Open Houses

Come and explore CUNY’s 24 colleges and graduate schools located across New York City’s five boroughs. Open houses–on campus and online–are scheduled regularly for prospective students.

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Discover your CUNY

College is an exciting journey – it is a time that molds students into the people they will become, an experience that refines talent and an environment that fosters growth. With our 24 campuses, CUNY offers a range of choices that will accommodate all students. So take the first step, come explore CUNY and see which of our colleges is the right match for you.

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Academic Programs

CUNY offers more than 1,750 top-notch academic programs for degree-seeking students. Search through academic programs/majors offered across the University.

Academic Programs

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Honors Programs

Honors programs that provide a challenging and intellectually stimulating academic environment for high-achieving students. Discover the right program for you.

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Support Programs

CUNY offers several Support Programs for motivated students including SEEK/CD and ASAP. See which program is best for you.

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The Colleges

The most important part of the college search is finding the college that fits. Find the campus that fits you.

The Colleges

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Open Houses

Come and explore CUNY’s 24 colleges and graduate schools located across New York City’s five boroughs. Open houses–on campus and online–are scheduled regularly for prospective students.

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Subject Code Description
ACCT Accounting
ACIM Academic Improvement
ACSC Actuarial Science
AFAS African American Studies
AFST African Studies
AGRI Agriculture
ALBA Albanian
AMSL American Sign Language
AMST American Studies
ANTH Anthropology
ARAB Arabic
ARAD Art and Advertising Design
ARCA Archaeology
ARCH Architecture
ARCT Architectural Technology
ARMC Arts Media & Communication
ARME Armenian
ARPE Arts Performing
ART Art
ARTH Art History
ARTS Art Studio
ARVP Arts Visual and Performing
ASAM Asian/Asian American Studies
ASST Asian Culture
ASHS Audio Speech & Hearing Science
ASTR Astronomy
ATHL Athletics
AUTE Automotive Technology
AVMA Aviation Management
BASK Basic Skills
BICH Bio-Chemistry
BIML Biology and Medical Laboratory
BIOL Biology
BLST Black Studies
BPRS Black and Puerto Rican Studies
BUAD Business Administration
BULA Business and Liberal Arts
BUMA Business Management
BUSI Business
CADD Computer Aided Draft Design
CAST Caribbean Studies
CHDE Child Development
CHEM Chemistry
CHIN Chinese
CINE Cinema
CLAS Classics
CMAP Computer Applications
CMIS Computer Information Systems
CMLT Computer Literacy
CMPR Computer Programming
CMSC Computer Science
CMST Computer Systems Technology
COLI Comparative Literature
COMM Communications
COMT Communications Technology
CONS Construction
CORP Corporate & Cable Comm
COUN Counseling
CREO Creole
CRIM Criminology
CRWR Creative Writing
DANC Dance
DATA Data
DENT Dentistry
DESK Developmental Skills
DIET Dietetics
DISB Disability
DRAF Drafting
DRAM Drama
ECON Economics
EDAC Education Adult  Collegiate
EDCO Education Cooperative
EDEC Education Early Childhood
EDFC Education Family & Consumer Std
EDHE Education Health
EDLA Education & Lang Acquisition
EDMA Education Mathematics
EDOC Education Occupational
EDPH Education Physical
EDSE Education Secondary
EDSP Education Specialized
EDUC Education
ENBI Engineering Biomedical
ENCH Engineering Chemical
ENCI Engineering Civil
ENCO Engineering Computer
ENCT Engineering Civil Technology
ENEL Engineering Electrical
ENET Engineering Electrical Tech
ENGL English
ENME Engineering Mechanical
ENMT Engineering Mechanical Tech
ENSC Engineering Science
ERSC Earth Science
ETHN Ethnography
EURO European Studies
EVCT Environmental Control Tech
EVHS Environmental Health Science
EVSC Environmental Science
EVST Environmental Studies
EVTC Environmental Technology
EXSC Exercise Science
FILM Film
FINA Finance
FINN Finnish
FIRE Fire Science
FNES Family/Nutrition/Exercise Sci
FREN French
FROR Freshman Orientation/Seminar
GEND Gender Studies
GEOG Geography
GEOL Geology
GERM German
GERO Gerontology
GOVT Government
GREK Greek
GVPL Government and Politics
HAIT Haitian
HEAL Health
HEBR Hebrew
HENS Health and Nutrition Sciences
HESA Health Services Administration
HESC Health Science
HIND Hindi
HISP Hispanic Studies
HIST History
HOMA Hospitality Management
HONR Campus Honors
HORT Horticulture
HOSE Homeland Security
HUMA Humanities
HUSE Human Services
IAST Italian-American Studies
ICEL Icelandic
INDE Independent Study
INTE Interdisciplinary Studies
INTS International Studies
IRIS Irish
ITAL Italian
JAPA Japanese
JAVA Javanese
JOUR Journalism
JUST Judaic Studies
JWSS Jewish Social Studies
JWST Jewish Studies
KORE Korean
LACS Latin Amer/Caribbean Studi
LANG Languages
LAST Latin American Studies
LATI Latin
LAW Law
LBST Labor Studies
LGST Legal Studies
LIBR Library Science
LICD Linguistics & Com Disorder
LING Linguistics
MACO Mass Communications
MAHC Macaulay Honors College
MAMA Marketing Management
MANA Management
MARI Marinology
MARK Marketing
MAST Managerial Studies
MATH Mathematics
MDAS Medical Assistant
MDCN Medicine
MDIT Medical Information Technology
MDLT Medical Laboratory Technology
MDTC Medical Technology
MEAS Middle Eastern Studies
MEDI Media
MESG Message
MEST Media Studies
METC Media Technology
METE Mechanical Technology
METR Meteorology
MILI Military Science/Leadership
MODL Modern Languages
MUPD Multimedia Program and Design
MUSI Music
NASS Natural and Social Sciences
NURC Nursing Clinical
NURS Nursing
NUTR Nutrition
OCEO Oceanography
OCTH Occupational Therapy
OFAT Office Administration and Tech
OFOA Office Operations Automation
OFTC Office Technology
OPTH Ophthalmic Dispensing
ORST Oriental Studies
PARA Paramedic
PAST Paralegal Studies
PHAS Physician Assistant
PHIL Philosophy
PHOT Photography
PHTA Physical Therapist Assistant
PHTH Physical Therapy
PHYS Physics
POLI Polish
PORT Portuguese
POSC Political Science
POTE Polysomnographic Technology
PRLA Puerto Rican/Latin American St
PRLS Puerto Rican/Latino Study
PRST Puerto Rican Studies
PUAD Public Administration
PUAF Public Affairs
PUHE Public Health
PULM Pulmonology/Respiratory
RADI Radiology
READ Reading
RECR Recreation
RELI Religion
RSMT Research
RUSS Russian
SCIE Science
SLAV Slavic
SOCI Sociology
SOSC Social Science
SOWO Social Work
SPAN Spanish
SPCO Speech Communication
SPEE Speech
SPPA Speech Pathology
SPTH Speech and Theater
STAB Study Abroad
STAT Statistics
STDV Student Development
STSV Student Services
SWAH Swahili
TELE Telecommunication
TERA Television/Radio
THEA Theater
TIBE Tibetan
TURK Turkish
UBHS Urban Health Studies
UBLS Urban Legal Studies
UBPL Urban Planning
UBST Urban Studies
UKRA Ukrainian
VETE Veterinary
WOLI World Literature
WOST Women’s Studies
YIDD Yiddish
YORU Yoruba
ELTE Electrical Technology
PSYC Psychology
TRAV Travel and Tourism

REPS Facilitates Symposium for Foster Care Youth Researchers

The Office of Research, Evaluation & Program Support (REPS) facilitated a symposium November 7, 2017, to convene faculty fellows conducting research on current and former foster care youth and their transition to college. REPS selected the fellows in summer 2016 through an RFP process; funds for the two-year fellowships were provided by a grant from the Conrad N. Hilton Foundation and were designed to increase the understanding of pathways of postsecondary success for youth in foster care, particularly within the CUNY context. The symposium marked the culmination of the first year of the fellowship.

Following introductions and a charge by REPS Director Carol Ripple to listen for thematic synergies across the presentations, Hyein Lee and Simon Sandh presented the REPS team’s research on high-school experiences among CUNY students in care. The data described high college aspirations and histories of domestic and academic instability; student surveys captured the importance of caseworkers, educational specialists, and high school counselors as resources for youth in care applying to college.

Mia Simon, Aabha Adhiya, and Zenobia Johnson (CUNY Start-ASAP Foster Care Initiative) (FCI) provided program updates on two initiatives. FCI, which partners with 23 foster-care agencies and provides student services to support academic success, is on track to meet this year’s enrollment goal of 100 CUNY Start students. The CUNY/ACS Fostering College Success Initiative provides college residential housing and support to youth in care through a partnership between CUNY and the Administration for Children’s Services (ACS).

Kathleen M. Cumiskey (College of Staten Island) and Michelle Fine (CUNY Graduate Center) presented preliminary findings on students transitioning to college out of foster care. The researchers are focusing largely on documenting the students’ lives and asking students to share barriers and supports they have encountered in pursuing their education. Barriers included mental health issues and a lack of financial support; common supports included family, which encompasses extended family and even close friends, and counselors. Cumiskey and Fine are also learning about the gifts the students bring to CUNY: many students cited creative expression as one of these gifts. Cumiskey and Fine have engaged students in designing a mobile media app to help support former foster care students.

Susan A. Dumais and Naomi Spence, both from Lehman College, presented initial findings from quantitative research on former foster care youth in college and interviews with former foster care youth at CUNY. Their research focuses on three risk factors facing youth pursuing college degrees, including maltreatment and wanting to leave home, and ten protective factors that contribute to college success, including self-esteem and the likelihood of having a mentor. Dumais and Spence are preparing data to share at spring 2018 conferences and are proceeding with additional interviews.

For her project, Colleen Cary Katz (Silberman School of Social Work) connected with emancipated foster youth through the NYC Court Appointed Special Advocates program (CASA). Themes across 13 interviews with emancipated foster youth students included the balancing act of work, school, and (sometimes) parenting, with pursuing their college dreams and aspirations. Her research includes a focus on access to employment, housing, health, and social support one year after emancipation. One of Katz’s goals is to incorporate student perspectives interrelate to help develop a more holistic understanding of the emancipated foster care youth student experience.

The symposium closed with a lively exchange of ideas on how best to share findings at the culmination of the fellowships a year from now.

The fellowships, FCI program, and FCI research conducted by REPS are made possible through the generosity of funding from the Conrad N. Hilton Foundation.

CUNY OneSearch

Guidelines for Designating a Course Section with the “ZERO Textbook Cost” (ZTC/OER) Attribute

  • ZTC/OER course sections are those that do not require students to purchase a textbook.
  • ZTC/OER designated course sections may include recommended books, library materials, or materials provided at no cost by the instructor. Students may be asked to print out materials, if the materials are provided free of charge.
  • ZTC/OER designated courses need only be free of cost for textbooks. ZERO designated courses may include costs for supplies, a homework system, or a platform for hosting materials (provided it is relatively low cost).
  • Any course section meeting this criterion and listed in the CUNYfirst schedule of classes is eligible. This includes Fully Online, Hybrid, In Person, Online, Partially Online, and Web-Enhanced.
  • Course sections (classes) are assigned the ZTC/OER attribute independently. Courses may have ZTC\OER designated sections as well as non-ZTC-designated sections, depending on the materials chosen by each section’s instructor.
  • Courses that consist of linked sections (e.g., lecture + labs) may have the ZTC\OER designation applied to whichever sections do not require purchase of a book. A course may have a ZTC/OER designated lab section, but require a textbook for the lecture section, for example.
  • To designate a course section as ZTC/OER, follow the standard departmental procedures for assigning a course attribute. In most cases, that’s notifying an appointed coordinator or your chairperson, who will then inform the registrar.
  • In addition, if your college uses Akademos, please be sure to check the “No textbook required” box if you are using ZTC/OER materials.
  • Please ensure that designations are in place in time for students to consider course costs, please designate your course as ZTC/OER within two weeks of the call for book orders.
  • If you miss this deadline, please retroactively code your courses so that they are counted in CUNY OAA’s end-of-year OER reporting to New York State.

Undergraduate research is a cornerstone for experiential learning in the sciences. This ‘high-impact’ practice leads to improved student, faculty and institutional outcomes and the CUNY Office of Research is dedicated to promoting its practice.

Most student research takes place in the form of a faculty-mentored experiences where students learn experimental techniques and skills for data analysis.  While many students engage in research for credit, many are also paid a stipend.  Such stipends can come from faculty research grants (often from NSF or NIH) but many also come from institutional grant mechanisms dedicated to funding students to engage in research experiences.

The goal of the CUNY Workshop, Grants that Fund Undergraduate Research, is to inform faculty about the different mechanisms that fund undergraduate research from national agencies.  The workshop sessions will be led by successful PIs of these grants so that faculty can get a real sense of how to write a successful application from their college.

The Workshop will take place on Thursday, March 1 at the CUNY Advanced Science Research Center, located on the South Campus of CCNY at 85 St. Nicholas Terrace.  Please register for the workshop below. The grant mechanisms to be covered are as follows:

Bridges to Baccalaureate

More Info: http://bit.ly/2Ab2zJw

The Bridges to the Baccalaureate Program provides support to institutions to help students make transitions at a critical stage in their development as scientists. The program is aimed at helping students make the transition from 2-year junior or community colleges to full 4-year baccalaureate programs. (more…)

CUNY Interactive Factbook

Interactive Factbook (Tableau Public site)