes and supports institutional effectiveness and integrity. Through its organizational design and governance structure, the institution creates and sustains an environment that encourages teaching, learning, service, scholarship, and where appropriate, research and creative activity. It demonstrates administrative capacity by assuring provision of support adequate for the appropriate functioning of each organizational component. The institution has sufficient independence from any other entity to be held accountable for meeting the Commission’s “Standards for Accreditation.”
Narrative The mission of UCB – to provide opportunity to every student seeking a college degree – is manifest in all aspects of the College’s organizational structure, operational activity, and system of governance.
UCB’s system of governance involves all college constituents. Students and faculty members are represented on the institution’s Board of Trustees by non-voting attendees who are present at all meetings and bring their groups’ priorities and concerns to the attention of the wider board and report back to their constituencies.
CIHE CONCERN OF 2011: Enhancing Board of Trustee By-Laws that delineate operational procedures such as member selection process, term limits, conflict of interest, committee structure, and committee responsibility. The College’s governing board (i.e., the Board of Trustees) is legally the ultimate responsible body for UCB’s quality and integrity. The College’s by-laws (please see Attachment D) clearly identify and describe the distinct authorities and responsibilities of the board, as well as those of the administration. All of these are considered in the specific framework of the UCB mission.
The by-laws discuss operational considerations of the board: regular meetings; election of officers; and the process for resignations, removals, and vacancies.
Appraisal Although UCB will soon be in its new campus, the College’s deep and abiding partnership with ABCD will always remain. To its everlasting credit, ABCD and its administration have been most gracious and helpful in assisting UCB during the transition. CIHE CONCERN: UCB administration, operations, and financial management are not sufficiently independent from ABCD. UCB has separated itself administratively, financially, and operationally from ABCD, with the exception of contracted information technology services. As reflective of that separation, the College’s by-laws have been re-written to signal relevant changes that have already taken place.
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For example, prior to 2014, a by-law required four (4) UCB board members to be from ABCD. That by-law was removed as part of a document review and because of a concern raised by CIHE during UCB’s probation status to change the operational relationship between ABCD and UCB; there is no longer a stipulation regarding ABCD’s participation on the board in the College by-laws.
When the new UCB administration took over, ABCD managed the administrative functions of the College: personnel; finance; communication; information technology; and, payroll. The administration of the College made a conscious and determined move to utilize full transparency and information sharing in all its dealings.
By having consistent, timely meetings of various college constituencies, the administration ensures that all invested parties are in the information loop. VPAA and deans meet weekly. There is a full staff meeting monthly. The Board of Trustees meets six (6) times per year (individual committees meet in addition to that). Faculty members meet twice a year (individual departments meet in addition to that). Pizza with the President was a student forum held for the first time during 2016. This meeting was implemented to offer students the opportunity to meet collectively with the President of the institution - both to ask any questions and to express any concerns they may have, while also hearing an update about the state of their college from the individual charged with running it. In fact, the President of UCB intentionally set out to encourage student engagement, input, and involvement by visiting all classrooms, meeting with students, and sending out follow-up outcome letters to students after student engagement activities were held. These efforts showed personal investment in student learning and student engagement by the new President and a concern for maintaining and sustaining UCB as a studentcentric institution.
The upcoming move of the College to its new campus is further indication of this practice of transparency. The administration, acting as representative of the Board of Trustees, included the opinions, preferences, and concerns of staff, faculty members and students when planning the design of the new campus space. The input from those constituencies
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was key when it came to the specific execution of the process once the actual decision to move had been made.
The College has systems in place to make sure that transparency continues. The VPAA and all deans attend board meetings and deliver updates on departmental activities. There is a faculty representative and a student representative to the board, both of whom are non-voting members. There is a highly engaged Academic Affairs Committee, which oversees the development and quality of the College’s curricula, and is critically involved in all planning relating to the academic programs of the institution. The Finance Committee from the Board of Trustees is fully involved in appropriately overseeing the College’s budgets, budgeting processes, and audits.
The faculty and student representatives to the Board of Trustees are critical in conveying that body’s work to the broader populations they represent. The student representative, for example, offers a distinct perspective as one of the College’s consumers.
The appropriate consideration of all relevant perspectives – from the board, the President, the VPAA and deans, the faculty, and the students – is done with transparency and with an eye to the College’s mission. All perspectives are considered in the decision-making process.
The Board of Trustees is apprised of all initiatives undertaken by the College. Twenty-four (24) slots exist on the UCB Board of Trustees; there are twelve (12) current voting members.
The board is actively reviewing candidates who will share the current board’s commitment to the College’s mission, and who will be willing to devote the time and energy expected of UCB trustees. Most recently, and as an example of this process, the College was pleased to welcome the President and CEO of Tufts Medical Center, as a member of the board.
Currently, all board members, including the chair, are free of any personal or immediate familial financial interest in the institution.
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When new members join the Board of Trustees, both the President of UCB and the Chairperson of the board welcome them to the organization and explain clearly and fully what is expected of them. Of note, while there is no obligation that board members contribute to the College in a formal financial way, over the past two fiscal years, 100% of the board members donated to Urban College.
The functions of the board are many and varied. Included among this body’s tasks is the performance review for the President. The board does this, while allowing the President autonomy over day-to-day operations of the College. The board also assures that the senior officers of the College function appropriately, fully, and in support of the expectations attendant with their respective offices.
Additionally, the Board of Trustees periodically reviews the by-laws of the College (last updated in February, 2017) to make sure that they continue to reflect appropriately and fully the spirit and the practice of college operations, both unto themselves and as a fitting reflection of the UCB mission.
The board is comprised of six (6) committees: Finance; Academic Affairs; Nominating; Executive; Personnel; Strategic Planning. While all committees are involved in providing oversight to the institution and its operations, the finance committee has worked successfully with the administration to improve the College’s financial condition.
The finance committee of the board participates in the overall review of the financial condition of the College and closely reviews the monthly budget-to-actual comparisons. This group regularly reviews the institution’s systems of enterprise risk management and keeps its collective eye open for red flags and potential shortfalls. The committee is involved in the selection of the external auditing firm and also reviews any final audit reports. Additionally, this body works with the Dean of Administration and Finance to ensure regulatory compliance (the submission of reports as needed to appropriate city, state, and federal agencies), the effective execution of internal controls, and contingency management.
Further, there is a contingency clause to the approved annual budget. Each department of the College crafts two (2) contingency budgets annually, one reflecting a five percent (5%) reduction from full expenses and another reflecting a ten percent (10%) cutback. The Finance Committee oversees this contingency planning effort to ensure that the College is prepared for any funding shortfalls it may incur.
Internal governance happens both formally and informally throughout the College. Recognizing the lean model of UCB, the President and the entire college staff work creatively to carry out effective management practices to keep the College affordable.
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For example, UCB contracted briefly with Higher Education Partners (HEP) in 2013 without any formal financial transaction. Once ABCD decided to forgive UCB’s debt and it was clear that UCB was on track to end that year with a surplus, UCB made the decision to sideline its HEP relationship and focus instead on its financial stability and increased student enrollment.
One of the most critical shifts for Urban College over the past five years has been the development of a new leadership team and a new group of staff members who are not only skilled and experienced professionals but also passionately devoted to UCB’s mission and student body. The President and the Vice President of Academic Affairs began in their roles shortly after UCB was placed on probation in 2012. The other members of the leadership team have been in their positions for approximately four years. Since taking charge of the College, President Michael Taylor has hired a leadership team that has produced remarkable results. These individuals: Vice President of Academic Affairs, Dean of Enrollment and Registrar, Dean of Administration and Finance, and Dean of Students, report directly to the President and meet together weekly, thus reinforcing the theme of shared governance for the College. During the last four years, this extraordinary team has demonstrated the leadership skills, energy, communication, perspective, and reliance to address challenges and to forge new opportunities for UCB.
Nancy Daniel, Vice President of Academic Affairs, has been a part of UCB since its inception, was appointed Dean in June 2013 and Vice President in September 2016. Nancy has established important partnerships with Project Hope and CBHI among countless others, and has been a critical partner to the President in forging the College’s next chapters. The faculty has increased by fifty-one percent (51%) under Nancy’s stewardship; she creatively engages the College’s part-time faculty in all academic aspects of its operations. Her passion about the role UCB plays in student lives has earned her the respect of the entire community.
Avanti Seymour, Dean of Enrollment and Registrar, joined UCB in July 2013. Under Avanti’s leadership, UCB’s enrollment has climbed fifty-six percent (56%) to 1,471, well exceeding the College’s ambitious 6% annual enrollment growth. Avanti oversees the College’s partnerships programs and data initiatives. Additionally, she oversaw the development of the College’s five-year enrollment plan, and responds to all Federal requests to report on enrollment and institutional research. She has developed a strong customer service culture with her dedicated staff, and coordinates a full UCB team effort during the College’s registration periods.
Stephen Lozen, Dean of Administration and Finance, joined the College in September 2013. Since coming on-board as CFO, Stephen has guided UCB to annual operating revenue increases of fifty-eight percent (58%). He also oversees the College’s development effort, producing an increase in grants and contributions of 347%, within
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the same time period. Further, Stephen oversaw the creation and refinement of the College’s five-year financial plan. Stephen brought his years of experience from the Benjamin Franklin Institute of Technology where he played a major role in that institution’s turnaround.
Carmen Pineda, Dean of Students, was promoted to Dean in April 2013. As the first in her family to graduate from college, Carmen brings to her role a perspective shared by almost all UCB students. Carmen is the College’s first Dean of Students; within that responsibility, she has coordinated UCB’s tutoring program, established a counseling initiative, and developed a graduate survey. Additionally, Carmen has created cultural celebrations and voter registration drives in support of her efforts to maintain UCB’s student-focused culture.
Urban College Staff:
In addition to the leadership team of vice president and deans, the Urban College staff is comprised of a committed, mission-driven, and efficient team of individuals who bring diverse skills and experience to UCB’s operations. The staff, which has nearly doubled in size since 2012, is composed of both veterans and new members, thus providing UCB with experience and tradition in concert with fresh ideas and perspectives. This closeknit staff works together to offer UCB students a seamless transition to college. Every department plays a critical part in the college experience of UCB students; from marketing and outreach to enrollment services, the payment office and tutoring sessions, every function of the UCB staff is intended to cultivate a holistically supportive educational environment where students feel welcomed, accepted, challenged, motivated, and prepared to succeed.
As UCB continues to grow, it will seek out new staff members who are similarly committed to its mission and who can bring fresh skills and experience to this dedicated team. The College continually evaluates its areas of greatest need and works to strengthen its ability to meet its students’ needs. In addition to the many new staff positions and promotions generated over the last 5 years, UCB has hired twenty-eight (28) new faculty members, thus keeping its student-toteacher ratio at a level that is conducive to the kind of supportive and individualized education that the institution values and strives to offer. The President and senior staff are responsive to all stakeholder needs. The President is well known to many students of the College and the senior staff works to be visible to students and faculty members alike.
When it comes to academics, the President meets with the VPAA at least daily. The academics of the College are a core college strength, but administrators and faculty always seek ways to improve. Off-campus programs, for example, presents an area of tremendous opportunity for growth in 2017 and beyond (please refer to Standards 4 and 5
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of this document). The level of staffing at UCB has been questioned by CIHE in previous visits. The College understands its own needs and is very creative in the ways it utilizes faculty to serve its students.
One of the ways this creativity manifests itself most visibly is during student
registration. Part-time staff are given extra hours during this time, and faculty members are paid extra to assist with advising, assessing, and registering students. Additionally, through grants, UCB has been able to secure funding for a variety of faculty-led initiatives (development of a new ELL curriculum; revision of ESOL placement test; development of the “Outcomes Assessment Plan” and the imbedded testing questions designed to measure consistency across all sections of courses).
Several adjunct faculty members requested more teaching assignments and worked with
the VPAA on many issues (the development of new courses and the revision of the Human Services Administration degree requirements) at no cost to UCB. This dedication and willingness to assist has been consistent throughout the College’s history, but has been even more evident since the probation of 2012; faculty and staff were determined to save the college to which they are so fiercely committed.
Projection As the College occupies its new campus in 2017, change and excitement are in the air. It is in this spirit that UCB will be looking at its organization and board composition. While critical functions are in place, there are some items on the to-do list whose implementation will improve the overall operation of the College. Specifically:
The board will have a self-evaluation process for measuring its involvement and effectiveness. A selection of tools will soon be reviewed and this process will be implemented during the 2017-18 academic year;
The student representative to the Board of Trustees has written a proposal outlining the formation of a student council association. The Dean of Students will work with this representative to determine the interest of the full student body and develop an implementation process for the spring of 2018 (please see Attachment E);
There will be regular meetings and events between leadership and small groups of students to continue fostering student engagement and input;
There will be regular meetings and events between leadership and faculty members beginning in the fall of 2018 to continue gathering input from instructors and to keep them fully engaged;
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UCB understands why CIHE visiting teams have raised faculty governance in the past, and, although the administration feels the mostly adjunct faculty members have a strong voice in institutional governance, it does recognize the need for the creation of a specific faculty governance committee. The VPAA has been working with an adjunct instructor who is a department head at a local community college in an effort to ascertain the best way to unite the UCB faculty members and solicit their input into governance. The plan is to canvass UCB faculty members, especially those who are already part of the Academic Excellence Committee. That committee is representative of the various offerings of the College (ECE, Human Services, English, Humanities, Math & Science, etc.). Also involved will be the faculty representative to the Board of Trustees, who will act as information conduit between the Board and the faculty at-large. At the conclusion of that process, the faculty and administration will jointly establish a role that is meaningful to the faculty and of substantive benefit to the College.
Various UCB constituencies will have increased focus. Specifically: Student forums with the President will become bi-annual events beginning in the fall of 2017. Pizza with the President will become a monthly event; every other month, leadership team members will be invited to participate. Communication with various groups will be enhanced. The new campus will accommodate this goal by bringing all faculty and students to one location, thus fostering more community investment in the College. Electronic monitors placed throughout public spaces on campus will allow consistent, timely messages to be broadcast to all interested audiences. The College will systematize its system for faculty professional development opportunities, including both conferences and materials. Faculty will be able to request attendance at conferences on subjects of relevance: adult learners; ESOL students; dropout prevention. Additional staff members will be hired, pending funding for key positions like a Coordinator of English and a bilingual Spanish/English financial aid counselor.
The College must continue to actively identify appropriate and invested board members to join the UCB community. The search will need to continue even after available slots are filled to accommodate future turnover. During the search process, specific attention is being paid to several key areas regarding that recruitment. Those recruited need to: understand and support the mission of UCB;
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reflect the diverse demography of the student population; be connected to and invested in the distinct neighborhoods and communities of the greater Boston area; support the initiative to expand into additional certificates and degree offerings, through expertise, professional connections, or both; be connected to philanthropic communities and help the College to foster relationships with new donors and other supporters. At two board meetings per year, there will be faculty and student presentations to provide the board a perspective on the roles of those constituencies in the college; these presentations will begin in the spring of 2018. This board agenda to expand and diversify UCB’s membership is critical to the College’s future and will be a top priority over the next two years with the board Chair, Vice Chair and President leading the charge.
The board will have a self-evaluation process for measuring their involvement and effectiveness. This process will be implemented during the 2017-18 academic year;
There will be regular meetings and events between leadership and small groups of students and faculty to continue fostering constituent engagement and input.
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Standard 3: Organization and Governance (Board and Internal Governance) Please attach to this form: 1) A copy of the institution's organization chart(s). 2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish the legal authority of the institution to award degrees in accordance with applicable requirements. If there is a "sponsoring entity," such as a church or religious congregation, a state system, or a corporation, describe and document the relationship with the accredited institution. Name of the sponsoring entity
N/A
Website location of documentation of relationship Governing Board By-laws Board members' names and affiliations
?
Board committees * Academic Affairs, Finance, Nominating, Executive, Personnel, Strategic Planning
Website location http://www.urbancollege.edu/Data/Sites/1/documents/ucbby-laws-2017.pdf http://www.urbancollege.edu/governance.aspx Website location or document name for meeting minutes
Major institutional faculty committees or governance groups* N/A
Website location or document name for meeting minutes
Major institutional student committees or governance groups* N/A
Website location or document name for meeting minutes
Other major institutional committees or governance groups* Self Study Committee New Campus Move Committee Strategic Planning Committee
*Insert additional rows as appropriate. Please enter any explanatory notes in the box below
Website location or document name for meeting minutes Minutes were not kept
ATTACHMENT D
ATTACHMENT S
Standard 3: Organization and Governance (Locations and Modalities) Campuses, Branches and Locations Currently in Operation (See definitions in comment boxes) (Insert additional rows as appropriate.)
Enrollment* Location (City, State/Country)
Date Initiated
? ? ? ? ? ? ?
Main campus Other principal campuses Branch campuses (US) Other instructional locations (US) Branch campuses (overseas) Other instructional locations (overseas)
Boston, MA/USA N/A N/A N/A N/A N/A
1993
2 years prior (FY2015 )
1 year prior (FY 2016 )
Current year (FY 2017 )
1,337
1,471
1,147
Educational modalities
Enrollment* Number of programs
?
Distance Learning Programs Programs 50-99% on-line Programs 100% on-line Correspondence Education Low-Residency Programs Competency-based Programs Dual Enrollment Programs Contractual Arrangements involving the award of credit
0 0 0 0 0 2
Date First Initiated
Spring 2016
0
*Enter the annual unduplicated headcount for each of the years specified below. Please enter any explanatory notes in the box below
2 years prior (FY2015 )
1 year prior (FY 2016 )
Current year (FY 2017 )
14
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STANDARD FOUR: THE ACADEMIC PROGRAM
The institution’s academic programs are consistent with and serve to fulfill its mission and purposes. The institution works systematically and effectively to plan, provide, oversee, evaluate, improve, and assure the academic quality and integrity of its academic programs and the credits and degrees awarded. The institution sets a standard of student achievement appropriate to the degree or certificate awarded and develops the systematic means to understand how and what students are learning and to use the evidence obtained to improve the academic program.
Narrative UCB is a two-year college, offering associate’s level study at this time. The College offers associates of arts degrees in Early Childhood Education; Human Service Administration; and General Studies. UCB also offers certificates supporting these degrees (Youth Work; Elder Care; Case Management; Human Services; Early Childhood Education (ECE); Director in Out— of-School Time (OST) programs; Infant/Toddler Education; Health, Nutrition, and Food Safety; Bi-lingual ECE and Infant/Toddler Education; Administration and Leadership in ECE; Child Health Care, Safety, and Nutrition; Paraprofessional Educator; Children’s Behavioral Health).
Taking a full-time complement of four (4) courses/twelve (12) credit hours per semester, a student would complete any of the College’s associate’s degree programs in roughly six (6) semesters.
All three associates-level programs are offered at the baccalaureate level at other regional institutions with which UCB has a relationship or articulation agreements.
The institutionally established equivalencies to the Federal definition of the credit hour at Urban College of Boston are below. These standards apply to all courses. For each semester hour of credit, classes that meet in a face-to-face format must include one 50-minute period with the instructor and two hours of outside of class work for 15 weeks. 1 credit hour = 50 minutes contact + 120 minutes outside work over 15 weeks for a total of 2,550 minutes of student effort.
By providing majors directly related to the employment goals of most of its students, UCB is furthering the professional development of those students while affording them – through solid academics and relevant electives - the power of choice in their career quests. UCB’s programs are thoughtfully designed considering state and national models such as the Massachusetts Department of Early Education and Care (DEEC), the National Association for the Education of Young Children (NAEYC), and the National Standards for Human Services Workers (NSHSW).
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Courses at the College are developed and reviewed individually, as well as through appropriate, scaffolded sequences. Major themes are repeated and reinforced throughout program arcs; broad concepts are presented and interwoven multi-dimensionally to ensure student mastery. The courses work together to help the students enhance both knowledge and skills in their chosen discipline.
Courses and programs are first considered in light of the College’s mission before being weighed in terms of available resources, program objectives, and the clarity and value of learning outcomes. Requirements for each major are based upon clearly articulated and documented learning objectives including history, methods, theories, and practice. For programs designed to provide professional training at UCB, an effective balance exists between academic content and practice in the field.
To ensure both fluidity of approach and connection of the dots, information literacy is a component of every course. Further, the liberal arts portion of each degree is at least thirty (30) credit hours. Syllabi are inspected each semester to ensure that core learning outcomes are addressed and allow for multiple ways for students to succeed. For admission, all potential students are given a literacy test in their native language to ensure proper placement in classes. For retention, students must maintain the appropriate GPA based on the number of credits completed as stated in the Satisfactory Academic Progress policy. For completion, the approach is coherent and maximizes student investment; all certificate completions can fold into degree requirements, should students choose to continue past the certificate level.
To encourage retention and completion, students are required to meet with an advisor for approval at every course registration. Students applying to transfer credits into UCB must provide all official transcripts of credits earned. UCB accepts, for the AA degree, up to forty-five (45) credits in transfer for applicable courses in which a grade of C (2.0) or better was earned. All remaining credits required for the degree must be awarded by UCB. Course descriptions and syllabi are reviewed to determine whether the outcomes required for completion of the UCB course have been met. The registrar, in consultation with the VPAA (and, at times, relevant faculty members), determines the transferability of courses. No transfer credit is awarded for pre-collegiate level or remedial work designed to prepare the student for collegiate study. There is demonstrable academic content for all experiences for which credit is awarded.
College transcripts and course descriptions in a language other than English must be translated into English for courses to be acceptable for transfer credit consideration.
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Translation must indicate the credential earned, the grade received, the credits earned, and a description of the course of study. The design of courses is aligned with up-to-date industry standards for badges, certificates, and degrees. For example, in the Early Childhood Education major, the coursework is scaffolded so that students can attain a license from the DEEC. Subsequently, they can seamlessly transition to the UCB certificate in ECE; finally, students can work toward the AA Degree. That degree can then be applied to any Baccalaureate program.
UCB has articulation agreements with Cambridge College; Endicott College; Fisher College; Lesley University; Regis College; St. Joseph College; University of Massachusetts – Boston; University of Phoenix.
Monitoring attendance is another ingredient in coherent retention design. By submitting complete, accurate, and timely attendance records, faculty members are helping identify problems with students as soon as they occur. This step is critical, as students may not fully grasp how poor attendance can impact not only grades but also financial aid. To support this attendance initiative, the Academic Affairs staff monitors attendance and connects students of concern to services, as necessary.
Once students are ready to commit to a certificate or degree program, the advisement process (please see Attachment F for advisement sheet) includes coordination with all areas of the College, so the choices students make are viewed through all lenses. UCB considers this part of a quality, student-centric approach to enrollment and retention that is in the best interest of the general student population it serves.
In establishing learning goals and intended outcomes, UCB aligned both design and content with the core competencies associated with each program. Specifically:
Early Childhood Education – Based on the core competencies developed by the Massachusetts Department of EEC and the requirements for the NAEYC (https://www.naeyc.org/positionstatements/ppp);
Human Services – Based on the National Standards for Human Service Workers (http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals).
Appraisal While there are general learning goals included in the Course Catalog, there are specific learning goals for English language acquisition and there are others for the Human Services and ECE programs. The learning goals are currently published as part of the overarching goals for the College and are included in the Course Catalog and on the UCB website.
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UCB’s conceptual framework is published in its online description of the College; it offers information about the College’s learning goals and responsibilities; students are expected to:
Communicate effectively both orally and in writing;
Work effectively within a multicultural group;
Demonstrate ethical and professional understanding and conduct;
Apply information literacy skills to locate, evaluate, and use information effectively;
Complete certification requirements for state licensing where necessary;
Use computer technology appropriate to their chosen field;
Use scientific and mathematical inquiry to analyze problems.
Inherent in each course syllabus are learning goals and requirements. These include specific knowledge, intellectual and academic skills, competencies, and methods of inquiry to be acquired. In many courses, creative abilities are included in goals as well as professional values to be developed and career preparation practices. In early education, these are integrated into all class syllabi and practice is observed in Professional Seminars and Internships.
By establishing and isolating these learning goals, the College demonstrates clearly to students the value and specific application not only of one course, but also of how those courses fit together to form a thoughtful, cohesive education.
UCB identifies the requirements for each program in the College’s catalog. Further, such information is distributed to students at every registration. These requirements are used as guidelines for the academic advising of UCB students.
As UCB students have historically been highly career-driven, identifying and including career-preparation best practices has always been a part of UCB’s course design, course promotion, and curriculum development.
Each program at UCB is built with a coherent design that relates to standards in the field in which the student is seeking to obtain credentials. There are clear policies and procedures for acceptance, including those for students transferring from other institutions and for those educated outside the United States. Goals and content within early childhood education courses are structured according to the expectations of proficiency established by the DEEC in its licensing and early childhood standards, as well as to those of teacher competency established by NAEYC. Specifics of each can be found below:
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http://www.eec.state.ma.us/docs1/prof_devel/core_comp_packet.pdf
https://www.naeyc.org/positionstatements/ppp
http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals
At UCB, the scope and sequence of courses allows for the application of earlier coursework to be impactful in the next levels of study. For instance, the core concepts covered in ECE104 (Child Growth and Development), are reinforced throughout the professional concentration courses.
A grander example of such is the Professional Seminar II Capstone project, submitted by each student completing an Associate’s Degree in all disciplines. This project is the student’s review and assessment of the sum of their own study. Called “My Journey,” this written appraisal focuses on the student’s own knowledge acquisition and the competencies they have developed because of their UCB experience.
ECE programs at UCB are designed to give students a coherent introduction to the field. Additionally, courses at the College focus on the skills and knowledge needed to teach in an urban environment where diversity and large rates of poverty are prevalent. The courses reflect the established content as required; those standards of content are indicated in official college publications and student records. The content courses in early childhood are sufficiently indepth to support beginning educators in early childhood programs to meet work qualifications and standards. The school excels in providing instructors with hands-on knowledge and experience working in the inner city. ● The head of the ECE Department at the College oversees the content of the program and ensures the quality of each course by reviewing all textbooks, creating the master syllabi, hiring, and monitoring all instructors. All instructors are expected to abide by the goals and objectives identified in the master syllabi. Regular meetings are held for faculty to meet and discuss instructional methods and to consider the quality and extent of student learning they are observing. All students seeking a degree through UCB must complete sixty-six (66) credit hours, including thirty-three (33) in the area of General Education, twenty-four (24) in the declared major area of focus, and nine (9) in elective classes. The hours of general education are aimed at increasing capacities in written and spoken English. College Writing I (which focuses on various types of essays) and College Writing II (a cited research paper is the culminating activity) are two such measures of competence. Critical analysis and logical thinking are infused into assignments and class discussions. Further, Natural Science, Math, Humanities, and computer literacy are graduation requirements. Each degree requires that information literacy be included as part of every course and considered through the associated rubrics.
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General Education, as a category, includes the following:
College Writing I College Writing II Speech Communication Psychology Sociology Natural Science Technology Health Mathematics Humanities (two electives required)
Students have the choice of courses they wish to take to fulfill the general education requirements. Unfortunately, students often choose electives that trod familiar territory rather than break new ground. For example, many students choose Art classes to fulfill Humanities requirements; despite being offered, never has a World History or World Literature class enrolled sufficiently to run. Students tend to choose Social Science classes that are work-related, which is usually a plus; in so doing, however, they do not stretch themselves to study new concepts or material.
The generous experiential credit policy of UCB helps many students shorten the length of time to degree completion, but may leave a gap in the completeness of their education. For example, UCB will accept up to six hours as elective credit if a student takes and scores sufficiently on the CLEP test. By doing this, however, the student’s exposure to potentially new material is lessened by that same six hours. Solve one problem, create another.
Every course at UCB has learning outcomes in-place along with evaluation methods to determine level of outcome acquisition by students. The intent of the College is to prepare students for the world in which they live. The General Education program is broad and inclusive; it is the College’s belief that its students should have some familiarity with a broad swath of learning. UCB’s general education classes touch upon a variety of areas: arts, sciences, mathematics, social sciences, communication, and technology.
UCB courses and their learning objectives are based, as appropriate, on accepted standards (those of DEEC, NAEYC, NSHSW). Those objectives are infused into every course, relate to the overarching goals for the College, and meet all standards for employment in the various fields of study.
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UCB requires that all instructors submit a syllabus that includes a rubric defining how they evaluate students and determine grades. The rubrics identify the expectations for success within the course.
UCB strives to deliver consistent high quality programs. The College undertakes consistent review of course syllabi; evaluations by students of professors and courses; classroom observations of professors by the department heads; interviews with graduates. For the ECE program – the College’s largest - a team comprised of the division chair and the VPAA oversees program content and ensures the quality of each course by reviewing textbooks and master syllabi. Further, this team hires and oversees all instructors.
In the ECE program, both the department chairperson and the VPAA are involved directly with an array of outside agencies that inform the College of updates to both professional theory and practice. UCB is thus able to develop and offer the courses necessary so that its graduates will be sufficiently prepared to meet all employer expectations, from daily responsibilities to licensing requirements.
It is the expectation that all professors will abide by the goals and objectives in the master syllabi. To help monitor and support this expectation, the oversight team holds faculty meetings where discussions are held relating to instructional methods and procedures. This process includes courses in all languages, and includes weekend and offsite courses, as well. UCB does offer courses offsite as requested by communities both in and out of Boston. These courses may be taught in English, Spanish, or Chinese. Any of these courses adhere to the same rigor as comparable courses taught on-site. The courses offered by UCB at offsite locations are primarily (though not exclusively) delivered in Spanish. The College is also solicited by agencies and organizations where potential students receive other services, and near where those individuals work and live. The organizations who want to contract services with UCB to deliver a course usually have the customer base from which to draw.
All students enrolled in UCB courses at offsite locations have sufficient opportunities to interact with faculty regarding course content and related academic matters. It is the expectation of the College that all faculty members – those who teach on-campus as well as those who teach offsite – will make themselves available to the students, honor, and support the College’s mission.
Further, these alliances and offsite courses are all part of UCB’s planning efforts to increase curricular value and generate the most professionally prepared students possible.
Recent high quality outcomes have been encouraging, re-affirming to UCB that its academic oversight of both onsite and offsite courses has been successful and will remain a priority.
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Currently, the VPAA monitors course evaluations for all instructors each semester. Additionally, the ECE Chair does class visits to advise students.
This impetus to offer offsite courses was a direct result of UCB receiving a grant to professionalize the family childcare workforce.
At the time, many family childcare providers were operating with no training in child development. This was especially true for Spanish and Chinese providers. Since no other college could or would provide appropriate training in Spanish or Chinese, UCB made a concerted effort to serve the needs of the Spanish and Chinese communities. Together with TDBank, UCB developed a sequence of courses that lead to a certificate in Child Care Entrepreneurship. The participants learn the basics of early childhood education, computer skills, and financial management of their businesses. The success of this grant has furthered the College’s commitment to provide educational opportunities for those whose first language is not English.
As word of UCB’s capacity to provide trainings in Spanish and Chinese spread, requests came in for the College to offer trainings and courses throughout the Commonwealth of Massachusetts.
By listening to those requests and by offering ECE courses in other parts of the state, UCB has been able to address these educational and professional issues and increase its enrollment and accessibility. UCB is providing skill development for a broad swath of students who can then transfer credits to their local colleges to continue their progress. The enthusiasm and engagement for these courses have been gratifying; the success of the offsite programs has far exceeded expectations.
The UCB Partnerships Coordinator conducts all registrations and visits all offsite locations; further, this team member helps field academic advising questions and refers students to the Dean of Students for non-academic services as necessary. The coordinator manages faculty evaluations for offsite courses, and is supported by various staff members - the ECE Chair, the Registrar, the VPAA - who also visit the sites, advise students and ensure the high quality of the courses taught.
One specific challenge for UCB moving forward will be to determine the best way to help the offsite students’ transition to appropriate higher education venues in their communities. While there is much to be learned and improved in the community partnerships initiative, the College is honoring its own mission by providing students the opportunity to expand their careers and professional capacities.
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Regardless of whether courses are offered on the central campus or offsite, UCB has always prided itself on the quality of its academic programs. Clearly, these efforts have not gone unnoticed by the College’s constituents and partners.
Perhaps the most telling reality of UCB’s academic quality comes from the employers of the College’s graduates; a number have sent their non-UCB staff to the College for training, while others actively solicit the College for graduates. Such providers include a range of private and non-profit employers, including: Pine Village Preschool; Bright Horizons Early Education and Preschool; Dimock’s Early Head Start Center; Horizons for Homeless Children; Mariposa Child Care; and ABCD, Inc.’s Head Start.
A less quantifiable means of academic quality (as noted in comments on student surveys) is the reporting by current students and alumni of classroom instruction translating immediately and well to workplace productivity. Because many of the UCB faculty members are themselves practitioners in the field, bringing practical best practice information to the classroom is the standard at UCB. Additionally, the professional development opportunities for faculty members keep the instructors informed and engaged.
If students get jobs, keep jobs, or advance in their careers as the result of training at UCB, then that is good for the student, good for the College, good for the workplace, and good for the community. It also serves as an effective marketing tool for the institution.
If there is one area of academic instruction and evaluation that needs specific focus, it is whether all students graduate with collegiate-level skills in the English language. The writing, conversation, and language acquisition instruction of UCB are all at the core of what the College does, but it needs to do more. The College is considering implementing more writing across the curriculum instruction and a more rigid measure of student capacity prior to graduation.
Plans for addressing this concern include hiring an English Department coordinator and instituting an exam that identifies students in need of remediation (these components are discussed in detail in the Projection section of this Standard).
The expectations of UCB for student achievement are appropriate to the subject matter and degree level pursued by students. The resource library and required writing courses teach students how to conduct effective research. Reflection, inquiry, and critical thinking are strongly emphasized by faculty members across course areas. While students may be orally proficient at reflection and critical thinking, they may have difficulty transferring those thoughts and observations into writing.
Again, testing for English proficiency (including a critical writing component) will help identify any such deficiencies in student capacity when there is still an opportunity to address the shortcoming.
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Programs at UCB have never been eliminated, but course requirements for degrees have been altered. One such example (as already described in Standard 2 of this document) was a change to the requirements of the Human Service Administration degree. This process involved extensive input from students and faculty in the program along with college administrators.
Any changes are made in consideration of the UCB mission and within the framework of career readiness as it relates to the students of the program in question.
A rigorous review happens at the degree and certificate level to determine whether scaffolding of courses is valid. Within the courses, syllabi are presented for review each semester. The delivery of many courses is done by practitioners. In addition, many courses are taught by faculty members who teach the same course at other institutions.
Program review is informed by CIHE requirements and by any new standards or revisions to existing protocols, particularly at the state or federal levels. Usually brought about by an external requirement (the LSWA exam, for example), program review helps the College insure that both the content and the methods of instruction provide value to UCB students.
In recent months, UCB has undertaken the development of a variety of courses and trainings deemed appropriate to supporting the College’s mission, enhancing the program’s curriculum, and providing value to the student base. Specifically: Teaching infants and toddlers who are dual language learners has been one area of focus and course creation; The need for incorporating health care into classroom and family childcare settings was identified by the College as an area of value to its ECE students; Trauma and its effect on the developing brain has been a theme explored by the College. UCB invited two nationally recognized experts - Dr. Jack Schonkoff, Founding Director of Harvard University’s Center on the Developing Child; and Dr. David Rose, who pioneered Universal Design for Learning – to campus to present to students, faculty, and administration; The College’s Children’s Behavioral Health training has been expanded. UCB is teaming with Dr. Renee Boynton Jarrett of Boston Medical Center and the experts at The Home for Little Wanderers to train UCB students on dealing with the social-emotional effects of trauma both in the classroom and through case management and community health initiatives.
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New programs and offerings are assembled often with the involvement of UCB faculty and outside experts. Much of the curriculum planning at the College tries to deliver courses in a way that educates UCB students broadly and has real-world application for them. The previously mentioned Community Behavioral Health Initiative is one such example. All course and program information is identified in the Curriculum Improvement Plan, which includes detailed outlines and descriptions of all instructional areas at UCB.
This plan involves a multi-step implementation and evaluation process (please see Attachment G). Faculty members are involved in the review of the plan, as are administrative members of the College; outside input is sought and incorporated as necessary.
Again, courses and program offerings are considered primarily in light of the College’s mission, then with regard to available resources and value for students.
As for resources, there is a budget for Academic Affairs that includes faculty plans, needs, and objectives. A faculty activity, planning, and materials fund was set up as the result of a donation by a UCB board member. Faculty requests – from teaching materials to workshop attendance - are considered and supported on an individual basis, whenever possible. Information about free or low-cost opportunities is distributed to faculty members as appropriate and available.
UCB administrators meet with faculty several times a year for training, to provide information about the school, and to assess program quality. The College is sensitive to the needs of faculty members and is always available to offer support. The UCB academic community is a close one, with much peer support, both formally and informally. In the recent past, UCB has made available valuable resources to support faculty in meeting the challenges of working with non-traditional adult learners. Instructions on best practices relating to rubrics and the incorporation of Universal Design Learning (UDL) strategies have enhanced the evaluative capacities of the College. Faculty members are always looking for ways to give students cultural opportunities that are educationally valid and logistically feasible.
Thanks to a partnership with Children’s Museum, UCB faculty members and their classes can visit to gather ideas about using the museum for curriculum development and as a location for teaching children and their families.
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The College offers a course at the Museum of Fine Arts that was created to support English Language Learners while giving them familiarity with another cultural venue. There are also free activities such as college night at the Museum of Science and historical walking tours through the oldest sections of Boston.
Projection The plans currently being developed for assessing outcomes by looking for consistency in the results of student scores on various departmental exams will help to provide more information in this area. Overall, the assessment of the final portfolios gives evidence of the quality of work in all programs. The greatest concern is the level of mastery of written English.
The College is planning, beginning in 2017 and utilizing the language laboratory at the new campus, to establish pre- and post- testing and analysis on the subject of English language reading, writing, and speaking proficiency.
In support of this approach, the College is planning to hire a coordinator of English, who will reexamine the curriculum and oversee the development, implementation, and analysis of English proficiency for all students.
Once a student has completed forty-five (45) credit hours at UCB, they will complete an assessment of their writing skills in English. Those with low scores will be placed on a remediation track until their performance can be brought to an acceptable level. Planning for the implementation of this assessment is a priority and will be addressed once staffing is secured to manage the process.
A degree requirement and measure of student qualification for graduation from UCB is the satisfactory completion of College Writing I and II. Further, students must do a Capstone course, which is essentially a twenty (20)-page paper discussing their educational journeys. The development of new, appropriate courses and majors will march on at UCB in 2017, as the College continues to craft the best programs for its students. To that end, a Community Health Workers’ certificate is being developed.
The group working on that certificate includes members of the UCB team along with consultation and assistance from the former Director of Public Health for the city of Everett, Massachusetts; a consultant to the Children’s Behavior Health Initiative; a physician and assistant clinical professor for Tufts Medical School in Boston; and a nursing instructor from the University of Massachusetts – Boston.
Further and more specific intent will be paid to the incorporation of local activities both for students new to the city and for veteran Bostonians in the interest of enhancing civic engagement.
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On the calendar for 2017 is the review of the UCB program in Early Childhood Education. The program needs to be considered anew in light of the state’s changing Quality Rating Improvement System (QRIS) standards, NAEYC protocols, and best practices from the field.
All ECE faculty members will be invited to participate in this program review.
Another area for consideration in the coming months is a forum for faculty regarding best practices on dealing with UCB’s non-traditional population. Particularly in the areas of English language acquisition and concerns unique to adult students, the College intends to bring its faculty together to discuss and share experiences and approaches to successful course outcomes. Moving forward, the College will be exploring its capacity to be able to offer a Bachelor’s Degree in Early Childhood Education. The rationale behind this consideration is the changed DEEC regulations for early childhood educators, which will require a bachelor’s degree for many teaching positions as of 2017.
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Standard 4: The Academic Program (Summary - Degree-Seeking Enrollment and Degrees) Fall Enrollment* by location and modality, as of Census Date Clinical doctorates (e.g., Pharm.D., DPT, DNP)
Professional doctorates (e.g., Ed.D., Psy.D., D.B.A.)
Degree Level/ Location & Modality
Associate's
Main Campus FT
36
36
Main Campus PT Other Principal Campus FT Other Principal Campus PT Branch campuses FT Branch campuses PT
420
420
Bachelor's
Master's
M.D., J.D., DDS
Ph.D.
Total DegreeSeeking
0 0 0 0
Other Locations FT
0
Other Locations PT Overseas Locations FT Overseas Locations FT Distance education FT Distance education PT
0
Correspondence FT
0
Correspondence PT
0
Low-Residency FT
0
Low-Residency PT Unduplicated Headcount Total
0
Total FTE Enter FTE definition: Degrees Awarded, Most Recent Year
0 0 0 0
456
0
212.00
0
0
0
0
0
456 212.00
Total # of credits hours/12.0 credit hours
98
98
Notes: 1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled through any contractual relationship. 2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should be recorded only in the category "low-residency programs." 3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities. * For programs not taught in the fall, report an analogous term's enrollment as of its Census Date. Please enter any explanatory notes in the box below
Standard 4: The Academic Program (Summary - Non-degree seeking Enrollment and Awards) Fall Enrollment* by location and modality, as of Census Date Total degreeseeking (from previous page)
Title IV-Eligible Certificates: Students Seeking Certificates
NonMatriculated Students
Main Campus FT
3
0
3
3
Main Campus PT Other Principal Campus FT Other Principal Campus PT
291
110
401
401
0
0
0
0
Branch campuses FT
0
0
Branch campuses PT
0
0
Other Locations FT
0
0
Other Locations PT
0
0
Overseas Locations FT
0
0
Overseas Locations FT Distance education FT
0
0
0
0
0
0
Correspondence FT
0
0
Correspondence PT
0
0
Low-Residency FT
0
0
Low-Residency PT
0
0
404
404
149
148.67
Degree Level/ Location & Modality
Visiting Students
Distance education PT
Unduplicated Headcount Total Total FTE
294
110
115.67
33.00
Total # of credits hours/12.0 credit hours
Enter FTE definition: Certificates Awarded, Most Recent Year
81
0
Total NondegreeSeeking
Grand total
Notes: 1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled through any contractual relationship. 2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should be recorded only in the category "low-residency programs." 3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities. * For programs not taught in the fall, report an analogous term's enrollment as of its Census Date. Please enter any explanatory notes in the box below
Standard 4: The Academic Program (Headcount by UNDERGRADUATE Major) ?
Number
3 Years
2 Years
1 Year
Current
of
Prior (Fall 2014 )
Prior (Fall 2015 )
Prior (Fall 2016 )
Year (Fall 2017 )
Next Year Forward (goal)
For Fall Term, as of Census Date Certificate (add more rows as needed)
credits*
?
Early Childhood Education
27.00
196
401
400
278
286
Human Services Administration
21.00
15
30
48
10
13
General Studies
21.00
2
10
3
6
6
213
441
451
294
305
Total
(Fall 2018
)
Associate (add more rows as needed) ?
?
Early Childhood Education
66.00
289
253
405
401
413
Human Services Administration
66.00
37
17
20
32
33
General Studies
66.00
5
14
6
23
24
331
284
431
456
470
0
0
0
0
0
Undeclared Total
Baccalaureate (add more rows as needed) ?
Undeclared Total
Total Undergraduate
544
725
882
750
* Enter here the number of credits students must complete in order to earn the credential (e.g., 69 credits in an A.S. in Nursing) Please enter any explanatory notes in the box below
775
Standard 4: The Academic Program (Headcount by GRADUATE Major) ?
?
For Fall Term, as of Census Date Number of
credits* Master's (add more rows as needed) ?
3 Years
2 Years
1 Year
Current
Prior (Fall 2014 )
Prior (Fall 2015 )
Prior (Fall 2016 )
Year (Fall 2017 )
Next Year Forward (goal) (Fall 2018
)
N/A
Total
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
0
0
0
0
0
Total Graduate
0
0
0
0
0
Doctorate (add more rows as needed) ?
N/A
Total
First Professional (add more rows as needed) ?
N/A
Total
Other; specify (add more rows as needed) ?
N/A
* Enter here the number of credits students must complete in order to earn the credential (e.g., 36 credits in an M.B.A.) Please enter any explanatory notes in the box below
Standard 4: The Academic Program (Credit Hours Generated and Information Literacy) Credit Hours Generated By Department or Comparable Academic Unit 3 Years 2 Years 1 Year Prior Prior Prior (Fall 2014 ) (Fall 2015 ) (Fall 2016 Undergraduate (add more rows as needed) ? ?
? Early Childhood Education Human Services Administration General Studies
Total
Current Next Year Year Forward (goal) ) (Fall 2017 ) (Fall 2018 )
8,096 546 174
9,131 1,026 246
7,932 873 249
7,467 594 435
7,691 614 448
8,816
10,403
9,054
8,496
8,753
0
0
0
0
0
22 103
26 83
22 107
20 110
22 120
Graduate (add more rows as needed)
Total
Information Literacy Sessions Main campus Sessions embedded in a class Free-standing sessions Branch/other locations Sessions embedded in a class Free-standing sessions Online sessions URL of Information Literacy Reports:
Please enter any explanatory notes in the box below
STANDARD FIVE: STUDENTS
Consistent with its mission, the institution sets and achieves realistic goals to enroll students who are broadly representative of the population the institution wishes to serve. The institution addresses its own goals for the achievement of diversity among its students and provides a safe environment that fosters the intellectual and personal development of its students. It endeavors to ensure the success of its students, offering the resources and services that provide them the opportunity to achieve the goals of their educational program as specified in institutional publications. The institution’s interactions with students and prospective students are characterized by integrity.
Narrative UCB was established as an institution designed to serve those who would not have ready access to traditional institutions of higher learning. This lack of access might stem from reasons relating to finances, prior education, immigration, or self-confidence. It was always the intention of the College to serve the non-traditional adult learner of greater Boston; over time that focus has deepened.
The underserved of greater Boston are still the focus of whom the College wants to reach, but the broader net now goes out to identify and include anyone looking for a quality, affordable educational experience in one of UCB’s current disciplines: Early Childhood Education; Human Services Administration; and General Studies.
Further, the College has become a unique resource for students whose primary language is not English. Three-quarters of those enrolled at UCB (please refer to Standard 9) do not speak English as their first language.
The College has made specific strides in recent years to promote and to accommodate ESOL students, by consistently posting all materials in English, Spanish, and Chinese.
NOTE: Spanish and Chinese speakers comprise over ninety-five percent (95%) of the College ELL population, and seventy-six percent (76%) of UCB’s overall student base. As part of admissions and to serve this population, UCB provides a written evaluation for students whose first language is not English (please see Attachment H). This is a test designed in-house, authorized by the VPAA, which evaluates the level of a student’s English proficiency. Based on their test score, the student will qualify either to take preparatory courses or college-level courses in English. If their native language is either Chinese or Spanish, students are also evaluated in their native language. If they choose, they may take Early Childhood Education courses in either Chinese or Spanish. Traditionally, most UCB students were interested in evening classes, whether for reasons of work or family. Therefore, most classes are offered Monday through Friday from 6:00pm – 9:00pm.
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To expand availability for other students, the College now runs a wide array of courses during the weekday morning hours (9:30am – 12:30pm), on Saturdays (9:00am – 1:00pm).
More advanced students can take courses running five weekends at nine (9) hours per weekend.
A student may enroll at the College as an Associate’s degree candidate or a Certificate candidate. In addition, students who choose to take only one course or even several courses without enrolling in a particular degree or certificate program can enroll as a Professional Studies student. A high school diploma is required for admission to an Associate’s degree or Certificate program, but is not required to be a Professional Studies student. All students who enroll at UCB are required to take the Accuplacer or Spanish/Chinese placement test. UCB students are treated as a single student body, consisting of degree and certificate candidates in each discipline. Modality is not a variable for UCB at the present time. The same considerations and protocols are used for all students across the institution regardless of degree, major, or other considerations (please see Standard 8 of this document). There are, however, multiple locations at which UCB courses are offered.
Not all locations are consistently active; on average, between eight (8) and ten (10) locations offer courses during any given semester. Among the locations offering UCB courses are: Centro las Americas (Worcester); Boston Chinatown Neighborhood Center (Boston); Northern Essex Community College (Lawrence); Agape Church (Springfield); Project Hope (Boston); Child Care Circuit of Lawrence (Lawrence); Waltham Community Center (Waltham); The Base (Boston); Brazilian-American Center (Framingham); Cleghorn Neighborhood Center (Fitchburg).
Appraisal UCB believes deeply that it is successful, that its impact is critical, that its students’ capacities are enhanced, and that its mission is being consistently and ethically fulfilled. Soundly gauging and documenting those convictions, however, is an ongoing challenge. UCB’s adherence to and representation of its mission is what gets measured; the goals of the College reflect and support the personal and professional advancement goals of each individual student. UCB thus defines “success” in very individual terms, based on what a given student sets out to do; for some, this is the attainment of an associate’s degree, while for others, reaching a DEEC level of “Director II” in order to become a supervisor, may demonstrate success.
UCB recognizes the need to more systematically gauge student success. Potential approaches to this concern are discussed in the “Projection” section of this standard.
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UCB serves students who are often unserved or underserved by higher education. Because of that focus, many students of the College have a first language other than English. Regardless of primary language, all students follow comparable recruitment and admission policies and procedures for UCB, which are easily explained and understood. There is an open admission policy, allowing all prospective students to take courses at the College. Students are encouraged to declare a major and work toward either a certificate or a degree. In order for a student to matriculate as a certificate or degree candidate at UCB, they must be in possession of evidence of high school completion. Once that is in place, they take a placement test for literacy and are admitted into the College. The College assesses applicants for literacy regardless of their declaring a major field of study and uses those results to determine student capacity to complete college-level work. Every enrolled or forthcoming student receives personal attention and admissions counseling. This first encounter sets the tone for the services that are the hallmark of UCB’s student experience. Prospective students meet with an academic advisor who speaks English, Spanish, or Chinese to review their admissions application, enrollment plan, course requirements, and their overall academic plan. This interaction between the prospective student and the advisor allows both parties to identify possible gaps and challenges that may be encountered during the student’s transition to UCB.
For many students who are adult learners often attending college after many years away from school, it is important to review and discuss how they plan to add several hours of class time, get transportation to and from college, and accommodate additional hours for study and preparation to their already hectic lives. This will allow prospective students to set realistic goals that will foster successful academic pursuits.
Standards for admission to UCB are compatible with the objectives of the institution, in that open admission allows all students to enter the College. Students who articulate or demonstrate an interest in a specific major are interviewed to determine their potential for success in their intended program of focus. The UCB Student Services Office works directly with the Departments of Academic Affairs and Enrollment Services to complete the assessment needed for student admission to a degree or certificate program. Administered testing instruments are:
Accuplacer – A nationally recognized test designed by The College Board. The Accuplacer test is given either in a “native English speaker” version or in an “English language learner” version. While this vehicle does not determine admission to the institution, its results do inform student placement in English courses;
In-house Testing Instrument – This instrument was designed by a long-term adjunct faculty member with expertise in ESL, and is based on the well-known Azar sequence of textbooks that are associated with each ESL course at UCB. Student scores and copies of the actual completed testing instruments are maintained by the Enrollment Services
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Department. Students are not denied admission to UCB because of their performance on this test. UCB provides new students with a trilingual orientation in Chinese, English, and Spanish at the beginning of their first semester. Scheduled during the evening or on Saturday to accommodate the students’ needs, this orientation session allows students to interact with UCB staff members who are present to greet students and provide information on how to access each department at the College. This is an opportunity for students to meet and engage with student representatives and many of the College’s staff members (who comprise the student support team).
Alumni and current students are also invited to attend these orientation sessions to share how they accomplished their academic goals and how their time at UCB has enhanced their professional standing and capacity.
NOTE: An important reminder made to all newly enrolled students is that they are not alone in their new journey and that support services are available. Ongoing communication between the College and the students continues throughout their time at UCB. E-mail notifications are sent of any important events or changes to class schedules. Further, students are encouraged to become familiar with other methods of communication, including the UCB website, the Student Services’ blog, and social media, in order to feel more informed about and connected to the institution; at the new campus, electronic monitors conveying campus news and announcements will be placed throughout the facilities.
The College also hosts a variety of co-curricular events, such as information and celebratory sessions for Chinese New Year and Black History Month; students are invited and encouraged to attend such events to foster investment in the College and to learn more about the various cultures represented at the institution.
UCB strives to implement and maintain necessary programs for all its students. Given the number of English language learners the College works with each semester, a number of services related to that population has evolved. Specifically:
Students are provided with academic assistance in relevant subjects, including Mathematics and English, by staff and volunteer tutors. Further, this tutoring is offered in students’ native languages as much as possible. Languages spoken fluently by tutoring staff are Chinese, Spanish, and Portuguese. These languages are those spoken by greater than ninety-five percent (95%) of UCB’s English language learners. Other languages available, albeit less readily so, include Haitian Creole and French.
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Tutoring services are available by appointment, walk-in, and requested either by students themselves or by faculty members on behalf of a student. Tutoring takes place in the Learning Resource Center (LRC) and is provided by individuals with a bachelor’s degree or higher. The LRC tutors are responsible for assessing the academic concerns and for following up, as appropriate, with relevant faculty. Student meetings are documented and electronic records of the sessions are maintained.
Further, the College has been aggressive in its acquisition of bilingual personnel in order to more effectively serve its student base.
UCB also provides conversation groups in English for those students who would like to enhance their skills in this area. These groups are not a formalized class, carry neither grade nor attendance requirements, and are offered free of charge to all students; these conversation groups are scheduled, managed, and run by the College’s Director of Library and Information Resources, who is bilingual and has Master’s degrees in both English and Library Science (please see Standard 7 of this document).
Students are provided information about their rights and about how to request a meeting regarding any comment, suggestion, or complaint they may have about their situation at the College or any experience that may be deemed a preventing factor in advancing their academic progress. Students may submit any concerns in their native language if they choose to do so. Additionally, an interpreter will be provided to them if they prefer to express themselves in their native language.
There are neither formal campus organizations nor athletics at UCB. As for outlets and opportunities available to the entire UCB family, the College makes every effort to ensure students have the opportunity to express themselves and to participate at various events throughout the year.
In the interest of heightening the UCB student experience, the Student Services Department has, since 2014, coordinated events designed to both celebrate and inform, to honor and educate. Specific events have been held focusing on Mother’s Day, Father’s Day, Hispanic Heritage Month, Poetry Month, Black History Month, and Chinese New Year. Other events of note have included a karaoke night, a reading and book signing by faculty authors, and a college night at Boston’s Museum of Science and the Institute of Contemporary Art. During these events, students are encouraged to express their opinion and share their heritage.
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NOTE: Anecdotal evidence based on participation and reaction suggests that UCB students use these celebrations to feel connected to the institution and to reinforce their status as students of the world by sharing their native cultures with their current homes. For many UCB students, whose voices have traditionally been in the background, the notion that their college would recognize and celebrate their heritage and their identities is revolutionary.
Some proceedings are more informal, but still academically oriented, such as the wellreceived Pizza with the President. No matter what the situation is, students are welcome to participate, and take leadership in both planning and execution.
Other external activities have been made possible through partnerships with the Chef’s Table program; Families Creating Together Program’s access to Wheelock Family Theatre; the Institute of Contemporary Art; and the John F. Kennedy Museum. Such collaborations are only the beginning, as the College continues its reach to and connection with the broader community it serves.
Courses offered through the Museum of Fine Arts, one of the largest and most comprehensive art museums in the nation, are used, in part, to maximize student time by infusing their academic experience with exposure to the arts.
UCB has a full history of enrolling students whose physical, mental, and/or emotional challenges have to be considered when analyzing their capacity for success.
The College’s resources are limited when it comes to student accommodation, but UCB has focused on ensuring that all students feel welcome and can thrive despite any challenges they may face. Students are referred to UCB from the Threshold program at Lesley University (a program for students with disabilities) and the Massachusetts Rehabilitation Commission. Often, students from those programs will take only one course at a time and, as a result, may take much longer to complete a certificate or degree. Students of differing capacities are integrated into the larger student body to assure that they have comparable academic experiences.
SAMPLE CASE STUDY: A student explained to the VPAA that she needed to be able to hear the class textbook to fully understand and absorb it and wanted to obtain an audio copy. The student was signed up for Learning Ally; now, the student can go online and get access to an audiobook version of the text. The faculty member was informed of this accommodation by the administration and the student has voiced great satisfaction with the services received. UCB has been selected by CAMI (Center for Accessible Materials Innovation) at the Georgia Institute of Technology to evaluate the needs of minority students with print disabilities. Outcomes of this research will be used to improve services to UCB students.
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When it comes to recruitment, efforts are handled predominantly by the Dean of Enrollment Services/Registrar and the VPAA. They share the UCB message through college fairs and presentations with various human services organizations where potential UCB students might be employees or clients. As a result, word of the College spreads within the human service community; questions and referrals regarding UCB programs and services have poured in because of existing partnerships, such as UCB classes at the BASE.
Traditionally, UCB has benefited from word-of-mouth. Students and alumni tell friends, family members, and co-workers, and the College has blossomed. Additionally, the College systematically works to improve all its recruitment efforts, ensuring that both the story and impact of UCB are being brought to the communities where the institution has had the greatest appeal.
UCB is intent on bringing new communities into the fold as appropriate to the College’s mission as resources become available. It is UCB’s intent, moving forward, to see to it that the word is shared with those who need most to hear it. The delivery of UCB courses across Massachusetts through the College’s offsite locations is connecting UCB with new communities, supporting its mission, and delivering quality education and service to an eager, appropriate population.
As previously discussed, UCB started to implement a dual enrollment program with the Boston Public High Schools in 2015-2016, and has begun a comparable initiative with the Brockton Public High School in Brockton, Massachusetts (a city of nearly 100,000 residents, twenty-five miles south of Boston). These programs, by their very existence, enhance the College’s recruitment efforts for a younger student population; UCB’s dual enrollment partners are in fact full partners in UCB’s recruitment efforts. High school students who have never before heard of UCB will have the opportunity to engage in the benefits of the College because of these dual enrollment undertakings and their participation in courses if they choose to enroll.
Additionally, UCB continuously engages with various community-based organizations as well as educational and social service agencies that refer clients. Further, current students and alumni assist with spreading the UCB message to others. A wide variety of marketing materials about the various options at UCB, for example for high school students who can benefit in multiple ways from early college experiences, is available for outreach.
UCB provides its student population with accessible information. Most publications – from admissions to advising, tutoring services, and student support services - are available in three languages. UCB makes every effort to staff its office with bilingual individuals and to translate important documents to/from Chinese and/or Spanish.
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All available information is provided to inform, with a focus on assisting students in achieving their specific academic and professional goals. UCB focuses great energy on providing services directly related to that undertaking. The Student Services department offers a plethora of information and opportunities for student engagement, specifically:
Academic advising meetings are required during the registration period. Such meetings are there to encourage student self-evaluation. Students are consistently encouraged to review their academic and career goals, to identify gaps in their own education, and to reflect on their habits of study and their preparation for commitment. These meetings are particularly meaningful to students who are often not accustomed to considering their educational goals as fluid or their study habits as either barriers or conduits to success. By taking a step back, guided by a caring and informed hand, students are able to look at the trajectory of their work in a way most have never previously considered.
The nature and type of information relating to student services is available through the student handbook, the Course Catalog, the website, and the blog. Topic-specific reminders are sent periodically during the semester, as well.
The Student Services blog (https://urbancollegeofboston.wordpress.com/) posts information relating to employment opportunities, community events, as well as recreational, legal, educational, and social services. Students can access the blog online or the content in-person via bulletin boards on campus.
One-on-one student meetings of a non-academic nature are held most often with the Dean of Students. The distinct and varied needs of the UCB student population often include concerns relating to family, housing, immigration, employment, transportation, budgeting, health, and/or cultural assimilation. Given the demographic profile of the “average” student at the College [thirty-nine (39) year-old woman of color with children and employed full-time], the issues faced by the Student Services team at UCB tend to be reflective of the general concerns of the population it serves.
Student workshops are hosted on an array of topics. These seminars are driven by both student requests and needs identified by staff and faculty. In 2015 and 2016, for example, workshops for students were held on the topics of résumé writing, employment interview techniques, “Girl Develop It” (a computer coding class), transferring to a bachelor’s degree program, obtaining a pre-school teacher license, and obtaining a professional qualifications registry (PQR) number from DEEC.
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General information about available social services is provided frequently to students through new student orientations; class presentations, one-on-one meetings and throughout campus bulletin boards;
The College currently uses Massachusetts 211 (www.mass211.org) for student referrals. This website is a non-profit referral service available literally around-the-clock; additionally, it provides multi-lingual staff (a critical variable for UCB students);
Referrals are also made to external agencies for services. The types of agencies include those specializing in housing, domestic abuse, legal services, mental health, immigration and citizenship, employment, and services for children. Such referrals are documented through the College’s Sonisweb database under the categories of “Activities” and “Case Management Services” to catalog them as part of a holistic approach to student follow-up in order to foster retention efforts.
The VPAA, with thirty-five (35) years of history in special education, is the disability coordinator for the College. She is supported by several faculty members with expertise in special education. As the College’s resource base continues to stabilize and even grow, its ability to respond specifically to student needs increases. Identifying and responding to the service needs of the student body is an ongoing focus, as is ensuring that faculty and staff are themselves properly trained and informed in this area.
To that end, the 2016 iteration of the faculty handbook includes a section on dealing with disturbed and disturbing student behaviors. This was presented at a faculty training in dealing with disturbed and disturbing students which was led by Dr. Susan Bartzak Graham, a longstanding adjunct faculty member and Director of Student Support for University of Massachusetts at Boston.
As a key component to the College’s student support services, academic supports are well established at UCB. This culture of care is at the core of the UCB experience; in that spirit, faculty members – even though nearly all are adjuncts – are required to have office hours and to include those hours on their syllabi.
Other sorts of academic supports include the English language conversation groups offered for ESOL speakers. Further, Student Services offers professional development seminars that focus on careers and career opportunities.
Mid-term progress reports are used by faculty and administration to identify issues with specific students to help alleviate dropouts and to craft intervention protocols for students who are in danger of getting a low course grade.
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Both faculty and UCB staff members make themselves available to respond to all types of student concerns, from those relating to academics and career guidance to those concerning life challenges.
The College provides “wraparound support” that includes all UCB departments. The students are met where they are in their lives in order to understand what they need without having to wait or take a number.
The College staff makes efforts to educate and inform students on their rights and responsibilities regarding admissions, enrollment, and financial aid. A staff person meets one-on-one with prospective students to provide literature, if possible, in the student’s native language. UCB produces many materials for its students. All information is translated into Chinese and Spanish, and is generated and distributed by the Student Services department.
UCB developed a fact sheet about the consequences of receiving financial aid, how to use it, how to lose it, and how to manage it. That sheet has been translated into Spanish and Chinese, as well.
There is a cost calculator available on the UCB website to assist students with determining costs of attendance.
NOTE: UCB does not provide student loans. This decision was made at the College’s inception to ensure the best financial outcome for students upon graduation. Any student who transfers to UCB with a federal student loan default concern is referred to the American Students Assistance College Planning Center (ASA) (please see www.asa.org/forstudents/college-planning/) for further assistance in resolving these concerns.
In order to be considered for future Pell Grant eligibility, students must rectify any federal student loan default issues.
For the first time in its history, UCB received a federal work-study award and began its operations in the fall of 2015. Now in its second year, the program has allowed the College to employ twenty-four (24) students who will earn over eighty thousand dollars ($80,000) as a result. Identifying the characteristics and needs of the UCB student population is an open and ongoing process, involving all facets of the College – from administration and staff to faculty and even the students themselves (please see Standard 8 of this document). The institution goes to great lengths to help students understand their needs and craft appropriate, attainable solutions. From the student’s initial meeting with the College, UCB strives to inform, educate, and ensure student success at every juncture. Continually upgrading the student experience is a core focus at UCB.
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As previously noted, the traditional UCB student is not a teenager on their own, but a grown woman often at the epicenter of an extended family web who finds herself frequently weighed down by the expectations and demands of others. Students are informed about and encouraged to visit the Student Services office for non-academic guidance and referrals. Responding to the needs of the student body through increased academic capacity and educational rigor remains paramount for the College when allocating its resources. Projection UCB positions itself to those looking for a fresh start. In that spirit, UCB will look to develop additional course and program offerings that support its mission and connect with more students. Both a mentoring and a peer mentoring program for students will be developed and piloted; once results are understood, potential funding to support these programs can be identified. Additionally, collaborations with external agencies will be formalized, in order to more effectively offer UCB students assistance with concerns relating to health, food, housing, employment, LGBTQ+ issues, social and legal services. Developing and implementing tools to gauge student success will be a key focus for the College in 2017. In order to effectively determine whether the College is helping students meet their goals, that question – “What are your goals by attending UCB?” will be entered into Sonisweb. A customized report is currently being written by Sonisweb to aggregate this data and will be available by mid-2017.
The question of goals is twofold– one related to UCB specifically (associate’s degree / certificate / course work), while the other would be relating to life and professional skills (learn English / gain employment opportunities / earn more money).
At orientation, new students are shown a PowerPoint presentation of all services offered by the College, which is subsequently emailed to them. The College is also considering a YouTube channel where this presentation – and others, as relevant – can be viewed by students repeatedly and at their leisure. Using such technology would also enhance the College’s marketing efforts to prospective students and programs. Another area of work to be handled by the College in the coming months is related to trainings for faculty, staff, tutors, and administrators on inclusion and cultural competence. UCB, with its highly diverse student body and faculty segment, needs to ensure it does not rest on its diversity laurels but is providing relevant, topical training relating to issues of race, ethnicity, sexual identity (LGBTQ+), religion, gender, students with disabilities, and language.
It will be a priority for UCB to hire bilingual staff to support the Financial Aid office.
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UCB’s move to its new campus will open a number of additional opportunities to service students.
There will be, thanks to a new space configuration, additional opportunities for all kinds of workshops and seminars for students, faculty, and staff.
Another opportunity to serve students going forward is the development of a UCB store. UCB students are interested in showing their sense of belonging and school pride
by sporting caps and shirts and using pens and mugs – all branded with the College logo and message. These will be made available in the College store.
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Standard 5: Students (Admissions, Fall Term)
Complete this form for each distinct student body identified by the institution (see Standard 5.1) ? Credit Seeking Students Only - Including Continuing Education 3 Years 2 Years 1 Year Current Prior (Fall 2014 ) Freshmen - Undergraduate Completed Applications Applications Accepted Applicants Enrolled % Accepted of Applied % Enrolled of Accepted Percent Change Year over Year Completed Applications Applications Accepted Applicants Enrolled Average of statistical indicator of aptitude of enrollees: (define below)
? ? ? ?
Transfers - Undergraduate Completed Applications Applications Accepted Applications Enrolled % Accepted of Applied % Enrolled of Accepted Master's Degree Completed Applications Applications Accepted Applications Enrolled % Accepted of Applied % Enrolled of Accepted First Professional Degree Completed Applications Applications Accepted Applications Enrolled % Accepted of Applied % Enrolled of Accepted Doctoral Degree Completed Applications Applications Accepted Applications Enrolled % Accepted of Applied % Enrolled of Accepted
?
Prior (Fall 2015 )
Goal (specify year)
Prior (Fall 2016 )
Year (Fall 2017 )
(Fall 2018 )
232 232 219 100.0% 94.4%
189 189 179 100.0% 94.7%
215 215 205 100.0% 95.3%
225 225 204 100.0% 90.7%
232 232 220 100.0% 94.8%
na na na
-18.5% -18.5% -18.3%
13.8% 13.8% 14.5%
4.7% 4.7% -0.5%
3.1% 3.1% 7.8%
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
?
?
?
?
Please enter any explanatory notes in the box below
Standard 5: Students (Enrollment, Fall Term)
Complete this form for each distinct student body identified by the institution (see Standard 5.1) ? Credit-Seeking Students Only - Including Continuing Education 3 Years Prior (Fall 2014) UNDERGRADUATE First Year Full-Time Headcount Part-Time Headcount Total Headcount Total FTE Second Year Full-Time Headcount Part-Time Headcount Total Headcount Total FTE Third Year Full-Time Headcount Part-Time Headcount Total Headcount Total FTE Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount Total FTE Unclassified Full-Time Headcount Part-Time Headcount Total Headcount Total FTE Total Undergraduate Students Full-Time Headcount Part-Time Headcount Total Headcount Total FTE % Change FTE Undergraduate GRADUATE Full-Time Headcount Part-Time Headcount Total Headcount Total FTE % Change FTE Graduate GRAND TOTAL Grand Total Headcount Grand Total FTE % Change Grand Total FTE
? ? ? ?
2 Years Prior (Fall 2015 )
1 Year Prior (Fall 2016 )
Current Year (Fall 2017 )
Goal (specify year) (Fall 2018 )
21 698 . 297
30 767 797 339
44 841 885 371
39 821 860 357
39 829 868 360
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
21 698 719 297 na
30 767 797 339 14.3%
44 841 885 371 9.3%
39 821 860 357 -3.8%
39 829 868 360 1.0%
0
0
0
0
na
-
-
-
-
719 297 na
797 339 14.3%
885 371 9.3%
860 357 -3.8%
868 360 1.0%
?
? ? ?
N/A
?
Please enter any explanatory notes in the box below
Standard 5: Students (Financial Aid, Debt, Developmental Courses) Complete this form for each distinct student body identified by the institution (see Standard 5.1) ?
Where does the institution describe the students it seeks to serve? http://www.urbancollege.edu/mission.aspx (FY 2014)
? ?
?
Three-year Cohort Default Rate Three-year Loan repayment rate (from College Scorecard)
(FY 2015) 0 0
(FY 2016) 0 0
3 Years Prior
2 Years Prior
(FY 2014)
(FY 2015)
0 0
Most Recently Completed Year (FY 2016)
Current Year
Goal (specify year)
(FY 2017)
(FY 2018)
Student Financial Aid Total Federal Aid $1,351,098 $1,600,725 $1,746,014 $751,512 Grants $1,351,098 $1,600,725 $1,717,087 $726,402 Loans $0 $0 $0 $0 Work Study $0 $0 $28,927 $25,110 Total State Aid $114,050 $133,600 $170,300 $105,800 Total Institutional Aid $365,842 $405,294 $493,194 $200,423 Grants $0 $0 $0 $0 Loans $0 $0 $0 $0 Total Private Aid $0 $0 $0 $0 Grants $0 $0 $0 $0 Loans $0 $0 $0 $0 Student Debt Percent of students graduating with debt (include all students who graduated in this calculation) Undergraduates 0% 0% 0% 0% Graduates 0% 0% 0% 0% First professional students 0% 0% 0% 0% For students with debt: Average amount of debt for students leaving the institution with a degree Undergraduates $0 $0 $0 $0 Graduates $0 $0 $0 $0 First professional students $0 $0 $0 $0 Average amount of debt for students leaving the institution without a degree Undergraduates $0 $0 $0 $0 Graduate Students $0 $0 $0 $0 First professional students $0 $0 $0 $0
$1,786,071 $1,734,257 $0 $51,814 $187,330 $498,563 $0 $0 $0 $0 $0
Percent of First-year students in Developmental Courses (courses for which no credit toward a degree is granted) English as a Second/Other Language 0% 0% 0% 0% English (reading, writing, communication skills) 0% 0% 0% 0% Math 0% 0% 0% 0% Other 0% 0% 0% 0% Please enter any explanatory notes in the box below
0% 0% 0%
$0 $0 $0 $0 $0 $0
0 0 0 0
Standard 5: Students (Student Diversity) Complete this form for each distinct student body identified by the institution (see Standard 5.1) For each type of diversity important to your institution (e.g., gender, race/ethnicity, first generation status, Pell eligibility), provide information on student admissions and enrollment below. Use current year data. Undergraduate Admissions information ?
Completed Applications
Applicants Accepted
Applicants Enrolled
Full-time Students
Part-time Students
Total Headcount
FTE
37 784 119 547 95 475
46 814 132 569 95 510 0 Total Headcount
25.00 331.50 63.25 232.75 37.00
Fall 2016 Male Female Black Hispanic Asian Pell-Eligible
9 30 13 22 0 35 Graduate Enrollment information
?
Applicants Enrolled
Category of Students (e.g., male/female); add more rows as needed
Undergraduate Enrollment information
?
Applicants Accepted
Category of Students (e.g., male/female); add more rows as needed
Graduate Admissions information ?
Completed Applications
Full-time Students
Part-time Students
Category of Students (e.g., male/female); add more rows as needed 0 0 0 0 0 0 Please enter any explanatory notes in the box below
FTE
Headcount Goal (specify year) Fall 2017 47 838 136 586 98 522 Headcount Goal (specify year)
STANDARD SIX: TEACHING, LEARNING, AND SCHOLARSHIP
The institution supports teaching and learning through a well-qualified faculty and academic staff, who, in structures and processes appropriate to the institution, collectively ensure the quality of instruction and support for student learning. Scholarship, research, and creative activities receive support appropriate to the institution’s mission. The institution’s faculty has primary responsibility for advancing the institution’s academic purposes through teaching, learning, and scholarship.
Narrative Each individual faculty member has a clear, specific job description created by the Human Resources component of the College. There are two category types: full-time and adjunct. Of the ninety (90) faculty members employed by the College, only two (2) are full-time, while the remaining eighty-eight (88) are adjunct members. The Dean of Students, the VPAA, and the Curriculum Coordinator are all full-time staff members who also teach. Faculty members reflect the diversity of the student body. There are no teaching assistants employed by the College. The institution defines the responsibilities of faculty and other members of the instructional team in the faculty handbook (please see Attachment I). In addition, the faculty handbook contains specific information and guidelines regarding faculty recruitment, appointment, retention, evaluation, and promotion. Faculty contracts (please see Attachment J) and the faculty handbook contain all information related to expectations of the instructors. UCB has a statement of expectations and processes relating to faculty behaviors and responsibilities. All such considerations are defined with supporting the mission and purposes of the institution at the forefront. There are sufficient faculty members and academic staff members to assure the accomplishment of in-class and out-of-class responsibilities essential for the fulfillment of the institutional mission and purposes. Every student receives all supports necessary (financial aid information, advisement, tutoring, and other services). Such responsibilities are handled with great creativity by a dedicated and committed group.
More faculty members have been brought on to augment the advising team during registration. To be effective advisors who truly assist in the registration process, all participants need to fully understand the sequencing of courses and the related course and program outcomes (please see Standard 3 of this document).
UCB utilizes an open and orderly process for recruiting and appointing its faculty members. Existing faculty members not only participate in the search process for continuing members, they are the key catalysts to its success; most new faculty and staff members are referred to the College by current members of the academic team. That said, the institution ensures equal employment opportunities consistent with legal requirements and any other dimensions of its choosing; compatible with its mission and purposes relating to diversity, seventy-three percent (73%) of its faculty identify as minority (see chart on page 95 of this document). Hiring reflects the effectiveness of this process and results in a variety of academic and professional backgrounds, training, and experience. Each prospective hire is provided with a written
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agreement that states explicitly the nature and term of the initial appointment and, when applicable, institutional considerations that might preclude or limit future appointments. All UCB adjunct faculty members are solicited to ascertain availability and interest in teaching during the following semester. Adjuncts teach an average of one or two (1 or 2) courses per semester. In addition to availability and interest, assignments for adjunct faculty members are determined based on faculty seniority. Those faculty members in their first semester of teaching for UCB are not invited back until student reviews are considered and until classroom observations have taken place. Appraisal Faculty members are incorporated into UCB. In 2015, the College conducted an in-house comparative study of adjunct compensation when it comes to a per-course pay rate. Based on this study, the College adjusted its adjunct per-course compensation to remain competitive with comparable area colleges. Faculty members at UCB are not required to join a union. Further, the institution provides opportunities for development to all faculty members, regardless of length of tenure (NOTE: official faculty tenure does not exist at UCB); further, faculty members are encouraged to apply for additional workshops and events that they find of interest and that they believe would provide value to their students and their instruction. The College itself hosts two (2) specific professional development sessions each year; some topics that were covered at such events in the recent past are: ✓ ✓ ✓ ✓ ✓ ✓
Rubric Development; Toxic Stress on the Developing Brain; Universal Design for Learning; Dealing with Difficult and Disturbing Students; Sheltering in Place; Outcomes Assessment.
All faculty members and academic staff are appropriately qualified when considering the nature of their assignments. Eighty-eight (88) members of the faculty [ninety-eight percent (98%) of the total] possess at least a Master’s Degree, have experience instructing adult learners, and have practical experience in their field of expertise. The mission drives instruction; the faculty of Urban College know and understand adult learners and have a strong track record of success. Faculty members meet students where they are and take them to where they need to be to meet individual and curricular goals. In addition:
Seven (7) faculty members (8% of the total) possess a doctorate, while an additional three (3) members are doctoral candidates;
Four (4) members of the faculty are published authors;
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Many members of the faculty are also employed by other colleges. Some of those institutions that employ UCB faculty members are: Bunker Hill Community College; Eastern Nazarene College; Emerson College; Emmanuel College; Endicott College; Harvard Medical School; Lesley University; Merrimack College; Northeastern University; Quincy College; Roxbury Community College; Simmons College; Tufts University; Wentworth Institute of Technology; and Wheelock College.
In terms of assessing the faculty, all members are evaluated by students each semester (please see Attachment K). The evaluation instrument has been translated into the primary languages of the students. The results of those reviews are tallied and then sent to the instructor, the appropriate department head, and the dean. Full-time faculty members are also evaluated on a more formal basis, with a focus on participation in and impact on college-wide endeavors and investment in the broader UCB community. These evaluations have demonstrated a glowing rate [ninety-four percent (94%)] of high satisfaction with faculty on the part of the UCB students. This has led administrators to question whether students are taking the faculty evaluations seriously enough. A potential approach under consideration is to enlist members of the UCB administrative team to help the students understand the intent of the specific questions and the magnitude their opinions can have in the running of the institution in which they are enrolled. Again, the population of the College is comprised of many who are not used to having their voices either heard or valued.
Another faculty evaluation approach being crafted is a faculty self-evaluation instrument. This is in a draft stage and will be tested during 2017.
Faculty members are expected to stay current in their fields. In support, instructors can request resources from the College for professional development events and materials related to updated best practices in their field of expertise. Further, faculty members are encouraged to share their new information with other faculty. In support of this, the VPAA and division chairs routinely distribute information regarding new developments and relevant resources.
Faculty members are also encouraged to work with the College librarian and to avail themselves of the library resources (Gale databases, Emerson College, Boston Public Library, etc.) that UCB has been able to secure (please see Standard 7 of this document). Also, the College began providing an instructors’ room, where members of the faculty can congregate before class, exchange ideas, discuss academic approaches, and share conversation, materials, and lunch.
UCB instructors have the institution-sanctioned freedom to discuss or investigate any controversial social or political issue without incurring any penalty from college officials. Faculty are encouraged to develop and execute their own syllabi and teaching methods, as appropriate to their individual teaching style, the needs of the students, the requirements of the course, and the regulations of the institution. Additionally, faculty members are always
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encouraged to develop new courses that, once approved, are added to the UCB catalog. The content of the paraprofessional degree, for example, was designed by faculty members who are, or were, public school teachers. Additionally, in the recent past, faculty-developed courses added to the curriculum have included: ✓ ✓ ✓ ✓ ✓ ✓
History of Rock & Roll Music; The 60s-A Decade of Change; Art Infused Early Childhood Activities; Yoga, Meditation & Mindfulness; Assessment in Early Childhood; Supporting Dual Language Learners.
Advising and sharing of information at UCB is done through the use of the College’s student information system, Sonisweb. The implementation and utilization of this information management product has greatly increased the College’s ability to coordinate services for its students.
A recent visit to UCB from the U.S. DOE’s Office of Federal Student Aid assisted the College in considering critically its policies and procedures, such as the Satisfactory Academic Progress policy.
Since faculty members are primarily adjunct, a faculty contract is for the semester and need not be renewed. However, most faculty members are welcomed back and are given their first choices as to classes and times. On the rare occasions when faculty do not meet expectations, the division chair and/or VPAA will meet with the instructor to review concerns and provide coaching and mentoring. If there is a second semester of less than acceptable performance, the adjunct is not rehired. Notices about conferences and webinars of interest to the faculty are sent to them by the VPAA. There is a small fund to pay for attendance at conferences and workshops. Faculty members have never been denied a reasonable request to attend. Projection As the future of UCB unfolds, some priorities for faculty and staff will involve coordination of instruction across sections of the same class, application of research principles and techniques across the curriculum, and a strong focus on improving reading, writing, and conversing skills in the English language. Note that all these areas are being covered now, but more can be accomplished across the board. An assignment using information literacy is required in every class; specifically, research and presentations are encouraged throughout the College. Students are offered workshops on Information Literacy and Using Information Resources; these practices are central to all UCB courses, regardless of major.
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One plan for the future is for the Data Manager to offer information sessions and training support for faculty relating to the use of Sonisweb in order to encourage more frequent and deeper utilization by UCB faculty members. One of the real feathers in UCB’s cap has been its ability to instruct students whose primary language is not English; still, there is much work to be done and improvement to be made in this regard.
One area will involve implementing appropriate and effective testing instruments to help document student progress in developing fluency with the English language. A team of English instructors has been working together to improve the curriculum;
Another area of focus has been UCB’s concerted effort to attract and maintain faculty with appropriate degrees who can instruct courses in Spanish, Chinese, or Portuguese. Going forward, as the number of students continues to increase, UCB will continue to search for the most qualified faculty to teach in languages other than English.
The College needs to continue focusing on improving the English language acquisition skills of its students. While there have been attempts at standardizing the assessment of student language skills, there is significant room for improvement in that regard. The next UCB full-time hire will be a coordinator of English who will reexamine the curriculum, the placement tests, and the yetto-be-created English proficiency exam that all students will be required to pass in order to graduate.
To that end, the College is planning to implement an assessment to be given after fortyfive (45) credit hours of study. Students will be given several academic articles in their field of study. The articles will be written in English and students will be asked to respond in writing to a prompt based on the reading. Those student samples will then be reviewed by a team of English instructors who will score them using agreed upon rubrics and make any necessary recommendations for remediation. Students who are unable to meet the benchmark will take critical reading and
writing classes until they can successfully do so. Improving the English skills of the UCB student body is a critical determinant of success going forward.
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Standard 6: Teaching, Learning, and Scholarship (Faculty by Category and Rank; Academic Staff by Category, Fall Term) 3 Years Prior (FY 2014) ?
?
Number of Faculty by category Full-time Part-time Adjunct Clinical Research Visiting Other; specify below:
1 Year Prior (FY 2016 )
Current Year (FY 2017 )
3
3
3
3
66
87
88
75
Total 69 Percentage of Courses taught by full-time faculty 15.00%
90
91
78
10.00%
10.00%
10.00%
Number of Faculty by rank, if applicable Professor Associate Assistant Instructor Other; specify below:
Total ?
2 Years Prior (FY 2015 )
Number of Academic Staff by category Librarians Advisors Instructional Designers Other; specify below:
Total Please enter any explanatory notes in the box below
69
90
91
78
69
90
91
78
1 5 4
1 5 4
1 5 4
1 6 4
10
10
10
11
Standard 6: Teaching, Learning, and Scholarship (Highest Degrees, Fall Term) ? Highest Degree Earned: Doctorate Faculty Professor Associate Assistant Instructor No rank Other Total Academic Staff
3 Years Prior
2 Years Prior
1 Year Prior
(FY 2014 )
(FY 2015 )
(FY 2016 )
Current Year (FY 2017 )
8
4
6
6
8
4
6
6
67
66
61
63
67
66
61
63
1
1
1
1
0
2
2
1
0
2
2
1
0
0
0
0
Librarians Advisors Inst. Designers
Other; specify* Highest Degree Earned: Master's Faculty Professor Associate Assistant Instructor No rank Other Total Academic Staff
Librarians Advisors Inst. Designers
Other; specify* Highest Degree Earned: Bachelor's Faculty Professor Associate Assistant Instructor No rank Other Total Academic Staff
Librarians Advisors Inst. Designers
Other; specify* Highest Degree Earned: Professional License Faculty Professor Associate Assistant Instructor No rank Other Total Academic Staff
Librarians Advisors Inst. Designers
Other; specify* * Please insert additional rows as needed
Standard 6: Teaching, Learning, and Scholarship (Appointments, Tenure, Departures, Retirements, Teaching Load Full Academic Year) 3 Years Prior (FY 2014 ) FT PT Number of Faculty Appointed Professor Associate Assistant Instructor No rank Other Total Number of Faculty in Tenured ? Positions Professor Associate Assistant Instructor No rank Other Total ? Number of Faculty Departing Professor Associate Assistant Instructor No rank Other Total ? Number of Faculty Retiring Professor Associate Assistant Instructor No rank Other Total Fall Teaching Load, in credit hours
2 Years Prior (FY 2015 ) FT PT
1 Year Prior (FY 2016 ) FT PT
Current Year (FY2017) FT PT
?
Professor Associate Assistant Instructor No rank Other
Maximum Median Maximum Median Maximum Median Maximum Median Maximum Median Maximum Median
3
66
3
87
3
88
3
75
3
66
3
87
3
88
3
75
0
0
0
0
0
0
0
0
11
0
11
1
0
1
1
0
2
0
0
1
1
1
0
0
0
2
0
1
0
1
12.00 6.00
12.00 3.00
12.00 3.00
12.00 3.00
12.00 3.00
12.00 3.00
12.00 3.00
12.00 3.00
Explanation of teaching load if not measured in credit hours
Standard 6: Teaching, Learning, and Scholarship (Number of Faculty by Department or Comparable Unit, Fall Term)
3 Years 2 Years 1 Year Prior Prior Prior (FY 2014) (FY 2015 ) (FY 2016 ) FT PT FT PT FT PT Number of Faculty by Department (or comparable academic unit); insert additional rows as needed ? Human Services Administration 1 9 1 14 1 13 General Studies 1 27 2 35 34 Early Childhood Education 1 30 2 38 2 41
Total Please enter any explanatory notes in the box below
Please enter any explanatory notes in the box below
3
66
5
87
3
88
Current Year (FY 2017) FT PT 1 2
6 29 30
3
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Standard 6: Teaching, Learning, and Scholarship (Faculty and Academic Staff Diversity) For each type of diversity important to your institution (e.g., gender, race/ethnicity, other), provide information on faculty and academic staff below. Use current year data. Faculty Full-time Part-time Total Headcount Headcount Goal (specify year) ?
?
Category of Faculty (e.g., male/female, ethnicity categories); add more rows as needed Spanish bilingual 2 22 24 Chinese bilingual 5 5 English 1 37 38 Male 18 18 Female 3 46 49 0 0 Academic Staff Full-time Part-time Total Headcount
25 6 38
Headcount Goal (specify year)
Category of Academic Staff (e.g., male/female, ethnicity categories); add more rows as needed Chinese bilingual 1 1 2 Spanish bilingual 3 4 7 English 1 4 5 Portuguese bilingual 1 1 0 0 0 Please enter any explanatory notes in the box below Academic staff listed are those who service students as advisors or tutors
STANDARD SEVEN INSTITUTIONAL RESOURCES
The institution has sufficient human, financial, information, physical, and technological resources and capacity to support its mission. Through periodic evaluation, the institution demonstrates that its resources are sufficient to sustain the quality of its educational program and to support institutional improvement now and in the foreseeable future. The institution demonstrates, through verifiable internal and external evidence, its financial capacity to graduate its entering class. The institution administers its resources in an ethical manner and assures effective systems of enterprise risk management, regulatory compliance, internal controls, and contingency management.
Narrative UCB has sufficient resources to do its job and to effectively meet the spirit and specifics of its mission. Despite this, the College encounters both the sorts of challenges common to other institutions of higher education as well as unique struggles; all are discussed throughout this standard. Regardless of the trials it may undergo, UCB has shown itself to be an institution of resilience and fortitude; at no time during the College’s now nearly quarter-century existence have those qualities been on more prominent display than in the past five years. In 2012, UCB faced CIHE probation. On April 25, 2013, the ABCD Board of Directors voted to execute an agreement with the College to forgive all outstanding debt to ABCD. The total indebtedness amounted to $672,169; this extraordinary move had a dramatic impact on both the operations and future path of the College. In 2012, the President at the time had fulfilled his one-year commitment to the College and gave notice of his intention not to renew his contract. An extensive search for a new President who would bring revitalized vision and viable structure and programs was underway. In September 2012, the Board of Trustees appointed its current leader, President Michael Taylor, a wellknown, highly respected educator and workforce development executive. President Taylor’s leadership, passion, and vision for UCB inspired him to create a new management team consisting of the VPAA and deans who would oversee the pillars of the institution: enrollment, student services, academics, and finance. The new leadership team confronted not only significant structural concerns, but also provided the critical emotional guidance and stability to the UCB community in the face of uncertainty. They were augmented with like-minded staff who shared the commitment and passion of the President. Together, the team worked day and night, side-by-side, doing whatever was necessary to breathe life back into the College. A five-year Strategic Plan was developed collaboratively by the staff, board, and faculty; subsequently, every institutional expenditure was vetted with an eye toward recovery and reconstruction. This arduous task, led by a driven community who wanted to preserve this invaluable resource, proved successful. A key objective of this process has been the professionalization of financial and administration services.
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The 2014 - 2019 Strategic Plan of UCB calls for increases in solicitations, dollars raised, and the number of gifts received. In particular, the College will continue to explore federal grant opportunities, especially those allocated for minority-serving institutions. Because of UCB’s percentage of Hispanic (65%) and Asian (11%) students, the College is qualified to apply for discretionary and competitive grants under the USDOE HispanicServing Institutions and the American Pacific Islander Serving Institutions programs. UCB has been successful in increasing development productivity by utilizing grant writing consultant services and by involving experienced staff in fundraising and development processes.
In 2013, UCB put in place an experienced team of financial professionals, including a Dean of Administration and Finance (DAF) and a Business Manager, who oversee the day-to-day operations of the College. One of the first tasks these individuals undertook was the establishment of a more thorough, fluid budget process. As part of that process, the DAF is responsible for conducting a monthly projected-to-actual review of the operating budget, as well as for determining adjustments required to maintain a balanced budget going forward.
The Finance Committee of the Board of Trustees closely monitors these financial results in order to address any issues of concern in a timely manner. They then report their findings to the full board at regularly scheduled meetings.
A college as lean as UCB is remarkably productive with staff members from education, counseling, business and development backgrounds who perform a plethora of roles, often outside the traditional expectations of their positions. As a whole, the UCB staff is representative of highly experienced, educationally credentialed, diverse and dedicated individuals who are mission driven professionals motivated to see UCB fulfill its purposes. Students are always at the center of every concern by every UCB professional. Most UCB faculty members are active practitioners in the fields they teach. Nearly all UCB faculty members are adjunct and thus are employed on a semester-by-semester, course-by-course basis. Faculty members are aware, through both tradition and contractual language, that they are not permanently employed by UCB but are hired one course at a time, without benefits, as adjunct faculty members. Despite this, the faculty members are significantly loyal to the institution and tend to remain with the College for years.
Faculty involvement in and support of the College’s mission was never more strongly represented than in 2012 and 2013, when UCB nearly ceased its operations; the faculty never left, in spite of the fact that the College’s ability to maintain its operations was coming under question.
The College annually reviews Massachusetts salary surveys, which report median salaries of peer institutions. Based on these surveys, the College is confident that faculty, administration, and staff compensation levels are comparable to those at peer institutions.
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Although there are no specific fringe benefits for adjunct faculty members, they can, along with full-time faculty and staff members, request professional development resources from the College to attend events or acquire materials to assist in promoting current best practices in their fields of expertise. In terms of its physical plant, UCB’s administrative and faculty offices, the Learning Resource Center, and classrooms are currently located on three floors of a ten-story building at 178 Tremont Street across from the Boston Common, conveniently located in downtown Boston. UCB is located within a block of the MBTA green, silver, and orange lines and is four blocks from both the MBTA red and blue lines. UCB is situated near Emerson College, Suffolk University, and the downtown campuses of Tufts University and Endicott College. The College also rents from ABCD classroom and workshop space at 19 Temple Place and 105 Chauncy Street, also downtown. Students who drive can park for discounted rates at a garage right around the corner from the campus. Buildings used by Urban College conform to ADA standards. A security guard is present at the front desk at the entry of each building, and visitors and students sign in at all times. The College coordinates closely with the Property Services Department of its landlord, ABCD, Inc., to assure that classroom use, services, and any problems or issues are fixed quickly. Property Services helps create visibility for the College with signs and banners. This department takes care of snow removal and any facility emergency management. The Information Technology department of ABCD, Inc. is under contract to provide equipment and software installations and maintenance, including network management. Regular upgrades of all systems are intended to maximize both system security and productivity.
The College complies with the Jenny Cleary Disclosures of Campus Security Policy and Campus Crime Statistics Act. The entire UCB staff is informed of the Family Educational Rights and Privacy Act (FERPA) and the College’s policies relating to the proper release of information to ensure that a student’s right to confidentiality is upheld.
The College is addressing all legal requirements regarding safety and security within the lease on the build-out for the new campus. UCB is in a unique position, in that it can incorporate all such considerations into leases and agreements prior to building and occupying the space. The budgeting process for the College is ethically and financially sound. Monthly review of the budget and the consideration of the budget-to-actual analysis allow the DAF and others to stay abreast of the College’s financial condition at all times. Appraisal The sudden loss of congressional earmarks that supported UCB for many years presented an immense financial and operational hurdle to the College. CIHE raised concerns as to whether UCB had sufficient resources and administrative resilience to fulfill its mission and persevere through turbulent waters. UCB was limited – by its financial condition – in its ability to expand
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its educational programs, to increase its enrollment, or to recruit and retain experienced faculty and staff. The financial turnaround of UCB became the focus of the Board of Trustees and of the new President. The initial goals of the College leadership were to return to a balanced budget, increase enrollment, and strengthen the organizational structure of UCB. Since that time, UCB has transformed itself into a financially viable institution better able to plan for and sustain its future operations.
One area of focus for the College is the diversification of its budget portfolio. Previously, a significant portion of the College’s revenue was generated by federal earmarks, which were discontinued. The College has, through its experiences of the past five years, developed a multi-pronged financial plan, ensuring diversification and greater stability.
During the five years since the current President’s appointment in 2012, UCB has witnessed a dramatic improvement in operating revenues and has returned to financial stability at a time when many non-profit colleges are struggling. The College has achieved annual positive operating income and has done so with neither diminishment in services nor tuition hikes. These results represent a significant increase in student enrollment and course registrations, a greater focus on strategic fundraising and development, and prudent management of resources.
During this period, the College reinvented itself into a formal and fiscally sound institution capable of operating and is well positioned to provide for its future growth. Total revenues during this period increased by $1,206,788 (or 58%) from the 2012 period. Total enrollment increased by 627 students to 1471 (or 74%).
UCB has engaged a highly qualified staff inclusive of an academic, support services, and financial team from a variety of backgrounds including higher education, administration, and finance. The finance team is led by the DAF, who functions as the College’s Chief Financial Officer. The administration and finance team manages the organization’s payroll and billing; the implementation, operation, and flow of grants; and the tuition and financial aid streams that support the College. This team also oversees the Human Resources policies and functionality of the institution. Contracts into which the College enters are reviewed for prudence and appropriateness by outside attorneys. However, when a grantee contracts with UCB to fulfill the requirements of a specific grant, the DAF reviews letters of agreement about execution, financial impact on the College, and specific content and terms of engagement with an eye toward the UCB mission. The DAF then makes recommendations to the President regarding the participation in the contract.
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One of the key points of focus for the DAF has been the development of UCB’s open, collaborative, and transparent budget process. This process has allowed the College to operate more effectively and keep a better handle on its financial position on all fronts. The steps of the budget process are followed in primary measure to ensure the achievement of an annual balanced budget. Key elements of this process include:
Emphasizing a team approach to the process involves the VPAA, deans, and senior staff. The objective of the approach is to prepare a balanced budget using estimated revenues as the basis for overall expenses;
The annual budgeting process begins in late winter when the DAF meets with key administration to develop revenue projections for the upcoming fiscal year, which begins September 1. Additionally, the DAF formulates development projections for the coming year;
Next, the DAF sends to each department a budget analysis of the previous year’s planned and actual expenditures. New budget request forms are also included with this package;
The VPAA, deans, and staff then work directly with the DAF. Each member of the team submits budget requests for personnel and operating expenses for their departments. Once all the preliminary budget requests have been submitted and reviewed by the DAF, a department-by-department meeting is conducted to review each budget. These meetings lead to the resubmission of final budgets during the late spring of each year;
All departments are requested to submit prioritized equipment and capital expenditure needs for their areas, including all hardware and software requests. Once each request is approved, a separate capital expenditure section is included in the overall budget;
The DAF and the President subsequently meet to approve the individual budgets and prepare them for presentation to the Finance Committee of the Board of Trustees;
Each departmental budget chair is also subject to both a five percent (5%) and a ten percent (10%) budget reduction should any revenue shortcomings develop during the relevant budget year. These contingency budgets are to be implemented only at the discretion of the President. Upon review by the Finance Committee and approval of the President, the completed college budget will be presented to the Board of Trustees at their annual meeting for final approval.
UCB hired the DAF in September 2013. The DAF and a newly hired Business Manager completed a five-year Financial Plan. This specific document is separate from UCB’s 2014 2019 Strategic Plan and 2014 – 2019 Enrollment Plan, and is an integral part of the broader planning operations of the institution (please see Attachment L).
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With the hiring of the DAF and the Business Manager, the College implemented a more thorough, organized budget process. The DAF is responsible for conducting a monthly projected-to-actual review of the operating budget. The DAF also determines all adjustments required to maintain a balanced budget. The Finance Committee of the Board of Trustees closely monitors these financial results, and is prepared to address any issues of concern in a timely manner. The Finance Committee reports its findings to the full Board of Trustees at regularly scheduled quarterly meetings.
Challenges that the College currently face are among those noted following the April 2014 focused visit by the CIHE evaluation team:
There is no apparent access to liquidity or line of credit for new initiatives or unexpected contingencies;
There is a large degree of reliance on enrollment growth (6% annually) and on the growth of grants and contributions over the next 5 years despite limited fund raising/development resources.
In reference to the first concern - no apparent access to liquidity or line of credit for new initiatives or unexpected contingencies - The College has never owned substantial property nor assets suitable for pledging against a line of credit. With the move to its new location, the college is expensing over $200,000 in the purchase of equipment, hardware, and furniture all of which will be fully paid for from the raising of monies in its naming rights campaign. The College hopes to be able to forge a relationship with a financial institution shortly after this move using its increased asset base as collateral in the establishment of a line of credit. The College has also been actively addressing the second concern - there is a large degree of reliance on enrollment growth (6% annually) and on the growth of grants and contributions over the next 5 years despite limited fund raising/development resources – as noted by the CIHE evaluation team. UCB is fully aware that enrollment growth and increased development revenues are the keys to its future stability and growth. In overcoming many of the issues that had placed the College on probation, it was necessary to prioritize and improve upon the two main areas of revenue growth: increased enrollment and overall development expansion.
First, the adoption of a new enrollment plan, following the hiring of a new Dean of Enrollment Services/Registrar, addressed a variety of critical areas, including: enrollment growth, student access and success, data gathering, evaluation, outreach, and partnerships.
Second, the formation of a new development office in 2014, with a consulting grant writer, significantly improved the College's ability to attract individual, federal and foundation grants and new revenue. The College recognized that continued growth in these areas is vital to increase and supplement staff positions. The results to-date (a
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347% increase in grants between 2012 and 2016) confirm that UCB is on the right track for achieving its annual goals in enrollment and development revenues as detailed in its five-year plan. The fiscal year ending August 31, 2016 demonstrated strong financial and enrollment growth. For the period 2012-2016, the College witnessed substantial increases in both enrollment and course registrations as charted below: Headcount Registrations New Students 2011-2012
844
2242
264
2012-2013
941
2539
313
2013-2014
1165
3024.67
489
2014-2015
1337
3468.67
571
2015-2016
1471
3694.33
611
74.3%
64.7%
231.4%
% INC. 2011-2016
While the College is aware that the rates in the chart above are not sustainable, UCB has made infrastructure investments in the process of continuing growth. It is UCB’s intention to continue to increase both enrollment and development revenues as detailed in its five-year plan. This document was developed as a clear, realistic plan; three years into it, those expectations have proven valid. During the period 2010 to 2013, the College operated without a chief financial officer to oversee all aspects of the administrative and finance department. This lack of overall supervision and direction led to weaknesses in the recording of student accounts receivable records, resulting in a build-up of accounts receivable during this period.
Beginning in 2013, the College began addressing the accounts receivable build-up problem by installing a new upgrade to its existing software and migrating to its advanced internet based system (Sonisweb). The results have significantly improved the College’s ability to track all students’ accounts receivable.
The existing accounts receivable from the period 2011 through 2013 are being addressed through the writing off these bad debts on an annual basis.
From a total of $382,567 in 2013, the College wrote off $284,764 between 2014 and 2016, leaving a remaining balance of $97,803. The College intends to completely write off any remaining balances from that
period during its 2017 and 2018 financial audits.
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As part of the 2014 - 2019 Strategic Plan, the College focuses on its data collection and management practices and how those relate to both operations and finances.
To that end, UCB migrated from Sonis Windows to Sonisweb, a fully web-based student information system. With this upgraded centralized database, the College’s accounting, billing, financial aid, fundraising, development, recruitment, admissions, registration, enrollment, and student services functions are integrated, allowing more efficient workflow between departments. Sonisweb has also drastically reduced the manual processing of student information, thus minimizing manual error and maximizing efficiency and information sharing. In addition, Sonisweb accommodates expanded data collection and, as such, supports reporting and outcomes assessment.
The resources of UCB are directed toward the education of its students, whether through programs, faculty, materials, or infrastructure. The Board of Trustees oversees the allocation and utilization of these resources to the degree necessary.
The board follows the code of conduct, which is dictated by the by-laws. The board was intimately involved in the substantive change of the College’s upcoming move and how that change would impact resources, both available and planned.
The Board of Trustees has always been involved in discussions with college administrators when it comes to the amount of financial aid that is awarded to students. The board is also involved in a review process when it comes to revenue streams for the College, whether a new stream or a change to an existing stream. This fiduciary responsibility and oversight is taken to heart by the finance committee (comprised solely of Board of Trustees members) and an independent auditor.
In that spirit, the audit for the period ending July, 2016 showed no findings.
UCB has, in the recent past, focused more resources on its fundraising capabilities. Previous assessments of institutional capacity found the College wanting in this area. Today, the College has fundraising policies in-place, which reflect the Code of Ethical Principles and Standards of Professional Practice of the Association of Fundraising Professionals (AFP).
These include standards for the solicitation and use of charitable funds, guidelines for marketing and communications with donors, confidentiality, and management of privileged information, best practices for meeting obligations to stakeholders, and accounting practices that conform to the appropriate guidelines established by the American Institute of Certified Public Accountants (AICPA).
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Beyond these standards, UCB seeks to maintain a level of transparency, accountability, and trust in all stewardship functions, respecting the intentions of donors and recognizing them as key partners of the Urban College community. Additionally, a development plan for 2017-2022 has been drafted to outline key action steps and campaigns that will be undertaken to expand development efforts, increase and further diversify revenue streams, sustain college operations and grow new programs by increasing revenue. This revenue growth will be driven by acquiring new or larger major gifts, appealing to national and local foundations new to UCB, submitting more applications to large multi-year federal sources, and implementing fundraising activities such as direct appeals, special events, and the use of social media.
In response to the CIHE evaluation team report in 2014, UCB hired a Director of Special Projects (DSP) as a full-time staff member in March of 2016; this person is responsible for Institutional Review Board (IRB) compliance as applicable along with the oversight of fundraising and development campaigns. This individual reports directly to the DAF to ensure both the mission appropriateness and maximization of opportunities on all fronts for the College.
As a private, nonprofit college, UCB relies on its development efforts to secure grants and gifts to assist students with the cost of tuition.
The UCB 2014 - 2019 Strategic Plan calls for annual increases from each of these sources of income. The intention for the future is to enhance the number of gifts received, explore federal grant opportunities allocated for minority serving institutions, increase the number of public and private proposals submitted, utilize grant writing consultant services, and involve appropriate staff members in the fundraising process.
Prior to 2012, the ability of UCB to secure foundation and other grants had deteriorated significantly due to the College’s financial situation and leadership turnover. Thanks to strong enrollment growth and effective institutional leadership in the ensuing years, UCB now enjoys greater prospects for successful relationships with donors, funders, and grantors. The fundraising and development arm is, at present, one of four (4) major streams of revenue for UCB. Specifically:
Fundraising/Development - Based on an All Funds approach: contributions from foundations, trusts, corporations, and individual major donors.
Federal and State Grants - For example, DOE / Minority Serving Institutions; state and city sources such as the Massachusetts Executive Office of Labor and Workforce Development, Community Development Block Grants (CDBG), and Community Service Block Grants (CSBG).
Tuition – from students, whether through Pell grant funding or out-of-pocket payments.
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Collaborations - with local school districts such as the Boston and Brockton Public Schools; with Children’s Services of Roxbury; Boston Chinatown Neighborhood Center; the Commonwealth Corporation; the Home for Little Wanderers; the Gandara Center; ABCD Head Start; and The Base.
It is a consistent goal of The Board of Trustees, administration to identify funding, and partnership opportunities that both support and drive the mission of the College, while keeping services full and costs low for students. The attached chart (please see Attachment M) illustrates the College’s revitalization and fiscal turnaround since the challenging days of 2012. The plateauing of tuition and fees between 2015 and 2016 seems to indicate that the UCB move – promoting the opportunity for improved resources and expanded program offerings – could not have come at a better time.
Since 2012, the College’s fundraising and development efforts have raised $1,796,514. During the latest fiscal year alone (FY ending 2016), the total raised from fundraising and development efforts was $534,502, a 347% increase from 2012’s tally of $119,351.
CIHE ASSESSMENT (2014): “UCB has taken a particularly comprehensive approach to ensuring that students use information resources and information technology. Research projects are embedded in courses across the curriculum, culminating in College Writing II, and support for information literacy instruction is provided at workshops for students in the Learning Resource Center by the librarian, as well as at professional development forums for the faculty. The Boston Public Library provides both hard and electronic resources to students. Most recently, UCB has joined the GALE Virtual reference Library and is therefore able to provide a full suite of full-text databases. An Information Resource Handbook provides a comprehensive overview of resources, instructions for accessing them, and research guidance.” All students who attend one of the new student orientations, held each semester, receive a brief introduction to the College’s information resources, and are made aware of upcoming library workshops and other services. Additionally, the College holds regularly scheduled workshops each semester in the Learning Resource Center (LRC) to familiarize students with the College’s resources, which include the following:
Onsite print selections - The LRC contains a small selection of print materials related to the curriculum.
Gale Databases - With assistance of the Massachusetts Board of Library Commissioners, the significant membership with the Massachusetts Library System (MLS), and with state
69
and federal funds, UCB offers a full suite of databases covering virtually all subject areas and academic disciplines, as well as an extensive collection of ebooks, reference materials, encyclopedias, journals, newspapers, and other resources. The site can be accessed at any time from any computer or mobile device at: http://galesites.com/menu/mlin_b_urbancb.
Emerson College - Through an interlibrary loan agreement (please see Attachment N), UCB students have access to the book collections of neighboring Emerson College’s Iwasaki Library. From UCB’s above mentioned e-resources page, students and faculty can search Emerson College’s collection, and fill out an online form to complete their interlibrary loan requests.
Boston Public Library - With a collection of over twenty-three million items, the Boston Public Library (BPL) is the largest municipal library system in the United States. Their vast collection serves as a remarkably rich resource for UCB students, who with their personal library card (obtainable online), also have access to BPL's comprehensive databases for research and knowledge on any and every topic. Visits to the library are parts of many classes. Students have access to BPL through its central location, as well as its twenty-four (24) neighborhood branches.
NOTE: It has been officially announced that Boston Public Library will add a Chinatown branch in the same building where the new UCB campus will be located. This development will offer UCB students a convenient, new source to supplement their information needs, and potentially provide the College with abundant partnership opportunities. One of the goals of the 2005 Strategic Plan was to develop a virtual library for the students of UCB. With updated electronic resources, the partnership with Emerson College and the addition of the Director of Library and Information Resources, UCB has achieved this goal. The College has continued to improve its capacity in providing information literacy resources and instruction. The Director of Library and Information Resources offers training and outreach to faculty through workshops and one-on-one meetings and provides instruction to students through class presentations, informal outreach, and customized tutorials. The College now has a comprehensive Information Resources Handbook, which is available to all students (please see Attachment O). The director holds public research workshops three times annually and more often at the request of faculty members. UCB evaluates the use of information resources through statistics documented by the Gale database. In addition, the Director of Library and Information Resources tracks the number of class presentations and one-on-one meetings provided in a semester.
In 2015-16, there were 9,537 “hits” on the UCB Gale database page. For this same reporting period, there were 107 attendees at library workshops.
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UCB outsources all its technology concerns including internet access, email management, service and support, equipment, and infrastructure to an outside vendor. Currently, that vendor is ABCD, Inc. Once in-place at the new campus, the College will transfer its information technology support to a national IT services provider.
The College will seek the same policies and the same disaster planning and recovery with its new information technology vendor as it has enjoyed with ABCD, Inc. UCB will ensure that all support details are identified and enumerated in the new vendor contract.
In addition, the College will work with the new vendor to script appropriate policies regarding system back-ups, student access, and student data management and retrieval.
Upon moving into the new location, students, faculty, and staff will be provided with significantly improved technology in state-of-the-art classrooms, labs, and offices. The College has enhanced its access to web-based communication and conferencing, and has improved the gathering and use of data for several purposes, which include statistical and qualitative information on students, faculty, and the institution overall. Over the past few years, the faculty and students of the College have made great strides in the incorporation and utilization of computer technology. Appropriate access to Sonisweb is granted to faculty members. An increased number of portable laptops and projectors are available for classroom presentations.
Within the recent past, many technology upgrades have occurred on campus: printers; LRC computers; photocopiers to accommodate scanning and direct printing capabilities. Further, a significant investment has been made to enhance the capabilities of Sonisweb.
Moving forward to the new campus location in 2017, UCB will house a more robust and updated cadre of technological resources including triple the computers available to students. Also onsite will be a language lab and well-equipped classrooms to advance instructional abilities of UCB faculty and learning outcomes for UCB students.
Every year, the College addresses the needs for updating technological and information resources. Those items are included in the annual budget. Each department identifies its needs and those requests are considered in the final budget.
This was the process considered for the new campus, as well. Departments were invited to identify their wish lists and needs for the new site; those items were factored into the budget to the degree possible.
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The College completed an exhaustive evaluation of the impact its proposed move would have on its program goals and financial resources. UCB determined that moving to the China Trade Center was the ideal opportunity both for advancing its programs and for maximizing its potential for growth. This new facility will increase UCB’s visibility and branding. Attracting new students will be facilitated by the new address itself, but also because of an expanded day session offering more courses and programs. Because of these changes, the College will be able to broaden its donor reach.
Projection The College’s impending 2017 move significantly impacts all resources as herein identified: human, financial, information, physical, and technological. Regardless of this migration, however, various efforts that were ongoing prior to the decision to create a new campus are also highlighted in this section. When it comes to the utilization of its finances and the further development both of revenue streams and donor investment, UCB will be working steadfastly in these areas. Specifically:
The College will seek ways to further diversify sources of revenue and funding, particularly by being strategic in utilizing existing staff with development expertise and by following its development plan. This plan was created intentionally toward improving and increasing development efforts and expanding sources for solicitation, such as individual giving, planned giving, multi-year pledging, and fundraising implementation activities utilizing annual campaigns and social media;
UCB will strategize ways to develop an Endowment Fund;
UCB will operate with a balanced budget;
Consistent with the mission, the College will offer tuition and fees at the most affordable rates possible;
UCB will grow the number of individual prospects identified through wealth screenings and increased giving;
The institution will showcase its work to academics, local media, government officials, and corporations;
The College will work with the trustees to enhance their roles in cultivating additional trustees and future leadership donors;
As part of its upcoming 2017 move, UCB is selling naming rights to rooms on its new campus. This will enhance the image of the College and provide additional opportunities to increase student enrollment through branding, identity, increased academic and career
72
focused programs, and the day program expansion, all of which will lead to growth in overall profitability. UCB has concluded that its move will cost approximately $69,000.00 more per year than the expenses associated with its current location. The College also projects increased programming opportunities and significant donor appeal, given the new location. In considering a new location, UCB researched the surrounding area and determined that there will be significant rental income opportunities at the China Trade Center. These prospects are in the form of classroom space; demand is strong during the daytime and any unused UCB classrooms will be appealing to outside organizations hungry for premium downtown space. Such demand is robust during the summer months; a number of language and other educational institutions that are in need of classroom space to accommodate foreign students have already expressed interest in renting starting next summer. UCB estimates that it could rent two (2) classrooms year-round and an additional two (2) during the months of June, July, and August. Based on current market rates, the College projects that the annual revenue from classroom rentals will offset the $69,000.00 increase previously identified. Regarding the use and development of its library services and student learning resources, UCB will continue its focus on maximization of resources and developing effective, meaningful partnerships.
UCB will continue its relationships and expand its partnerships with the Massachusetts Library System and Emerson College. As previously noted and as reported by the Boston Globe on January 23, 2017, there will be a branch of the Boston Public Library located in the same building UCB will be occupying.
Additionally, UCB is constantly considering new program opportunities, particularly those that speak to the College’s mission, increase UCB’s reach and revenue potential, and help the College keep its costs at a minimum to students.
Programming that will especially attract graduating students from local high schools is currently in development.
In support of its commitment to an economically disadvantaged student body, UCB has intentionally not raised its tuition in half a decade, and has never raised its student fees since their 1995 inception (one-time admissions fee = $10; registration fee = $10 per semester; transcript fee = free for the first and $2.00 for each subsequent). Additionally, UCB does not offer student loans as part of its Financial Aid program, as it is a UCB goal that its students graduate with no debt.
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By employing proper fiscal management protocols, UCB maximizes its resources and is well positioned to provide continuing services to the students and communities it serves.
For the first time in its history, UCB received a federal work-study award and began its operations in the fall of 2015. During the first academic year of the program, the College offered twelve (12) students employment that paid a total of $30,000. This year’s allotment was increased to $47,000. There are many benefits to this program. Students earn money, learn new skills, and become fully engaged with the faculty, staff, and leadership of UCB. Positions for students are available both on-campus and with partnering human service organizations and early childhood centers. From UCB’s perspective, these students have become a critical part of the central operations. The new campus will assist the College in effectively addressing its growth, expanding its degree and certificate offerings. By working in these directions, UCB will stay true to its mission and meet its 2014 - 2019 Strategic Plan goals, while greatly improving the infrastructure upon which its instruction so intimately depends.
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Urban College of Boston Statement of Activities Forecast FY14 FY18
FY 13
Income Grants and Gifts Government Total Grants, Gifts & Government
Draft Audit ($) 335,955
FY14 Forecast
Inc ($) 91,450
Budget ($) 427,405
FY15 Forecast
Inc ($) 75,000
Budget ($) 502,405
FY16 Forecast
Inc ($) 75,000
Budget ($) 577,405
FY17 Forecast
Inc ($) 75,000
Budget ($) 652,405
FY18 Forecast
Inc ($)
Budget ($)
75,000
727,405
226,572
225,655
225,655
225,655
225,655
225,655
562,527
653,060
728,060
803,060
878,060
953,060
Tuition and fees
2,112,083
444,917
2,557,000
153,420
2,710,420
162,625
2,873,045
172,383
3,045,428
182,726
3,228,154
Institutional Scholarships/Vouchers
(385,299)
(28,452)
(413,751)
(24,825)
(438,576)
(26,315)
(464,891)
(27,893)
(492,784)
(29,567)
(522,351)
2,315,709
507,915
2,796,309
203,595
2,999,904
211,311
3,211,515
219,489
3,430,704
228,159
3,658,862
Staff Salary
750,658
213,449
964,107
118,411
1,082,518
108,252
1,190,769
119,077
1,309,846
130,985
1,440,831
Adjunct Faculty
446,423
96,264
542,687
32,561
575,248
34,515
609,763
36,586
646,349
38,781
685,130
Fringe Benefits
244,265
69,456
313,721
18,823
332,544
19,953
352,497
21,150
373,647
22,419
396,066
1,441,346
379,169
1,820,515
169,795
1,990,310
162,719
2,153,029
176,813
2,329,842
192,184
2,522,026
144,976
27,795
172,771
Net Assets Released From
26,398
Restrictions
Total Revenues
Expenses
Total Salary & Fringe Rent
172,771
172,771
172,771
172,771
Insurance
21,448
3,569
25,017
751
25,768
773
26,541
796
27,337
820
28,157
Professional Fees
75,113
49,887
125,000
5,000
130,000
5,200
135,200
5,408
140,608
5,624
146,232
456,703
6,703
450,000
13,500
463,500
13,905
477,405
14,322
491,727
14,752
506,479
553,264
219,524
772,788
19,251
792,039
19,878
811,917
20,526
832,443
21,196
853,639
2,139,586
453,717
2,593,303
189,046
2,782,349
182,597
2,964,946
197,339
3,162,285
213,381
3,375,666
176,123
26,883
203,006
14,549
217,555
28,713
246,269
22,150
268,419
14,778
283,197
Other Expenses Total Non- Personnel Costs
Total Expenses
Net Income (Loss)
75
AUDITED FINANCIAL FINDINGS – FY 2012 - 2016 Revenue
Audited
Audited
Audited
Audited
Audited
2012
2013
2014
2015
2016
Tuition and Fees
$1,628,221
$2,112,083
$2,432,303
$2,836,601
$2,972,616
Less Scholarships and Grants
($177,597)
($385,299)
($365,842)
($422,565)
($493,750)
Net Tuition and Fees
$1,450,624
$1,726,784
$2,066,461
$2,414,036
$2,478,866
Government Grants
$465,223
$331,300
$225,655
$225,655
$260,548
Contributions
$119,351
$236,971
$395,591
$629,450
$534,502
Other Revenues
$12,227
$19,256
$0
$0
$2,251
Net Assets Released From Restrictions
$21,954
$26,398
$0
$0
$2,069,379
$2,340,709
$2,687,707
$3,269,141
$3,276,167
$1,000,406
$1,106,416
$1,304,476
$1,679,645
$1,671,189
Academic Support
$719,918
$556,061
$615,319
$790,686
$793,957
Institutional Support
$574,619
$477,109
$541,481
$697,211
$698,682
Total Expenses
$2,294,943
$2,139,586
$2,461,276
$3,167,542
$3,175,828
Total Operating Income (Loss)
(225,564)
$294,515
$226,431
$101,599
$75,339
Forgiveness of Debt
$0
$672,169
$0
$0
$0
Net Asset Reclassification
$0
$131,058
$0
$0
$0
Total Nonoperating
$0
$803,227
$0
$0
$0
Total Operating Activities Expenses Instructional
Nonoperating Income
76
Income
Increase (Decrease) in Unrestricted Net Assets
(225,564)
$1,004,350
$0
$0
$0
Increase (Decrease) in Net Total Assets (Deficit)
(242,708)
$966,684
$226,431
$101,599
$75,339
Net assets (Deficit), Beginning of Year
(217,569)
(460,277)
$506,407
$732,838
$834,437
Net Assets End of Year
($460,277
$506,407
$732,838
$834,437
$909,776
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Standard 7: Institutional Resources (Headcount of Employees by Occupational Category) For each of the occupational categories below, enter the data reported on the IPEDS Human Resources Survey (Parts B and D1) for each of the years listed. If your institution does not submit IPEDS, visit this link for information about how to complete this form: https://surveys.nces.ed.gov/IPEDS/Downloads/Forms/package_1_43.pdf 3 Years Prior (FY 2014 ) FT PT Total
2 Years Prior (FY 2015 ) FT PT Total
1 Year Prior (FY 2016 ) FT PT Total
Current Year (FY 2017 ) FT PT Total
Instructional Staff Research Staff Public Service Staff Librarians Library Technicians Archivists, Curators, Museum staff
2
Student and Academic Affairs Management Occupations Business and Financial Operations
5 1
5
10 1
5 1
5
10 1
2 5
6
8 5
2 5
6
8 5
3
1
4
3
3
6
3
2
5
3
2
5
52
1
2
55
1
0
Computer, Engineering and Science Community, Social Service, Legal, Arts, Design, Entertainment, Sports, and Media Healthcare Practitioners and Technical Service Occupations Sales and Related Occupations Office and Administrative Support Natural Resources, Construction, Maintenance Production, Transportation, Material Moving Total
54 0 0 0 1
59
Please enter any explanatory notes in the box below
2
83
1
0
85 0 0 0 1
2
83
1
0
85 0 0 0 1 0
0
0
0
0
0
0
0
0
0 0
0 0
0 0
0 0
0
0
0
0
0
11
57 0 0 0 1
2
2
3
3
3
3
0
0
0
0
0
0
0
0
70
13
64
77
12
95
107
15
92
107
Standard 7: Institutional Resources (Statement of Financial Position/Statement of Net Assets) Fiscal Year ends - month & day: (
/ )
2 Years Prior (FY 2 015 )
1 Year Prior (FY 2016 )
Percent Change 2 yrs-1 yr prior 1 yrmost recent
Most Recent Year 2017
ASSETS (in 000s) ?
Cash and Short Term Investments
?
Cash held by State Treasurer
-
-
?
Deposits held by State Treasurer
-
-
?
Accounts Receivable, Net
$421,912
$524,994
$495,000
24.4%
-5.7%
?
Contributions Receivable, Net
$278,047
$284,905
$300,000
2.5%
5.3%
?
Inventory and Prepaid Expenses
$4,856
$15,900
$10,000
227.4%
-37.1%
?
Long-Term Investments
-
-
?
Loans to Students
-
-
?
Funds held under bond agreement
-
-
?
Property, plants, and equipment, net
?
Other Assets Total Assets
$360,628
$243,496
$50,000
$275,000
$200,000
-32.5%
12.9%
-
300.0%
-
-
$1,065,443
$1,119,295
$1,280,000
5.1%
14.4%
LIABILITIES (in 000s) ?
Accounts payable and accrued liabilities
$32,800
$27,695
$30,000
-15.6%
8.3%
?
Deferred revenue & refundable advances
$33,000
$31,114
$34,000
-5.7%
9.3%
?
Due to state
?
Due to affiliates
?
Annuity and life income obligations
-
-
?
Amounts held on behalf of others
-
-
?
Long-term investments
-
-
?
Refundable government advances
-
-
?
Other long-term liabilities
-
-
Total Liabilities
$165,206
$150,710
$175,000
-8.8%
16.1%
$231,006
$209,519
$239,000
-9.3%
14.1%
$556,390
$624,871
$825,000
12.3%
32.0%
NET ASSETS (in 000s) Unrestricted net assets Institutional ?
Foundation Total
-
-
$556,390
$624,871
$825,000
12.3%
32.0%
$278,047
$284,905
$160,000
2.5%
-43.8%
Temporarily restricted net assets Institutional ?
Foundation
-
-
Total
$278,047
$284,905
$160,000
2.5%
-43.8%
Permanently restricted net assets
?
Institutional
-
-
Foundation
-
-
$0 -
-
Total ?
Total Net Assets TOTAL LIABILITIES and NET ASSETS
Please enter any explanatory notes in the box below
$0
$0
$834,437
$909,776
$985,000
9.0%
8.3%
$1,065,443
$1,119,295
$1,224,000
5.1%
9.4%
Standard 7: Institutional Resources (Statement of Revenues and Expenses)
Fiscal Year ends - month& day: (
/ )
3 Years Prior (FY2014 )
2 Years Prior (FY2015 )
Most Recently Completed Year (FY 2016 )
Current Year (FY 2017 )
Next Year Forward (FY 2018 )
OPERATING REVENUES (in 000s) ?
Tuition and fees
?
Room and board
?
$2,066,461
$2,414,036
$2,478,866
$2,476,437
$2,575,000
$2,066,461
$2,414,036
$2,478,866
$2,476,437
$2,575,000
Less: Financial aid Net student fees
?
Government grants and contracts
$225,655
$225,655
$260,548
$225,655
$225,655
?
Private gifts, grants and contracts
$395,591
$629,450
$511,753
$523,409
$650,000
?
Other auxiliary enterprises
$2,687,707
$3,269,141
$3,251,167
$1,304,476
$1,328,131
$1,453,040
$1,463,000
$1,490,000
$615,319
$711,730
$473,376
$478,000
$495,000
$213,486
$273,418
$275,000
$283,000
$541,481
$914,195
$975,994
$979,218
$999,000
$2,461,276
$3,167,542
$3,175,828
$226,431
$101,599
$75,339
Endowment income used in operations ?
Other revenue (specify): Other revenue (specify): Net assets released from restrictions Total Operating Revenues
$3,225,501 $3,450,655
OPERATING EXPENSES (in 000s) ?
Instruction
?
Research
?
Public Service
?
Academic Support
?
Student Services
?
Institutional Support Fundraising and alumni relations
?
Operation, maintenance of plant (if not allocated)
?
Scholarships and fellowships (cash refunded by public institution)
?
Auxiliary enterprises
?
Depreciation (if not allocated)
?
Other expenses (specify): Other expenses (specify): Total operating expenditures Change in net assets from operations
$3,195,218 $3,267,000 $30,283
$183,655
NON OPERATING REVENUES (in 000s) ?
State appropriations (net)
?
Investment return
?
Interest expense (public institutions) Gifts, bequests and contributions not used in operations
?
Other (specify):
$34,000 -$112,410
Other (specify): Other (specify): Net non-operating revenues Income before other revenues, expenses, gains, or losses ?
Capital appropriations (public institutions)
?
Other (specify): TOTAL INCREASE/DECREASE IN NET ASSETS
-$78,410
$0
$0
$0
$0
$148,021
$101,599
$75,339
$30,283
$183,655
$148,021
$101,599
$75,339
$30,283
$183,655
Standard 7: Institutional Resources (Statement of Debt)
FISCAL YEAR ENDS month & day (
/)
3 Years Prior (FY 2014 )
2 Years Prior (FY 2015 )
Most Recently Completed Year (FY 2016 )
Current Year (FY 2017 )
Next Year Forward (FY 2018 )
Debt Beginning balance Additions ?
Reductions Ending balance
$0
$0
$0
$0
Interest paid during fiscal year Current Portion Bond Rating Debt Covenants: (1) Describe interest rate, schedule, and structure of payments; and (2) indicate whether the debt covenants are being met.
Line(s) of Credit: List the institutions line(s) of credit and their uses.
Future borrowing plans (please describe)
Please enter any explanatory notes in the box below
$0
Standard 7: Institutional Resources (Supplemental Data)
FISCAL YEAR ENDS month & day (
/)
3 Years Prior (FY 2014 )
2 Years Prior (FY 2015 )
Most Recently Completed Year (FY 2016 )
Current Year (FY 2017 )
Next Year Forward (FY 2018 )
NET ASSETS Net assets beginning of year Total increase/decrease in net assets Net assets end of year
$506,407
$732,838
$834,437
$909,776
$940,059
$226,431
$101,599
$75,339
$30,283
$183,655
$732,838
$834,437
$909,776
$940,059
$1,123,714
$0
$0
$0
$0
$0
3.0
2.2
2.8
2.8
FINANCIAL AID Source of funds Unrestricted institutional Federal, state and private grants Restricted funds Total % Discount of tuition and fees ?
?
% Unrestricted discount
FEDERAL FINANCIAL RESPONSIBILITY COMPOSITE SCORE
Please indicate your institution's endowment spending policy: The college does not have an endowment.
Please enter any explanatory notes in the box below
Standard 7: Institutional Resources (Information Resources) 3 Years Prior
2 Years Prior
Most Recently Completed Year
Current Year
Next Year Forward (goal)
(FY 2014)
(FY 2015)
(FY 2016)
(FY 2017)
(FY 2018)
Total Expenditures Materials Salaries & wages (permanent staff) Salaries & wages (student employees) Other operating expenses
$0 $15,000 $0 $0
$0 $15,000 $0 $0
$0 $15,000 $0 $0
$0 $15,000 $0 $0
$0 $15,000 $0 $0
Expenditures/FTE student Materials Salaries & wages (permanent staff) Salaries & wages (student employees) Other operating expenses
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
0% 0% 1
0% 0% 1
0% 0% 1
0% 0% 1
0% 0% 1
1 N/A 0 N/A
1 N/A 0 N/A
1 N/A 0 N/A
1 N/A 0 N/A
1 N/A 0 N/A
12
12
12
12
12
N/A
N/A
N/A
N/A
N/A
Collections Percent available physically Percent available electronically Number of digital repositories Personnel (FTE) Librarians - main campus Librarians - branch /other locations Other library personnel - main campus Other library personnel - branch/other locations ?
?
Availability/attendance Hours of operation/week main campus Hours of operation/week branch/other locations Consortia/Partnerships Boston Public Library Consortium Emerson College Library
URL of most recent library annual report: Please enter any explanatory notes in the box below
See Form 4.5 for data about Information Literacy
Standard 7: Institutional Resources (Technological Resources) ?
?
Course management system
3 Years Prior
2 Years Prior
Most Recently Complete d Year
Current Year
Next Year Forward (goal)
(FY 2014)
(FY 2015)
(FY 2016)
(FY 2017)
(FY 2018)
150Mbps
150Mbps
150Mbps
150Mbps
150Mbps
N/A N/A 150Mbps
N/A N/A 150Mbps
N/A N/A 150Mbps
N/A N/A 150Mbps
N/A N/A 150Mbps
N/A
Number of classes using the system
? ? ?
Bandwidth On-campus network Off-campus access commodity internet (Mbps) high-performance networks (Mbps) Wireless protocol(s) Typical classroom technology Main campus Branch/other locations
Outsource All IT Services to ABCD IT Services N/A
Software systems and versions Students Finances Human Resources Advancement Library Website Management Portfolio Management Interactive Video Conferencing Digital Object Management
Website locations of technology policies/plans Integrity and security of data Privacy of individuals Appropriate use Disaster and recovery plan Technology replacement
Please enter any explanatory notes in the box below
All Software systems and versions outsourced to ABCD IT Services
http: //www.bostonabcd.org/technical http://www.bostonabcd.org/technical http://www.bostonabcd.org/technical http://www.bostonabcd.org/technical http://www.bostonabcd.org/technical
Standard 7: Institutional Resources (Physical Resources) Serviceable Buildings
Campus location Main campus Other U.S. locations International locations
3
Revenue ($000) Capital appropriations (public institutions) Operating budget Gifts and grants Debt Total Expenditures ($000) New Construction Renovations, maintenance and equipment Technology Total Main campus 10,000 1,000 2,000 1,000 0 0 0 0 0
Assignable square feet (000) Classroom Laboratory Office Study Special General Support Residential Other
Major new buildings, past 10 years (add rows as needed) Building name 0
Assignable Square Feet (000)
Purpose(s) 0
12,500
3 Years Prior
2 Years Prior
1 Year Prior
Current Year
(FY 2014)
(FY 2015)
(FY 2016)
(FY 2017)
Next Year Forward (goal) (FY 2018)
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
Offcampus 0 0 0 0 0 0 0 0
Total 10,000 1,000 2,000 1,000 0 0 0 0 0
Assignable Square Feet (000) 0.00
Cost (000) $0
Year 0
Assignable Square Feet 0.00
Cost (000) $0
Year 0
New buildings, planned for next 5 years (add rows as needed) Building name 0
Purpose(s) 0
Major Renovations, past 10 years (add rows as needed)
The list below includes renovations costing Building name 0
$XXX
or more
Purpose(s) 0
Renovations planned for next 5 years (add rows as needed) The list below includes renovations costing $XXX Building name 0 Please enter any explanatory notes in the box below
Purpose(s) 0
Assignable Square Feet 0.00
Cost (000) $0
Year 0
Assignable Square Feet 0.00
Cost (000) $0
Year 0
or more
STANDARD EIGHT: EDUCATIONAL EFFECTIVENESS
The institution demonstrates its effectiveness by ensuring satisfactory levels of student achievement on mission-appropriate student outcomes. Based on verifiable information, the institution understands what its students have gained as a result of their education and has useful evidence about the success of its recent graduates. This information is used for planning and improvement, resource allocation, and to inform the public about the institution. Student achievement is at a level appropriate for the degree awarded.
Narrative UCB students are a single student body comprised of degree candidates and certificate candidates in each discipline. Modality is not currently a consideration for UCB. Location, however, is to be considered due to the UCB courses offered at outside locations (please see Standard 5 of this document). The same information and protocols are used for all students across the institution regardless of degree, major, or other considerations. Through its website, promotional materials, and orientation information, the institution clearly and consistently identifies what students are expected to gain from their UCB education and how those outcomes relate directly to the College’s mission. All certificates and degrees are clearly described and defined; further, the overarching goals of the College – from mission to vision to values – are always prominent. Both the Early Childhood Education and Human Services majors are based on accepted national standards and are identified as such in all relevant college materials, including on the UCB website:
http://www.urbancollege.edu/Data/Sites/1/documents/ece-goals.pdf http://www.urbancollege.edu/Data/Sites/1/documents/hs-goals.pdf http://www.urbancollege.edu/Data/Sites/1/documents/gs-goals.pdf
Appraisal Assessment of student learning is an ongoing challenge for UCB. Faculty development workshops have discussed this very issue and have identified the need for rubrics; authentic assessment; calibration of scoring; QPA (Quality Performance Assessment), which includes: Student Involvement; Multiple Ways of Knowing; Real World Applications; and Student SelfAssessment. Bi-annual faculty meetings provide a forum for the sharing of best practices and the distribution of new technologies, systems, and approaches to ensure that all faculty members include the most appropriate learning measurement vehicles for their classes.
Faculty are encouraged to do an in-class assignment during the first class to assess students’ abilities to fulfill the requirements of the course, to assure proper placement in class, and to make referrals for support as needed.
Due to resource constraints, UCB tracking of student success has been limited to periodic surveys and those self-reports students share when they apply for transcripts or request letters of reference. The College is working toward systematizing its approach to this ongoing and valuable measurement and research concern. In support of this endeavor, the College has
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activated its account with the National Student Clearinghouse and, since the end of 2016, has full access to this data bank. The College is now able to track its students after separation and galvanize its alumni data to further measure its broad-based impact.
The VPAA reviewed all 1,541 certificate and degree recipients in UCB’s history, as they progressed from the Child Development Associate (CDA) credential to a UCB certificate to the UCB Associate of Arts degree and beyond. Considering both UCB official student records and alumni self-reporting and anecdote, the results of this analysis are:
21 went from CDA to certificate; 110 went from CDA to certificate to A.A.; 105 went from CDA to A.A.; 528 students went from certificate to A.A.; 131 received certificates only; 219 received A.A.s only; 256 went on to Bachelor’s Degree programs; 41 received Master’s Degrees; 2 received JD’s and another is in a JD program; 1 is in a PhD program
NOTE: The CDA is a 12-credit, nationally recognized credential that is considered the first step in early education certifications. It measures competence of an early educator through documentation, observation, and examination. UCB has traditionally developed mechanisms to gauge student success and to modify existing – or develop new – programs of study to address any identified gaps. One such mechanism arose with the introduction of a new license by the Association of Social Work Boards and the Commonwealth of Massachusetts for licensed social worker associates (LSWA) (please also refer to Standard 2 of this document).
This demonstrates both UCB’s interest in assessing student preparedness and its willingness to creatively address gaps in its own curricula. Further, the College possesses both the organizational and academic capacity to craft solutions to those self-identified shortcomings. The changes are seen by all as critical to career preparedness.
In another instance, UCB students expressed a desire for there to be a public school K-12 paraprofessional program offered through the College. The paraprofessional career path was appealing, in that this group would generally receive a higher rate of pay or better benefits than early educators in other systems, and the working hours would dovetail more closely with their children’s school schedules. It can also create a career pathway to becoming a public school teacher.
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This led to a collaboration with Boston Public Schools and the development of both a certificate and a degree in Paraprofessional Education. UCB faculty members who are, or were, public school teachers, designed the content. Student success is the key outcome of importance at UCB. The concept of “student success” has multiple definitions and can be defined by students, faculty, administration and others in a variety of ways such as job placement, graduation rates, certification, college admission or transfer, self-esteem building, self-confidence. UCB’s definition of success and effectiveness differs from many colleges. For instance, if a student wants to become “teacher qualified” by the DEEC, their first step is to take the course Child Growth and Development.
Over the past four years, 1,498 UCB students have completed this first step. This means that 550 English speakers, 151 Chinese speakers, and 797 Spanish speakers have earned the credential that gives them access to the early childhood education work force.
This step is followed by the “Lead Teacher” designation.
During the past four years, 666 students attained this level of certification. Of this group, 172 were English speakers, 76 were Chinese, and 418 spoke Spanish.
At a higher level, there are standards for Director I and Director II for which students must complete the “Lead Teacher” courses along with additional coursework.
123 students have achieved Director I (82 English speakers, 9 Chinese, and 32 Spanish). An additional 32 (15 English speakers and 17 Spanish) have attained Director II. This level is often attained by those with a bachelor’s degree.
Another credential that UCB provides is the Child Development Associate (CDA). This nationally recognized credential is viewed as the “first best step into early childhood education”. In the years from 2012-2016, 107 students earned their CDA in English. A further nine (9) students earned their CDAs in Chinese, the first cohort in the country to do so. Each step or credential usually produces a raise in pay. For some UCB students, this coursework enhances their ratings as family childcare providers.
UCB considers a student who comes to the College to take a course in child development in order to get a job as an assistant in an early childhood education classroom and then does so to be a success.
For students of the College, success is grander than a mere job; by participating in the college process, UCB students demonstrate to their own children that education provides
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a distinct and tangible value. In that way, UCB students are successes on a larger scale, a generational one, where their behavior is a direct influence on others. Should that same student stay at UCB and complete a certificate, the success becomes even greater due to the new opportunities that will open because of that dedication. If an A.A. degree is attained, that student’s power of choice grows ever stronger, and so on. A specific effort was made to analyze the student retention based on their progression through UCB’s English language course ladder. That sequenced ladder includes the following courses:
ENG096 – Transition to English ENG097 – Reading & Writing Skills I ENG100 – Reading & Writing Skills II ENG101 – Introduction to Academic Writing ENG111 – College Writing I ENG112 – College Writing II
(NOTE: in order to receive the Certificate in Early Childhood Education, students must successfully complete ENG111. In order to receive the A.A. Degree, students must successfully complete ENG112).
The 133 students who took the lowest-level English class [ENG096 (Transition to English)] during the 2013-14 year were analyzed to ascertain how far they have progressed with the various English courses offered by UCB. Those results are listed below.
Of the 133 students considered, 100 went on to higher levels of English:
23 completed ENG097 and no further 12 completed ENG100 and no further 5 completed ENG101 and no further 16 completed ENG111 and, subsequently, the certificate program 35 completed ENG112 and, subsequently, their A.A. Degree 8 are currently enrolled in an English course 1 is deceased
UCB listens consistently to the needs and wants of its student partners and is always developing ways to not only meet those goals, but to show its students that education is power and the greatest single investment they can make (please see Standard 9 of this document].
In that very vein, it was the desire articulated by UCB students to have access to careers that pay more than early childhood education, which brought about the K-12 paraprofessional track newly implemented at the institution.
Projection As the institution has been able to develop and fund a Data Manager position, the formalization of an alumni-tracking process will be a key 2017 goal.
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Alumni tracking will begin with current graduates; creating history for those who have already passed through UCB will be a more laborious process, but one which will be undertaken. Another area for alumni follow-up will be to see how many UCB students have had job changes, promotions, and/or raises because of completing course work. Moving forward, each student in the graduating class will be required to complete an exit poll as part of the commencement process.
More research needs to be formalized to track such issues as stop-outs; the effects of monitoring Satisfactory Academic Progress and attendance; the acquisition of English proficiency; and the impact of tutoring and support services.
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Standard 8: Educational Effectiveness (Undergraduate Retention and Graduation Rates) Student Success Measures/ Prior Performance and Goals
3 Years Prior
2 Years Prior
1 Year Prior
Current Year
Next Year Forward (goal)
(Fall 2014)
(Fall 2015)
(Fall 2016)
(Fall 2017)
(Fall 2018)
IPEDS Retention Data
?
Associate degree students Bachelors degree students IPEDS Graduation Data (150% of time) Associate degree students Bachelors degree students IPEDS Outcomes Measures Data
?
First-time, full time students Awarded a degree within six years Awarded a degree within eight years Not awarded within eight years but still enrolled First-time, part-time students Awarded a degree within six years Awarded a degree within eight years Not awarded within eight years but still enrolled Non-first-time, full-time students Awarded a degree within six years Awarded a degree within eight years Not awarded within eight years but still enrolled Non-first-time, part-time students Awarded a degree within six years Awarded a degree within eight years Not awarded within eight years but still enrolled Other Undergraduate Retention/Persistence Rates (Add definitions/methodology in #1 below)
?
56%
54%
62%
60%
65%
40%
67%
57%
0%
50%
(IPEDS Winter Collection 2017 Report. 2008 Cohort.) 0% 0% 0% 3% 5% 1% 100% 100% 0% 65% 76% 12%
1 2 3 4
5 Other Undergraduate Graduation Rates (Add definitions/methodology in # 2 below)
? 1 2 3 4 5
Definition and Methodology Explanations 1 2
Note: complete this form for each distinct student body identified by the institution (See Standard 8.1)
Standard 8: Educational Effectiveness (Student Success and Progress Rates and Other Measures of Student Success) ? ?
Category of Student/Outcome Measure
Bachelor Cohort Entering 6 years ago 4 years ago
Associate Cohort Entering 6 years ago 4 years ago
First-time, Full-time Students N/A
Degree from original institution
N/A
83.3%
100.0%
16.7%
0.0%
Not graduated, still enrolled at original institution Degree from a different institution Transferred to a different institution Not graduated, never transferred, no longer enrolled ?
First-time, Part-time Students 10.8%
10.5%
Degree from original institution Not graduated, still enrolled at original institution Degree from a different institution Transferred to a different institution
89.5%
Not graduated, never transferred, no longer enrolled ?
89.2%
Non-first-time, Full-time Students Degree from original institution Not graduated, still enrolled at original institution Degree from a different institution Transferred to a different institution Not graduated, never transferred, no longer enrolled
?
Non-first-time, Part-time Students Degree from original institution Not graduated, still enrolled at original institution Degree from a different institution Transferred to a different institution Not graduated, never transferred, no longer enrolled Measures of Student Achievement and Success/Institutional Performance and Goals 3 Years Prior
2 Years Prior
1 Year Prior
Current Year
Next Year Forward (goal)
(Fall 2014)
(Fall 2015)
(Fall 2016)
(Fall 2017)
(Fall 2018)
Success of students pursuing higher degrees (add more rows as needed; add definitions/methodology in #1 below) 1 2 3 4 Other measures of student success and achievement, including success of graduates in pursuing mission-related paths (e.g., Peace Corps, public service, global citizenship, leadership, spiritual formation) and success of graduates in fields for which they were not explicitly prepared (add more rows as needed; add definitions/methodology in #2 below)
1 2 3
4 Definition and Methodology Explanations National Student Clearinghouse Student Tracker reports - as of December 2016: 1 A.A. Class of 2014: 11 out of 65 graduates enrolled in four-year colleges. A.A. Class of 2015: 14 out of 103 graduates enrolled in four-year colleges. 2
Standard 8: Educational Effectiveness (Licensure Passage and Job Placement Rates and Completion and Placement Rates for Short-Term Vocational Training Programs)
?
1 2 3 4 5 ?
1 2 3 4 5 ?
3-Years Prior (FY 2 ) State Licensure Examination Passage Rates # who took # who Name of exam exam passed
1 Year Prior (FY 2 )
Most Recent Year (FY 2 )
# who took exam
# who passed
# who took exam
# who passed
# who took exam
# who passed
# who passed
# who took exam
# who passed
# who took exam
# who passed
# who took exam
# who passed
# with jobs
# of grads
# with jobs
# of grads
# with jobs
# of grads
# with jobs
N/A
National Licensure Passage Rates # who took Name of exam exam N/A
Job Placement Rates Major/time period
1 2 3 4 5
2 Years Prior (FY 2 )
*
# of grads
N/A
* Check this box if the program reported is subject to "gainful employment" requirements. Web location of gainful employment report (if applicable)
Completion and Placement Rates for Short-Term Vocational Training Programs for which students are eligible for Federal Financial Aid
? 1 2 3 4 5 ? 1 2 3 4 5
Completion Rates N/A
Placement Rates N/A
Please enter any explanatory notes in the box below
3 Years Prior
2 Years Prior
1 Year Prior
Current Year
Next Year Forward (goal)
(FY 2 )
(FY2 )
(FY 2 )
(FY 2 )
(FY 2 )
Standard 8: Educational Effectiveness (Graduate Programs, Distance Education, Off-Campus Locations) Student Success Measures/ Prior Performance and Goals
?
?
?
Master's Programs (Add definitions/methodology in #1 below) Retention rates first-to-second year Graduation rates @ 150% time Average time to degree Other measures, specify:
Doctoral Programs (Add definitions/methodology in #2 below) Retention rates first-to-second year Graduation rates @ 150% time Average time to degree Other measures, specify:
First Professional Programs (Add definitions/methodology in #3 below) Retention rates first-to-second year Graduation rates @ 150% time Average time to degree Other measures, specify:
Distance Education (Add definitions/methodology in #4 below) Course completion rates Retention rates Graduation rates Other measures, specify:
Branch Campus and Instructional Locations (Add definitions/methodology in #5 below) Course completion rates Retention rates Graduation rates Other measures, specify:
Definition and Methodology Explanations 1 2 3 4 5
3 Years Prior
2 Years Prior
1 Year Prior
Current Year
Next Year Forward (goal)
(FY 2 )
(FY2 )
(FY 2 )
(FY 2 )
(FY 2 )
N/A
STANDARD NINE: INTEGRITY, TRANSPARENCY, AND PUBLIC DISCLOSURE
The institution subscribes to and advocates high ethical standards in the management of its affairs and in its dealings with students, prospective students, faculty, staff, its governing board, external agencies and organizations, and the general public. Through its policies and practices, the institution endeavors to exemplify the values it articulates in its mission and related statements. In presenting the institution to students, prospective students, and other members of the public, the institutional website provides information that is complete, accurate, timely, readily accessible, clear, and sufficient for intended audiences to make informed decisions about the institution.
Narrative UCB believes it employs high ethical standards in the management of its affairs and in its dealings with all stakeholders. Still, it is difficult to gauge the ethical veracity of one’s own practices, for if either the observer or the lens is itself compromised, everything that comes into view will also be questionable. That said, UCB aims to exemplify the values it articulates in its mission and does attempt to operate ethically in accordance with its mission to support students as they overcome economic, social, and language barriers in their pursuit of academic, personal or professional goals. UCB has made significant investments and developed policies and practices that demonstrate its commitment to that mission, as well as to the principles of integrity, transparency, and public disclosure. UCB expects its community to behave with integrity and to make ethically sound decisions at all levels. This is true for members of the Board, members of the leadership team, members of the administrative staff, members of the faculty, and members of the student body.
To help meet these expectations, the institutional leadership has established an atmosphere where issues of integrity can be openly considered, as in weekly meetings of the President, VPAA and deans where issues relevant to any aspect of the College are considered and brought forward for discussion and review.
Further, monthly staff meetings are held to inform all staff and seek input into policies, programs, and initiatives of the College. Inter-departmental meetings are held to conduct periodic policy assessment evaluating operational effectiveness, implementation procedures, and the accommodation of regulatory updates and modifications. For example, the College’s course withdrawal policy went through multiple iterations during the past year to ensure that it includes all layers of compliance from appropriate regulatory bodies.
At every Board of Trustees meeting, the President, the VPAA, and each of the deans give updates of their various programs. At the student level, issues of integrity are handled in a variety of ways and lead to the same place: the credo that cheating, plagiarism, falsification of data, and other breaches of academic ethics tear at the very fiber of the institution and will not be tolerated at UCB.
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Further, all syllabi contain an institutional mandate that breaching academic ethical standards is not allowed, is not tolerated, and could result in student dismissal from the institution. Additionally, individual instructors discuss issues of plagiarism and cheating in their classes. Institutional statements on plagiarism and cheating are included in both the
faculty and Student Handbooks (please see Attachments I and Q), course syllabi, are addressed at new student orientation, and by the Director of Library and Information Resources at all class presentations.
Appraisal UCB maintains its integrity and honors the needs of its student base by offering generous registration and admission procedures. Students of UCB are allowed to register for classes until the first class date; further, different course sections have staggered start dates throughout the semester to help accommodate various student schedules. As previously mentioned, the College has identified opportunities to operate courses through an expanded inventory of partner sites; by doing so, the College supports its mission by bringing its programs and services to prospective students where they are. Continuous efforts are made to accommodate the unique needs of students through an array of services and practices; in detail:
Early registration is offered each semester. Multi-lingual reminders are emailed and posted each semester regarding registration dates and class start dates;
Hands-on, multi-lingual academic advising is continuously available. Students must avail themselves of in-person advising in order to register for classes each semester, but are also encouraged to meet with an advisor at any time, not just at registration;
Advisors provide in-person, multilingual assistance with FAFSA applications, Massachusetts Department of Higher Education Office of Financial Assistance’s Early Educator Scholarship applications, UCB Institutional Aid requests, and Educator Provider Support (EPS) course registrations;
Registration periods and courses are held at convenient times during the day and evening hours, to accommodate the working schedules of the vast majority of students;
Most instructors sought are practitioners in their fields of expertise, thus bringing realworld experiences and consistently updated best practices knowledge to the classroom;
The College offers ‘institutional aid’ for those who meet the income guidelines for Pell grants but are otherwise ineligible (please see Standard 2 of this document), and will customize student payment plans.
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The student payment plans are internally managed, do not carry a fee, and are customized to students’ individual needs.
The Student Services department seeks out opportunities for student discounts, particularly in areas of community engagement and cultural exposure;
Tutoring is available free of charge every weekday and on Saturdays to all students for the duration of their time at UCB. Tutoring is available in most subject areas and can be delivered in English, Spanish, or Chinese;
UCB prides itself on the personalized approach it takes in assisting students with a variety of needs – from professional development to personal concerns and life challenges.
UCB has a long-standing commitment to treat all its internal and external constituencies with truthfulness, clarity, and fairness. Academic honesty is sacrosanct to the institution. The reverence applied to academic integrity begins with the board of the College and is recognized and honored at all levels. In support of this:
UCB acts with honesty and integrity in its dealings with CIHE and complies with that commission’s standards and policies. For example, UCB appropriately notified CIHE of its impending campus move; additionally, the College faithfully and completely submits all annual finance and enrollment data reports per the requirements stipulated by the commission.
Appropriate policies and procedures are in effect and periodically reviewed for matters including intellectual property rights, the avoidance of conflict of interest, privacy rights, and fairness in dealing with students, faculty, and staff;
The institution’s policies and procedures are equitably applied to all its students. Every student has the right to apply for institutional aid, for financial aid, and for any service the College offers. Rules regarding transfer of credits; process regarding grade appeals; FERPA rights; and the policies regarding course withdrawal are fully explained to students in the Student Handbook and are universally applied. Additionally, the Student Handbook is reviewed annually and was last updated in 2017. Further, a copy of the hazing policy is distributed to all students in either English, Spanish, or Chinese and is sent to their homes.
In the instance of student complaints, the College is truthful, clear, and fair in the availability of its student complaint policies and form, both of which are on the UCB website (http://www.urbancollege.edu/Data/Sites/1/complaint-policies/student-
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complaint-policy.pdf). Additionally, the Massachusetts Department of Higher Education student complaint policies and associated forms are linked on the UCB website. There has never been a formal complaint brought by a student to the College administration regarding a faculty member. UCB has put in place clear policies ensuring institutional integrity in a number of areas, including grievances brought by faculty, staff, and students. Specific information, publicized to all UCB audiences through the institution’s website, includes student complaint policy; student complaint form; student harassment policy; student harassment form (http://www.urbancollege.edu/Data/Sites/1/complaint-policies/student-complaintpolicy.pdf). As further indication of the College’s atmosphere of honesty and clarity, the majority of adjunct faculty members have a long-standing commitment to the institution; there is a low turnover rate among faculty members. The upcoming move of the College in 2017 has been discussed with all students by the administration. When the decision to move was first made, the President of UCB visited all buildings where classes were held on every day of class to announce the move to students. This afforded students the opportunity to ask questions and to receive information firsthand from the President. It also afforded the President the chance to hear any questions and concerns directly from UCB students. UCB, as an institution, is committed to the ongoing and free pursuit and dissemination of knowledge. The evidence of scholarly research is what drives the study and consideration of material in all institutional courses.
As in most institutions, faculty members are given wide latitude in determining teaching techniques and knowledge dissemination practices. This berth is limited only by required adherence to established learning outcomes.
UCB has an active, appropriate charter (please see Attachment S) bestowing it formal authority to grant all the degrees it awards. The College has the necessary operating authority for the jurisdictions in which it conducts activities and it operates within this authority. The institution observes the spirit as well as the letter of applicable legal requirements. Per a clear policy statement in its employee handbook, UCB follows non-discriminatory practices in student, faculty, and employee recruitment, admission, evaluation, disciplinary action, and advancement. The varied composition of the 2016 UCB community - through the gender, racial/ethnic, and linguistic breakdowns identified below - demonstrates vitally this reality in practice.
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% GENDER Female Male Other/Unknown
STUDENTS 94% 6% 0%
FACULTY 76% 24% 0%
STAFF 80% 20% 0%
% ETHNIC/RACE Black/African Am. White/Caucasian Hispanic/Latino Asian American
STUDENTS 17% 7% 65% 11%
FACULTY 22% 27% 42% 9%
STAFF 16% 36% 36% 12%
% PRIMARY LANGUAGE English Spanish Chinese
STUDENTS
FACULTY
STAFF
24% 65% 11%
49% 42% 9%
52% 36% 12%
NOTE: Many members of the student body, faculty, and staff are fluent or at least conversant in more than one language. The institution strives to make its programs and interactions with all invested parties respectful, honest, and transparent at all times. This is evidenced specifically by consumer disclosures on the College website (http://urbancollege.edu/consumer-disclosures.aspx); consistent email blasts of relevant information to students; multilingual advising and tutoring; and providing intensive advising and assistance with financial aid applications, professional development, and student support services. UCB is responsible for all activities carrying its name; additionally, those activities are considered and selected for their compatibility with the institution’s mission. In the past years, college-sponsored activities have included:
October 2014 “The Effects of Trauma on the Developing Brain” lecture by Dr. Jack Shonkoff, M.D., Director of The Center for the Developing Child at Harvard University October 2015 “Universal Design for Learning” lecture by Dr. David Rose, founder of CAST (Center for Applied Special Technology) and creator of UDI (Universal Design for Learning) Annual fall and spring Bachelor’s degree transfer fairs Career fairs Computer coding classes in partnership with the Girl Develop It organization Student Services workshops on topics such as résumé writing and interview techniques Voter registration drive in partnership with the City of Boston election department
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Boston Police Department’s active shooter response training (provided at the request of a faculty member) Free flu shots in partnership with The University of Massachusetts – Boston’s nursing program
As far as UCB’s website is concerned, significant positive revisions have occurred in the past four years.
The site now includes information critical to its students, including course schedule and registration data, student event information, library resources, a frequently updated Student Services blog with cultural activities and job opportunities, and the inclusion of multi-lingual forms and policies.
While significant upticks have been made, the UCB website is not the institution’s best ambassador of information and promotion. Its design and layout are neither intuitive nor friendly; content is not engaging. In some cases, users must search extensively and sometimes guess whether their information needs can be met by the site at all. One shortfall is the lack of a student portal. As such, students cannot access automated degree audits or their individual education records online.
As UCB finds itself with more and more students familiar with and counting on technology, it must prepare its website to meet that expectation. This automated front door enhances the institutional brand and demonstrates UCB’s sincere intention to support its students in their quest to become fluent beneficiaries of current technology. Through its website and other means, UCB provides information for public consumption about all relevant processes, specifically:
Admissions processes and policies are listed on the College website, in the Course Catalog, and Student Handbook;
Processes relating to grading, student discipline, complaints, and appeals are stated in the Course Catalog and Student Handbook.
As further indication of its attempts at full transparency, UCB does have a review process for its print and digital publications. Specifically, the Course Catalog and Student Handbook are reviewed and updated each August by the VPAA, the Dean of Enrollment Services/Registrar, and the Dean of Students. In addition to the Student Handbook, there is a faculty handbook and employee handbook. Both the faculty and employee handbooks were last updated in 2017 (please see Attachments I and R).
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All materials for marketing and promotion are produced in-house for minimal cost and are translated into multiple languages by staff. The College employs the most cost-effective, farreaching efforts it can. Of particular note are frequently used interviews on television and radio by both the College leadership team and faculty members.
UCB’s main marketing and promotion product – its Course Catalog - describes the institution in a fashion consistent with the College’s mission statement. Further, the obligations and responsibilities of both students and the institution are clearly identified and described in the catalog (please see Attachment T).
Between the College’s website and the 2016-17 Course Catalog (http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf), all relevant information is readily available to the public. Specific published items are: ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
College mission statement College objectives Expected educational outcomes of the College Institutional status of UCB Requirements, procedures, and policies related to admissions and the transfer of credit (please see Standard 4 of this document) A list of all institutions with whom UCB has articulation agreements Student fees Student charges and college refund policies Rules and regulations regarding student conduct Procedures for student appeals and complaints Other items related to attending or withdrawing from the institution Academic programs Courses currently offered Other available educational opportunities Academic policies and procedures Requirements for degrees Other forms of academic recognition
UCB publishes a list of its continuing faculty and its administrative officers both on the UCB website (www.urbancollege.edu/facultystaff.aspx) and in the Course Catalog (please see Attachment T). The College also publishes information on the members of its governing board, on the website (http://www.urbancollege.edu/governance.aspx). Further, the College strives for full transparency in its approach to public disclosure. UCB makes fully available all pertinent information regarding the size of its student body and a description of the campus setting in the Course Catalog. In addition, the range of academic and support services available to students is included in the Course Catalog (please see Attachment T) and is on the College’s website (www.urbancollege.edu/student-services.aspx).
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There are links on both the UCB website homepage as well as the Student Services page to the Student Services blog (https://urbancollegeofboston.wordpress.com/), which highlight resources from which a UCB student can reasonably expect to benefit.
The Student Services department also publishes a variety of event-specific fact sheets, depending on the services being offered and occasions being noted. Relevant materials for each are available to all students, whether they attend the event physically or not.
UCB publishes statements of its goals for student education and the success of students in achieving those goals. Those statements are included on the institution’s website (www.urbancollege.edu/consumer-disclosures.aspx).
These published statements are based on full-time students only and do not reflect the great percentage of the UCB student body. The College is in the process of using Sonisweb to assess its part-time student population in this regard.
Additionally, UCB publishes information about total student costs and the institutional availability of financial aid. This information is available on the College’s website (www.urbancollege.edu/consumer-disclosures.aspx).
At advisement, students often ask how long it will take to graduate. The answer to this question at UCB is a bit complicated. The advisors set out a plan based on the pace at which the student intends to attend. It is, thus, an individualized and labor-intensive process. This year’s graduating class took an average of six (6) years to complete their Associate’s degrees; the largest percentage of them took one or two courses per semester.
UCB’s statements about its current accreditation status are accurately and explicitly worded on the website (www.urbancollege.edu/accreditation.aspx). Projection As UCB continues to grow and expand, its alignment with and practice of ethically sound principles becomes even more critical. In the near term, the College will be focusing on its website and how that vehicle promotes the College’s message, reflects the institutional mission, and serves current students, prospective students, alumni, and the general public.
UCB invested in a Data Manager position to regularly update the website. One of the Data Manager’s functions is to maintain the College website and to make sure the site “provides information that is complete, accurate, timely, readily accessible, clear, and sufficient for intended audiences to make informed decisions about the institution.” The College’s website has improved in the hands of a skilled caretaker. The site currently addresses information and utilization requirements, but it does need to
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be re-designed and re-launched. Once appropriate resources are identified and allocated, the new-and-improved website, with the possibility of an online student portal, will be a top priority. There are no passage rates for licensure examinations published and applicable (please see Standard 8 of this document); no licensure examinations are required at the level of UCB’s students. It is the hope of the institution that UCB’s Human Services Administration graduates will go on and begin to apply for the LSWA license and work with an LSW over a period of years, but this is a process over which the College has no control as it is a post-graduation function and quite expensive to students.
Improving the long-term follow-up with graduates to more deeply understand UCB’s long-term impact can also enlighten the College when it comes to the issue of graduate performance on licensing examinations.
When looking at priorities regarding public disclosure in the near future, UCB needs to make certain its published statements regarding goals and achievements reflect the vast majority of its student body.
UCB is currently working to develop an assessment of its long-time part-time students. The time to completion for the average UCB student is much longer than the traditional student path. This reality reflects Urban College’s continued connection to its mission to provide opportunity to the underserved.
The College is in the process of using Sonisweb to enhance institutional research and obtain a more thorough assessment of its student satisfaction, student body characteristics, persistence, and success.
UCB is working on the specific methodology to determine the graduation and retention rates of its unique student body.
UCB was founded as a place where the dream of a college education could become a reality. It still is. Along the way, UCB has enjoyed successes and endured missteps, but one thing has always been true; its students have been at the heart of the effort. And now, UCB can see clearly a future better than its present, and it sees itself as capable of and responsible for the change. It is that possibility which propels UCB toward the promise of its own existence and its continued dedication to its mission. It is that story this report attempted to tell.
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Standard 9: Integrity, Transparency, and Public Disclosure (Integrity)
?
Policies
Last Updated
?
Website location where policy is posted
Responsible Office or Committee
Academic honesty
http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Academic Affairs
Intellectual property rights
http://www.urbancollege.edu/consu mer-disclosures.aspx
Administration & Finance
Conflict of interest
UCB BY-LAWS
President
Privacy rights
http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Enrollment
http://www.urbancollege.edu/consu mer-disclosures.aspx
Enrollment
http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Academic Affairs; Enrollment
http://www.urbancollege.edu/Data/S ites/1/documents/studenthandbook-201617.pdf
Student Services
Fairness for faculty
2015-17 Faculty Handbook
Academic Affairs
Fairness for staff
Employee Handbook
President
Academic freedom
http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Academic Affairs
2015-17 Faculty Handbook
Academic Affairs
2015-17 Faculty Handbook
Academic Affairs
Fairness for students
Research Title IX Other; specify
Non-discrimination policies http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Enrollment
http://www.urbancollege.edu/Data/S ites/1/documents/studenthandbook-201617.pdf
Enrollment
http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Enrollment
Employment
Employee Handbook
President
Evaluation
Employee Handbook
President
Disciplinary action
Employee Handbook
President
http://www.urbancollege.edu/studen t-services.aspx
Enrollment
Recruitment and admissions
Advancement Other; specify UCB Harassment/Discrimina tion Policy & Forms
12/01/20 15
http://www.urbancollege.edu/Data/S ites/1/complaint-policies/studentcomplaint-form.pdf Resolution of grievances
Students
12/01/20 15
http://www.urbancollege.edu/Data/S ites/1/complaint-policies/studentcomplaint-policy.pdf
Student Services
http://www.urbancollege.edu/Data/S ites/1/complaint-policies/studentcomplaint-form.pdf
Faculty
12/01/20
http://www.urbancollege.edu/Data/S ites/1/documents/studenthandbook-201617.pdf
Student Services
http://www.urbancollege.edu/Data/S ites/1/documents/Course_Catalog_ 1617.pdf
Student Services
2015-17 Faculty Handbook
Academic Affairs
15 Staff
12/01/20 15
Employee Handbook
President
Other; specify UCB Harassment/Discrimina tion Policy & Forms
12/01/20 15
http://www.urbancollege.edu/Data/S ites/1/complaintpolicies/harassment.discriminationpolicy.pdf
Enrollment
http://www.urbancollege.edu/Data/S ites/1/complaint-policies/studentcomplaint-form.pdf
?
Other
Last Updated
Please enter any explanatory notes in the box below
Website location or Publication
Responsible Office or Committee
Standard 9: Integrity, Transparency, and Public Disclosure (Transparency)
Information
How can inquiries be made about the institution? Where can questions be addressed?
Website location and/or Relevant Publication(s) https://docs.google.com/a/urbancollege.edu/forms/d/e/1FAIpQ LScOJAE_6HbclhISBbleSwI0C_2AG3u6aYPqSygpWU3DfNxfw/viewform www.urbancollege.edu
Notice of availability of publications and of audited financial statement or fair summary Processes for admissions
http://www.urbancollege.edu/admissions.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_ Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/studenthandbook-201617.pdf
Processes for employment
N/A
Processes for grading
http://www.urbancollege.edu/Data/Sites/1/documents/Course_ Catalog_1617.pdf 2015-17 Faculty Handbook http://www.urbancollege.edu/Data/Sites/1/documents/studenthandbook-201617.pdf
Processes for assessment
http://www.urbancollege.edu/Data/Sites/1/documents/Course_ Catalog_1617.pdf
Processes for student discipline
http://www.urbancollege.edu/Data/Sites/1/documents/Course_ Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/studenthandbook-201617.pdf
Processes for consideration of complaints and appeals
http://www.urbancollege.edu/student-services.aspx; http://www.urbancollege.edu/Data/Sites/1/complaintpolicies/student-complaint-policy.pdf http://www.urbancollege.edu/Data/Sites/1/complaintpolicies/student-complaint-form.pdf
List below the statements or promises made regarding program excellence, learning outcomes, success in placement, and achievements of graduates or faculty and indicate where valid documentation can be found. Statement/Promise
Website location and/or publication where valid documentation can be found
http://www.urbancollege.edu/overarching-goals.aspx http://www.urbancollege.edu/Data/Sites/1/document s/ece-goals.pdf http://www.urbancollege.edu/Data/Sites/1/document s/hs-goals.pdf http://www.urbancollege.edu/Data/Sites/1/document s/gs-goals.pdf
Date of last review of: Print publications
August-16
Digital publications
August-16
Please enter any explanatory notes in the box below
Standard 9: Integrity, Transparency, and Public Disclosure (Public Disclosure)
Information
Website location
Institutional catalog
http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Obligations and responsibilities of students and the institution
http://www.urbancollege.edu/consumer-disclosures.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Information on admission and attendance
http://www.urbancollege.edu/admissions.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Institutional mission and objectives
http://www.urbancollege.edu/mission.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Expected educational outcomes
http://www.urbancollege.edu/overarching-goals.aspx
Status as public or independent institution; status as not-for-profit or for-profit; religious affiliation
http://www.urbancollege.edu/about.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Requirements, procedures and policies re: admissions
http://www.urbancollege.edu/admissions.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Requirements, procedures and policies re: transfer credit
http://www.urbancollege.edu/admissions.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
A list of institutions with which the institution has an articulation agreement
http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Student fees, charges and refund policies
http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/withdrawalpolicy2016.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Rules and regulations for student conduct
http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Procedures for student appeals and complaints
http://www.urbancollege.edu/Data/Sites/1/complaint-policies/student-complaintpolicy.pdf http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf Other information re: attending or withdrawing from the institution
http://www.urbancollege.edu/admissions.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Academic programs
http://www.urbancollege.edu/academic-programs.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Courses currently offered
http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Other available educational opportunities
N/A
Other academic policies and procedures
http://www.urbancollege.edu/academic-programs.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Requirements for degrees and other forms of academic recognition
http://www.urbancollege.edu/associate-degree-programs.aspx; http://www.urbancollege.edu/certificate-programs.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
List of continuing faculty, indicating department or program affiliation, degrees held, and institutions granting them
http://www.urbancollege.edu/facultystaff.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Names and positions of administrative officers
http://www.urbancollege.edu/facultystaff.aspx http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Names, principal affiliations of governing board members
http://www.urbancollege.edu/governance.aspx
Locations and programs available at branch campuses, other instructional locations, and overseas operations at which students can enroll for a degree, along with a description of programs and services available at each location
N/A
Programs, courses, services, and personnel not available in any given academic year.
N/A
Size and characteristics of the student body
http://www.urbancollege.edu/consumer-disclosures.aspx
Description of the campus setting
http://www.urbancollege.edu/about.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf
Availability of academic and other support services
http://www.urbancollege.edu/student-services.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Range of co-curricular and non-academic opportunities available to students
https://urbancollegeofboston.wordpress.com/ http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Institutional learning and physical resources from which a student can reasonably be expected to benefit
http://www.urbancollege.edu/student-services.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
Institutional goals for students' education
http://www.urbancollege.edu/mission.aspx http://www.urbancollege.edu/overarching-goals.aspx
Success of students in achieving institutional goals including rates of retention and graduation and other measure of student success appropriate to institutional mission. Passage rates for licensure exams, as appropriate
http://www.urbancollege.edu/consumer-disclosures.aspx
Total cost of education and net price, including availability of financial aid and typical length of study
http://www.urbancollege.edu/consumer-disclosures.aspx
Expected amount of student debt upon graduation and loan payment rates
http://www.urbancollege.edu/consumer-disclosures.aspx
Statement about accreditation
http://www.urbancollege.edu/accredidation.aspx http://www.urbancollege.edu/Data/Sites/1/documents/Course_Catalog_1617.pdf http://www.urbancollege.edu/Data/Sites/1/documents/student-handbook201617.pdf
APPENDIX
I
II
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT OPTION E1: PART A. INVENTORY OF EDUCATIONAL EFFECTIVENESS INDICATORS CATEGORY
At the institutional level:
For general education if an undergraduate institution:
List each degree program: 1. Early Childhood Education 2.General Studies
(1) Where are the learning outcomes for this level/program published? (please specify) Include URLs where appropriate.
(2) Other than GPA, what data/ evidence is used to determine that graduates have achieved the stated outcomes for the degree? (e.g., capstone course, portfolio review, licensure examination)
(3) Who interprets the evidence? What is the process? (e.g. annually by the curriculum committee)
(4) What changes have been made as a result of using the data/evidence?
(5) Date of most recent program review (for general education and each degree program)
http://www.urbancollege.edu/academic- Capstone course, programs.aspx portfolio review, Selfanalysis paper on attainment of competencies http://www.urbancollege.edu/academic- Capstone projects programs.aspx Self-analysis paper on attainment of competencies
Each instructor of the capstone course
Strengthening of the English writing program
August 2016
Each instructor of the capstone course Academic Dean Various instructor
Wider choices of courses; Saylor Academy Agrreement; Greater use of experiential credit opportunities
August 2016
http://www.urbancollege.edu/academic- Capstone course, programs.aspx portfolio review, Selfanalysis paper on attainment of competencies Internship evaluations http://www.urbancollege.edu/academic- Capstone course, programs.aspx portfolio review, Selfanalysis paper on attainment of
Each instructor of the capstone course
Strengthening of the English writing program
August 2016
Each instructor of the capstone course
Strengthening of the English writing program
August 2016
May 2016
III
3.Human Services Administration
competencies http://www.urbancollege.edu/academic- Capstone course, programs.aspx portfolio review, Selfanalysis paper on attainment of competencies
4.
Each instructor of the capstone course
Strengthening of the English writing program; revision of degree requireents
August 2016
5. 6. Institutions selecting E1a should also include E1b.
Note: Please see the Statement on Student Achievement and Success Data Forms (available on the CIHE website: https://cihe.neasc.org) for more information about completing these forms.
May 2016
IV
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT OPTION E1: PART B. INVENTORY OF SPECIALIZED AND PROGRAM ACCREDITATION (1) Professional, specialized, State, or programmatic accreditations currently held by the institution (by agency or program name).
(2) Date of most recent accreditation action by each listed agency.
(3) List key issues for continuing accreditation identified in accreditation action letter or report.
(4) Key performance indicators as required by agency or selected by program (licensure, board, or bar pass rates; employment rates, etc.). *
(6) Date and nature of next scheduled review.
N/A
*Record results of key performance indicators in form 8.3 of the Data First Forms. Institutions selecting E1b should also include E1a.
May 2016
V
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT OPTION E2. COLLEGE PORTRAIT/VSA PLUS PROGRAM REVIEW I. Institutions selecting this option should include copies of the most recent College Portrait institutional template under the Voluntary System of Accountability and up to two prior templates. The templates are available from APLU and AASCU. II. Complete the information on program review, below.
CATEGORY List each degree program: 1.
(1) What is the date of the most recent program review?
(2) How is an “external perspective” incorporated into the review?
(3) How are the results of the program review considered?
(4) What major changes have been made as a result of the most recent program review?
(5) What is the date of the next program review?
2. 3. 4. 5. 6. 7.
May 2016
VI
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT OPTION E3. INSTITUTIONAL CLAIMS FOR STUDENT ACHIEVEMENT, WITH VALIDATING EVIDENCE
CATEGORY At the institutional level:
(1) What are the claims for student achievement or student success?
(2) Where are the claims published? (please specify) Include URLs where appropriate.
(3) Other than course completion and grades, what outcomes evidence is used to support the claims?
(4) Who interprets the evidence? What is the process? (e.g. by the curriculum committee)
(5) What changes have been made in the program, the claims or the evidence?
For general education if an undergraduate institution: List each degree program: 1. 2. 3. 4. 5. 6. 7.
May 2016
VII
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT OPTION E4. MEASURES OF STUDENT SUCCESS: COMPARISON WITH PEERS
CATEGORY At the institutional level:
(1) What is the measure of student achievement or student success?
(2) What is the institution’s score or rate?
(3) What is the peer comparison group?
(4) What is the peer score or rate on this measure?
(5) What changes have been made as a result of the comparison?
For general education if an undergraduate institution: List each degree program: 1. 2. 3. 4. 5. 6. 7.
May 2016
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URBAN COLLEGE OF BOSTON FINANCIAL STATEMENTS AUGUST 31, 2016
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URBAN COLLEGE OF BOSTON Financial Statements August 31, 2016 and 2015 CONTENTS
Independent Auditors’ Report
1-2
Financial Statements: 3
Statements of Activities and Changes in Net Assets
4-5
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Statements of Financial Position
Statements of Cash Flows
6
Notes to the Financial Statements
7-15
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Independent Auditors’ Report on Internal Control over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards
16-17
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INDEPENDENT AUDITORS' REPORT To the Board of Directors of Urban College of Boston Boston, Massachusetts
Report on the Financial Statements
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We have audited the accompanying financial statements of Urban College of Boston (the “College”), which comprise the statement of financial position as of August 31, 2016 and 2015, the related statements of activities and changes in net assets and cash flows for the years then ended, and the related notes to the financial statements. Management’s Responsibility for the Financial Statements
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Auditors’ Responsibility
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Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.
Our responsibility is to express an opinion on these financial statements based on our audits. We conducted our audits in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States of America. Those standards require that we plan and perform the audits to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditors’ judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion. XI
Opinion In our opinion, the financial statements referred to above present fairly, in all material respects, the financial position of Urban College of Boston as of August 31, 2016 and 2015, and the changes in its net assets and its cash flows for the years then ended in accordance with accounting principles generally accepted in the United States of America. Report on Internal Control In accordance with Government Auditing Standards, we have also issued our report dated DATE, on our consideration of Urban College of Boston’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, grant agreements, and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on the internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards and should be considered in assessing the results of our audit.
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DATE
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Statements of Financial Position August 31, 2016 and 2015
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URBAN COLLEGE OF BOSTON Statements of Financial Position August 31, Assets
2016 Assets: Cash and equivalents Accounts receivable, net Contributions receivable, net Other assets Prepaid expenses Property and equipment, net
$
$ 1,119,295
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Total Assets
243,496 524,994 284,905 15,900 50,000
2015 $
360,628 421,912 278,047 4,856 -
$ 1,065,443
Liabilities and Net Assets Liabilities: Accounts payable Deferred tuition Accrued expenses
$
27,695 31,114 150,710
$
31,200 33,000 166,806
209,519
231,006
Net Assets: Unrestricted Temporarily restricted
624,871 284,905
556,390 278,047
Total Net Assets
909,776
834,437
$ 1,119,295
$ 1,065,443
Total Liabilities
Total Liabilities and Net Assets
The accompanying notes are an integral part of the financial statements. XIV
URBAN COLLEGE OF BOSTON Statement of Activities and Changes in Net Assets For the Year Ended August 31, 2016
Unrestricted
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Operating Activities: Revenues and Other Support: Tuition and fees Less: scholarships and grants Net tuition and fees Federal, state and local grants Contributions Net assets released from restrictions
$ 2,972,616 (493,750) 2,478,866 260,548 376,238 128,657
Total Operating Activities
Changes in Net Assets from Operating Activities Net Assets, Beginning of Year Net Assets, End of Year
$
135,515 (128,657)
$
Total
$ 2,972,616 (493,750) 2,478,866 260,548 511,753 -
3,244,309
6,858
3,251,167
1,683,189 793,957 698,682
-
1,683,189 793,957 698,682
3,175,828
-
3,175,828
68,481
6,858
75,339
556,390
278,047
834,437
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Total Operating Expenses
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Operating Expenses: Instructional Academic support Institutional support
Temporarily Restricted
624,871
$
284,905
$
909,776
The accompanying notes are an integral part of the financial statements.
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URBAN COLLEGE OF BOSTON Statement of Activities and Changes in Net Assets For the Year Ended August 31, 2015
Unrestricted
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Operating Activities: Revenues and Other Support: Tuition and fees Less: scholarships and grants Net tuition and fees Federal, state and local grants Contributions Net assets released from restrictions
$ 2,836,601 (422,565) 2,414,036 225,655 351,403 34,000
Total Operating Activities
Changes in Net Assets Net Assets, Beginning of Year Net Assets, End of Year
$
278,047 (34,000)
$
Total
$ 2,836,601 (422,565) 2,414,036 225,655 629,450 -
3,025,094
244,047
3,269,141
1,679,645 790,686 697,211
-
1,679,645 790,686 697,211
3,167,542
-
3,167,542
(142,448)
244,047
101,599
698,838
34,000
732,838
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Total Operating Expenses
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Operating Expenses: Instructional Academic support Institutional support
Temporarily Restricted
556,390
$
278,047
$
834,437
The accompanying notes are an integral part of the financial statements.
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URBAN COLLEGE OF BOSTON Statements of Cash Flows For the Years Ended August 31, 2016
$
Net adjustments
75,339
$
Net Cash Applied to Operating Activities Cash and Equivalents, Beginning of Year
101,599
(20,000) (50,000)
192,593 -
(83,082) (6,858) 4,856 (15,900) (3,505) (1,886) (16,096)
(153,367) (273,047) (4,856) 1,010 (7,060) 65,967
(192,471)
(178,760)
(117,132)
(77,161)
360,628
437,789
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Cash Flows from Operating Activities: Increase in net assets Adjustments to reconcile increase in net assets to net cash applied to operating activities: Bad debt expense In-kind donation of property and equipment Change in operating assets and liabilities: Accounts receivable Contributions receivable Other assets Prepaid expense Accounts payable Deferred tuition Accrued expenses
2015
Cash and Equivalents, End of Year
$
243,496
$
360,628
Supplemental Information: In-kind donation of property and equipment
$
50,000
$
-
The accompanying notes are an integral part of the financial statements. XVII
Note 1 -
Organization Urban College of Boston (the “College”), located in Boston, Massachusetts, was incorporated on November 30, 1997. The College, a two-year institution, with a mission to identify, encourage and support persons whose access to higher education opportunities have been limited by poverty and other barriers offers Associate of Arts degrees in Early Childhood Education, Human Services Administration, and General Studies. Summary of Significant Accounting Policies
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Note 2 -
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Method of Accounting The accompanying financial statements have been prepared on the accrual basis of accounting in accordance with accounting principles generally accepted in the United States of America.
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Financial Statement Presentation Assets, revenues, expenses, gains and losses are classified based on the existence or absence of donor-imposed restrictions. Accordingly, net assets of the College and changes therein are classified and reported as follows: Unrestricted Net Assets – Include all resources that are not subject to donorimposed restrictions. Temporarily Restricted Net Assets – Carry specific, donor-imposed, restrictions on the expenditure or other use of donated assets. Temporary restrictions may expire either because of the passage of time or because the College has taken certain actions that fulfill the restrictions. When a donor-imposed restriction expires; that is, when a stipulated time restriction ends or the purpose restriction is accomplished, temporarily restricted net assets are reclassified to unrestricted net assets and reported in the statements of activities and changes in net assets as net assets released from restrictions. Permanently Restricted Net Assets – Subject to donor-imposed restrictions that stipulate the resources be maintained permanently, but may permit the College to use or expend part or all of the economic benefits derived from the donated assets. Net assets and revenues are classified based on the existence or absence of donorimposed restrictions. As of August 31, 2016, the College has no permanently restricted net assets.
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Note 2 -
Summary of Significant Accounting Policies - Continued Management Estimates The preparation of financial statements in conformity with generally accepted accounting principles requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities, and disclosure of contingent assets and liabilities, at the date of the financial statement and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from these estimates.
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Cash and Equivalents Cash and equivalents include all highly liquid debt instruments with maturities of three months or less, and bank deposits and money market funds.
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Accounts Receivable The adequacy of the allowance for doubtful accounts is reviewed on an ongoing basis by the College’s management and adjusted as required. In determining the amount required in the allowance, management has taken into account a variety of factors including experience with students. Financial Instruments Financial instruments that potentially subject the College to concentrations of credit risk consist of cash and equivalents, accounts, notes and loans receivable, and investments. The College maintains its cash and equivalents in bank deposit accounts, the balances of which, at times, exceed the federally insured limits. Investments are maintained at brokerage institutions. Exposure to credit risk is reduced by placing such deposits in high quality financial institutions and insured brokerage houses. The carrying amounts of certain financial instruments, including cash and equivalents, and accounts, notes and loans receivable, approximate fair value because of the relatively short maturity of these instruments. The carrying amounts of investments are reported at fair market value.
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Note 2 -
Summary of Significant Accounting Policies - Continued Property and Equipment Furniture and equipment are stated at cost or, if received as a gift, at fair market value at the date of the gift. Maintenance and repairs are charged to operations as incurred, while betterments and additions are capitalized. Provisions for depreciation are based on the following ranges of expected useful lives using the straight-line method:
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Computer equipment Furniture Other equipment
3 - 4 years 10 years 5 years
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Deferred Tuition Deferred revenues represent unearned income related to academic courses and programs that transcend the fiscal year-end. Student deposits are required payments by students who will be attending the College in the next academic year and are recognized ratably as revenues upon the students’ matriculation. Contributions Contributions, including unconditional promises to give, are recognized as revenues in the period received. Promises to give that are scheduled to be received after the balance sheet date are shown as increases in temporarily restricted net assets and are reclassified to unrestricted net assets when the purpose or time restrictions are met. Promises to give subject to donor-imposed stipulations that the corpus must be maintained permanently are recognized as increases in permanently restricted net assets. Conditional promises to give are not recognized until they become unconditional; that is, when the conditions on which they depend are substantially met. Contributions of assets other than cash are recorded at their estimated fair value. Donor restricted contributions whose restrictions are met in the same reporting period have been reported as unrestricted support in the statements of activities and changes in net assets. Tuition and Fees Tuition and fees revenues are recognized as revenue when earned. Advertising The College expenses the cost of advertising as incurred. Advertising expense was approximately $14,000 and $9,000 for the years ended August 31, 2016 and 2015, respectively.
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Note 2 -
Summary of Significant Accounting Policies - Continued
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Tax Status Accounting principles generally accepted in the United States of America require an entity to assess the probability that a tax position has a “more likely than not” (“MLTN”) sustainability after review by tax authorities. If a tax position is deemed not to meet this threshold, any unrecognized tax benefits and costs are estimated and recognized. Tax returns are routinely open for review by the tax authorities for three years from their due date. In certain circumstances the statute of limitations may remain open indefinitely. As a not-for-profit entity exempt from income taxes under Section 501(c)(3) of the Internal Revenue Code, the College may, however, be subject to tax on unrelated business income.
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New Accounting Pronouncements Leases - The Financial Accounting Standards Board (“FASB”) issued Accounting Standards Update 2016-02 (“ASU 2016-02”) effective for non-public and most notfor-profit entities for fiscal years beginning after December 15, 2019. Implementation of this standard will require lessees to recognize on their statement of financial position the rights and obligations resulting from leases categorized as operating leases as assets and liabilities. It provides for an election on leases with terms of less than twelve months to be excluded from this standard. Management is in the process of evaluating this standard and has not yet determined its impact on the financial statements. Presentation of Financial Statements of Not-for-Profit Entities – FASB issued ASU 2016-14, an amendment to Topic 958, Not-for-Profit Entities, in June 2016 with an effective date for fiscal years beginning after December 15, 2017. The purpose of this amendment is to improve the transparency and utility of information contained in the financial statements of such entities. Net assets will be presented in two categories, net assets with donor restrictions and net assets without donor restrictions, as opposed to the current three categories. Additional information and disclosures will be required to enable a reader to more readily understand liquidity limitations due to restrictions on net assets. Early application is permitted. Management has not begun its review of the standard, but does not expect implementation to have a material effect on financial position or results of operations.
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Note 3 -
Accounts Receivable Student accounts receivable are net of an allowance for uncollectible accounts of $114,000 and $94,000, at August 31, 2016 and 2015, respectively.
Note 4 -
Contributions Receivable
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Contributions receivable as of August 31, are expected to be realized in the following time periods: 2015 2015 In one year or less Between one and five years
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$ 236,125 $ 132,300 50,000 150,000 286,125 282,300 (1,220) (4,253)
Discount at 2.50%
Note 5 -
$ 284,905
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Total Contributions Receivable, net
$ 278,047
Property and Equipment
The College’s property, plant and equipment consist of the following at August 31,: 2016
Computer equipment Furniture Other equipment
$
85,769 91,517 4,636 181,922 (131,922)
$
$
50,000
$
Accumulated depreciation Property and equipment, net
Note 6 -
2015 85,769 41,517 4,636 131,922 (131,922) -
Temporarily Restricted Net Assets Temporarily restricted net assets consist entirely of time restrictions related to contributions receivable at August 31, 2016 and 2015.
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Note 7 -
Net Assets Released from Restrictions
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Net assets released from temporary donor restrictions by incurring expenses satisfying the restricted purposes or by the passage of time were as follows for the years ended August 31: 2016 2015 Purpose restrictions: Scholarships $ $ 29,000 Time restrictions: Contributions receivable 128,657 5,000 Total
$ 34,000
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Note 8 -
$ 128,657
Lease Agreements
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The College leases two facilities, both under five-year lease agreements expiring August 31, 2020. The College also rents space under tenant-at-will agreements. For the years ended August 31, 2016 and 2015, total rental expense was $212,960 and $186,921, respectively. Based on these lease agreements, subsequent to August 31, 2016, minimum future lease payments under such leases are as follows: Years Ending August 31, 2017 2018 2019 2020
$ 172,771 172,771 172,771 172,771 $ 691,084
The College will be moving from the two facilities into one location during 2017, under a ten-year lease agreement expiring ten years after commencement of the lease. The College will not incur any expense for opting out of its current leases.
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Note 8 -
Lease Agreements – Continued Subsequent to August 31, 2016, minimum future lease payments, based on an estimated commencement date, under such leases are as follows: Years Ending August 31,
Pension Plan
279,132 332,313 332,313 354,521 365,625 4,833,376 $ 6,497,280
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Note 9 -
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2017 2018 2019 2020 2021 Thereafter
The College has a defined contribution money purchase plan (the “Plan”), which provides benefits for its employees through membership in the Association of Community Service Agencies, Inc. Group Pension Plan. Eligible employees contribute a minimum of 5% of their annual compensation to the College’s taxsheltered annuity plan, and the College contributes 9% of eligible employee compensation to the Plan. For the years ended August 31, 2016 and 2015, the College’s contributions under the Plan amounted to $39,651 and $50,804, respectively. Note 10 - Regulatory Matters The College is subject to regulatory oversight by the New England Association of Schools and Colleges (“NEASC”), which provides the College with its academic accreditation and the United States Department of Education (“DOE”) that provides student financial assistance to the College in accordance with the Higher Education Act (“HEA”) of 1965, as amended, in Title IV programs.
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Note 10 - Regulatory Matters – Continued
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Department of Education The College is required to demonstrate financial responsibility as defined in the United States Department of Education (“ED”) Regulations as a condition of eligibility to participate in the various Federal financial assistance programs. Financial responsibility, as defined in ED regulations, 34 C.F.R. 668.172, is maintaining a "composite score standard" of at least 1.5. The regulations also established a composite score zone (the “zone”) between 1.0 and 1.4, demonstrating an institution as financially weak, but viable. Regulations allow institutions falling within this zone up to three consecutive years to improve their financial condition without requiring surety. If an institution falls below 1.0, the ED will require the college to provide surety in its name in order to participate in the financial assistance programs on a provisional basis.
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As of August 31, 2016 and 2015, the College has calculated a composite score standard, of 2.76 and 2.22, respectively, out of a maximum score of 3.00. Note 11 - Commitments, Contingencies, and Uncertainties
Cash From time to time, the College's cash balances fluctuate and may exceed the federally insured limits. Management monitors the financial condition of the banking institution along with its cash balances and tries to keep the potential risk to a minimal. As of August 31, 2016, the College did not have any uninsured cash. Government Grants and Financial Aid Programs All funds expended by the College in connection with government grants and financial aid programs are subject to review or audit by governmental agencies. In the opinion of management, any liability resulting from a review or audit would not have a significant impact on the financial statements of the College. Employment Agreement The College has an executive employment agreement in place for services extending to October 2017, with termination provisions in place.
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Note 12 - Management’s Acceptance of Financial Statements Management has evaluated subsequent events through DATE, the date for which the financial statements were available for issuance, and it is unaware of any other subsequent events requiring disclosure, with the exception of the lease agreement disclosed in Note 8.
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INDEPENDENT AUDITORS’ REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS
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INDEPENDENT AUDITORS’ REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACORDANCE WITH GOVERNMENT AUDITING STANDARDS To the Board of Directors of Urban College of Boston Boston, Massachusetts
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We have audited, in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of Urban College of Boston (the “College”), which comprise the statements of financial position as of August 31, 2016, the related statements of activities and changes in net assets and cash flows for the year then ended, and the related notes to the financial statements, which collectively comprise Urban College of Boston’s basic financial statements and have issued our report thereon dated DATE. Internal Control Over Financial Reporting
In planning and performing our audit of the financial statements, we considered Urban College of Boston’s internal control over financial reporting (“internal control”) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinion on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of the College's internal control. Accordingly, we do not express an opinion on the effectiveness of the College's internal control. A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity's financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance. Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or significant deficiencies. Given these limitations, during our audit we did
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not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified. Compliance and Other Matters As part of obtaining reasonable assurance about whether Urban College of Boston’s financial statements are free from material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. Purpose of this Report
Certified Public Accountants Braintree, Massachusetts DATE
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The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity's internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity's internal control and compliance. Accordingly, this communication is not suitable for any other purpose.
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Standard One: Mission and Purpose 1 ABCD Debt Forgiveness Agreement Boston Planning and Development Agency 2 Lease for China Trade Center
Standard Two: Planning & Evaluation 2014 Graduate Survey
3 By-Laws
2014-2019 Financial Plan
2014-19 Enrollment Plan
4 College Catalog 2016-2017 Enrollment Charts Spring 12, Fall 12, & 5 Spring 13 Liberty Construction Co. (subsidy of Suffolk 6 Constuction) Contract 7 Mission Statement 8 Values Statement 9 Vision Statement 10 11 12 13 14
2014-2019 Strategic Plan
2016 Community Survey Audits Board of Trustee binder Budgets/Statements of Activites Dual enrollment information Faculty Meeting agendas Facuty evaluation form Institutional Aid policy & form LRC usage reports
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Outcomes Assessment Plan
16
Satisfactory Academic Progress policy
17 18 19
Withdrawal policy
2015 Graduate Survey
20 21 22 23 24 25 26 27 28 29 30 31 32 XXX
33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53
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Standard Three: Organization & Governance By Laws Chart of Trustees Organizational Chart Proposal for Student Government Association Staff List Trustee's Handbook with Minutes UCB Charter
Standard Four: The Academic Program 2016-2017 Course Catalog Advisement Sheets Articulations Agreements Curriculum Improvement Plan Department of Early Education and Care Guidelines Emerson College Interlibrary Loan Agreement Faculty Evaluation Gale Resources In-House ESOL test Learning Goals for Early Childhood Education Learning Goals for General Studies Learning Goals for Human Services Administration Library Resource Handbook LRC referral forms Mid-term Warnings New Programs- Career Nanny; Children’s Behavioral Health; Paraprofessional Educator Outcomes Assessment Plan Overarching Goals Sample Rubrics Sample syllabi Satisfactory Academic Progress Materials- (warnings, probations, etc.) Schedules for Fall, Spring 2016-17 Student request form for ILL Transfer Credit Policy
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Standard Five: Students 2014 Health Survey 2016-2017 Course Catalog 2016-2017 Student Handbook Academic Advising reports Accuplacer placement reports Advisement Sheets Advisement Sheets for all programs Attendance reports and logs Blog reports Brochures for all programs Chinese , English, Spanish orientation PowerPoint Collaboration letters with external museums and CBOs College fair flyers and attendance logs Conversation group reports Donation/stipend form and log Donations logs Enrichment activities flyers and announcements Enrollment forms ESOL Programs letters of collaboration Facebook hits Financial aid forms Handbook for Students with Disabilities Informed consent form Insttutional aid form and reports Learning Resource Center activity report 2014-Present Learning Resource Center call log Learning Resource Center flyers and schedules Learning Resource Center sign-in forms Library Resource Handbook Media release form Outreach brochures and flyers Payment plan forms XXXIV
Probation reports Professional development attendance Registration and withdrawal forms Sample of communication letters/updates to students Schedules and tutoring staff biographies Sonisweb student services report 2013-Present Student advising/counsel forms in Chinese Student representative information sheet Student services call logs Student services meeting agendas 2014-Present Student services staff strategic plan survey 2014 Suggestion box logs Surveys in Chinese (including workshops) Transcript form Translated documents re financial aid, events, special announcements Tutoring referral forms Tutoring reports Warning letters and reports Workshop flyers Workshop presenttions Workshops evaluations
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Standard Six: Teaching, Learning, and Scholarship 2015-2017 Faculty Handbook 2016-2017 Course Catalog 2016-2017 Student Handbook Advisement Sheets for all programs Alumni Survey Articulation Agreements Brochures for all programs Curriculum Improvement Plan Dean's List Faculty Development Workshop materials Faculty Publications Faculty Resumes Faculty Survey Grading Policy Honors Requirements Learning Outcomes for Degrees Outcomes Assessment Plan Overarching Goals Policy on Credit Hour Policy on Academic Freedom Policy on Academic Freedom Policy on Satisfactory Academic Progress Policy on Transfer of Credit Sample Contract for Contract courses Sample Faculty contract Sample Rubrics Sample Syllabi
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Standard Seven: Human Resources, Financial Resources, and Information, Physical and Technological Resources Emerson Library Inter-Loan Agreement "Hits" on the Gale database AICPA (guidelines established by the American Institute of Certified Public Accountants ) Copy of Boston Globe Article Referencing New Boston Public Lbrary Branch to Open at the China Trade Center Info Resource Handbook Record of Development Activity & Fundraising 2012 - 2016; 2017 YTD 2011 - 2016 Accounts Receivable 2012 - 2016 Financial Turnaround Chart 2014 - 2018 Financial Plan 2014 - 2019 Enrollment Growth Plan 2014 - 2019 Strategic Plan 2017 - 2022 Development Plan 2017 Budget Analysis Year-To-Date (Sept-Feb/Sept -March?) Agreements or grants with BPS, Brockton, BASE, Home, etc Association of Fundraising Professionals policies: Code of Ethical Principles & Standards of Professional Practice Attendance at library workshops from Sonis Boston Planning and Development Agency Lease for China Trade Center By-Laws CIHE Letters Dated Oct 3, 2012 and July 15, 2013 and Responses Copies of 2017 Contracts with: CDBG, GANDARA, BCNC, EPS Region VI, Youth Explorations Current Gifts, Grants and Proposals: List and Examples 2016 - 2017 YTD Evidence of collaborations with key partners mentioned in section (MOAs etc) Financial Audits (2012 - 2016) Jenny Cleary Disclosures of Campus Security Policy and Campus Crime Statistics Act List of Finance Committee of Board of Trustees Sonisweb Summary Statement of Activities Forecast FY 14 - FY 2014 - 2018 & Audited Financial Findings - FY 2012 - 2016 Work-Study Information (UCB pamphlet, positions, etc)
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Standard Eight: Educational Effectiveness Alumni Survey Analysis of time to completion for class of 2016 Capstone papers Community Survey Curriculum Improvement Plan ECE departmental tests Faculty Survey In-house Chart on Graduates Internship Evaluation forms Outcomes Assessment Plan Sample Portfolios Student Tracker Reports
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Standard Nine: Integrity, Transparency, and Public Disclosure 2015-2017 Faculty Handbook 2016-2017 Course Catalog 2016-2017 Student Handbook Audits Budgets College Fair flyers Disability Handbook Discrimination/Harassment policy & forms Dr. David Rose lecture flyer Dr. Jack Shonkoff lecture flyer Emails to students re: registration Employee Handbook LRC flyer Sonis reports re: advising/other activities? Student Complaint policy & forms Student Workshop flyers Substantive Change Request letter re: campus move UCB marketing materials -- ECE, HSA, GS program sheets
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