The Office of Student Success was our earliest and most ambitious innovation at the Colin Powell School. It represents our commitment to a goal that we cherish, and must still pursue: to ensure, insofar as possible, that no student falls through the cracks.
In our early imaginings, that office would primarily take on higher-order advisement—guiding students to the right classes, to be sure, but also helping them seek out internship opportunities, manage scholarship and leadership programs, and forge connections between their classroom work and professional and service trajectories. We’re proud of our programs in that direction, and we’ve worked every year to make them stronger and more effective.
But early in this work, we confronted an unsettling realization. The people working in that office were devoting far more time than any of us imagined to helping students solve their administrative problems. As one member of the office recently said: 80 percent of our time is devoted to serving 20 percent of our students, and those issues are almost all bureaucratic. It’s a telling assessment. As we seek for ways to enhance student success, huge elements of the answer cannot be found in esoteric educational theory, but in working to clear mundane bureaucratic and administrative barriers to student progress and success.
These bureaucratic barriers, however, often lie hidden beneath the surface of a student’s experience of the college, cumulatively eroding their resolve and capacity to cope with other difficulties. In consequence, all of us—students and observers—might be tempted to explain away a student’s breaking point as entirely due to some unforeseen personal crisis, or the grinding pressures of some chronic hardship.
It’s often surprising how thin the last straw may be. A student loan refund that is delayed, a single course taken in error, or the inaccurate evaluation of a transcript: in the end, any of these may knock a precariously situated student off course. In the past several months, I’ve met students at the edge of leaving school because they could not afford books, or could not scrape together the money to see a dentist. We’ve placed newly homeless students in our dormitory, thereby allowing them to continue their studies when they thought they would not. One young man even stopped attending class because he’d lost his laptop’s charging adapter, was not able to replace it, and so couldn’t use the only computer he had access to at home.
Given the stakes (a student entering college in 2010 can expect to earn $450,000 more than a high school graduate over the course of her life) these final crises seem ridiculously small. So small, in fact, that they only make sense as a proximate cause—that final, last straw—piled on top of an underlying systemic problem.
An individual’s hardship may suggest that we seek out individual remedies in each case—that we in fact adopt a case worker’s approach to student hardship. But we can’t address countless numbers of these cases—because students in crisis often just fade away, rather than laying out their hardship. More importantly, embedded in each seemingly idiosyncratic story were places where a systematic regime of stronger student support could have made that crisis not much more than an annoyance.
We need, in fact, three interrelated remedies.
Inarguably, we still need support for students who encounter emergencies. At the Colin Powell School, a generous donation from The Viola Fund allowed us to create the Viola Emergency Fund for Students facing a financial crisis. Students wishing to apply for support through the Viola Fund should secure a letter recommending that support from a faculty member or staff person with knowledge of the situation and then email the director of the Office of Institutional Advancement, Dee Dee Mozeleski, who will arrange a time to meet and discuss options.
Moreover, ample room still exists for our supporters to offer supplemental resources along these same lines. In the past, donors have supplied metro cards to help students travel to campus, funding for student housing, and emergency book funds. The more able we are to steer students through the crisis of the moment, the more easily we will be able to direct their attention to the big picture.
Additionally, students need more information about how to navigate complicated bureaucratic systems. Student advocates in our Office of Student Success are meant to do much of this work, but they find themselves spending most of their time solving problems for students who’ve already been tripped up in some way. A more proactive system equips students with information and strategies that would help them navigate bureaucratic systems. We’ve already made progress along these lines in our online advising resources. But similar progress in other areas of student/college interaction is crucial. We can begin by looking at existing models that have shown success. The Connecticut Distance Learning Consortium, for instance, made progress in helping students untangle one of the most convoluted but important sets of rules they will face, those surrounding financial aid: Something along these lines might be a very good model for CCNY students, and it’s an area we’re beginning to explore.
Finally, we need to make the search for more manageable and responsive bureaucratic systems a top priority at CCNY. We are an institution that has been in unremitting financial difficulty for decades—in truth, since New York’s fiscal crisis in the late 1970s. Over that span, the easy response to economic hardship has often been to reduce the number of people in key service offices: financial aid, admissions, registrar and bursar. Such reductions often escape the attention of most people. They do not, after all, result in fewer classes, or higher tuition, or program cutbacks. Steadily, however, they have undercut the capacity of students to manage the crucial and often bewildering side of achieving college success: the management of everything that takes place outside of the classroom. We’re only now learning how critical—and critically difficult—those management challenges can be. A genuine commitment to student success requires that we invest in the capacity of these offices as a way to invest in our students.