Experience

Publications

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

  SAN

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

  SAN

• Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

  Routledge/ Taylor & Francis Group

  Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

  SAN

• Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

  Routledge/ Taylor & Francis Group

  Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

• Getting the Ducks in a Row: Connecting Community College Students to Support Services

  Student Affairs eNewsletter

  We explore the internal factors which might impede a student’s willingness to utilize the services available.

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

  SAN

• Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

  Routledge/ Taylor & Francis Group

  Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

• Getting the Ducks in a Row: Connecting Community College Students to Support Services

  Student Affairs eNewsletter

  We explore the internal factors which might impede a student’s willingness to utilize the services available.

• Nourishing STEM Student Success via a TEAM-Based Advisement Model

  International Journal of Higher Education, 6 (6), p 31-43

  LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

  SAN

• Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

  Routledge/ Taylor & Francis Group

  Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

• Getting the Ducks in a Row: Connecting Community College Students to Support Services

  Student Affairs eNewsletter

  We explore the internal factors which might impede a student’s willingness to utilize the services available.

• Nourishing STEM Student Success via a TEAM-Based Advisement Model

  International Journal of Higher Education, 6 (6), p 31-43

  LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

• ABC's of How YOU and I SEE!

  DiggyPOD; ISBN 9780692876404

  Finally a children's book on the connection and importance of vision & learning.

• A Faculty Guide to Addressing Disruptive and Dangerous Behavior. [Chapter 10 case study- Mental Health in the Classroom]

  Routledge

  College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

• Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

  Metropolitan Universities Journal

  Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.

• Five Core Considerations for Counseling Non-Traditional Students

  SAN

• Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.

  LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484

  Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.

• The Integration of Reality-based Programming to Address “Schizophrenic” Support Services

  SAN

• Academic and Student Affairs in Collaboration: Creating a Culture of Student Success

  Routledge/ Taylor & Francis Group

  Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308

• Getting the Ducks in a Row: Connecting Community College Students to Support Services

  Student Affairs eNewsletter

  We explore the internal factors which might impede a student’s willingness to utilize the services available.

• Nourishing STEM Student Success via a TEAM-Based Advisement Model

  International Journal of Higher Education, 6 (6), p 31-43

  LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31

• ABC's of How YOU and I SEE!

  DiggyPOD; ISBN 9780692876404

  Finally a children's book on the connection and importance of vision & learning.

• A Multidimensional Approach to Overcoming Challenges in Leading Community College Math Tutoring Success

  Community College Journal of Research and Practice / Taylor & Francis

  The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.