Made possible with the Support of the United States Department of Education


CiPASS will implement a set of specific programs with overall measurable objectives to increase the retention and the graduation rates of Hispanic and underrepresented students at CCNY by 25% and increase the number of students seeking STEM degrees by 30%, from the present benchmarks by 2021.
CiPASS accomplishes this through five programs, or Project Lines:

The Math Summer Bridge, which intensive math education to incoming first-year students.

The Early Alert System, which mobilizes tutoring resources every time a student’s performance on a class assignment is substandard.

Experiential Learning, which provides internships and team-based projects to improve students’ job readiness

Online Learning, which allows students to learn in an online, self-paced environment

Articulation Agreements, which make it easier for students at CUNY Community Colleges to continue their STEM education at CCNY

The Project Lines of CiPASS construct a pipeline to recruit, prepare, and support students from freshman through graduation. The programs concentrate in the first two years of college, when the risk of attrition is highest, but are focused on the overall goal of increasing graduation rates and improving the students’ job readiness.




Dr. González is responsible for all operations of the project, including evaluation of its success and stewardship of its resources, while ensuring that CiPASS remains consistent with the strategic plan of the City College of New York.  He has the full support of the CCNY Provost, whom he keeps informed of CiPASS’ progress.  He has the authority to make all decisions, subject to oversight by the Executive Committee and in consultation with the CCNY Provost and the US Department of Education.

Dr. González earned his Doctorate from Georgia Institute of Technology and Bachelor’s Degree from the University of Puerto Rico-Mayagüez, both in Mechanical Engineering.  He is a full professor of Mechanical Engineering at CCNY.

Dr. Gonzalez also serves as the Lead on the Expanded Opportunities for Transfer Students Project Line.



Dr. Barba will manage the CiPASS STEM Summer Bridge Program. He is a professor of Electrical Engineering, Director of the New York STEM Institute, and Director of Student Entrepreneurship for CCNY.
Dr. Barba was Deputy Provost of CCNY from 2002 to 2004, and served as the Founding Dean of the Grove School of Engineering from 2004 to 2013. He has authored or co-authored over 50 scientific papers and has been Principal Investigator (PI) for numerous research and institutional grants (including on an NSF grant to increase the number of community college students pursuing engineering, and on an NYS Education Department grant to promote STEM education).
Dr. Barba earned his Bachelors in Electrical Engineering from CCNY and his Doctorate from CUNY.


Dr. Block will manage the Real-time Academic Support Program.

Dr. Block is an Associate Professor of Earth and Atmospheric Sciences. She is a Co-Program Director of the Earth Sciences and Environmental Sustainability Graduate Initiative and of the multi-campus CILES program, both of which have received support from the US DoE.  She currently serves on the Advisory Committee for the HSI-STEM program at Bergen Community College in New Jersey.

She earned her Bachelor’s Degree at the University of Michigan and her Doctorate in Earth and Environmental Sciences from the CUNY Graduate Center.


Drs. Delale and Moshary will manage the ELP. They will develop and expand current CCNY collaborations with industry, pair students with mentors, coach the students in the selection and development of industrial research projects, and develop hands-on experiences to expose them to the non-academic world.

 Dr. Delale is a full professor and chair of mechanical engineering at CCNY with more than 100 peer-reviewed publications.  He has developed relations with many companies (e.g., Alliant Tech Systems, Frontier Performance Polymers, Novus Technologies, Aeronav Laboratories, and Global Contour) over the years through research collaboration and placement of students in internship and engineering positions.  Dr. Delale earned his Doctorate in Applied Mechanics from Lehigh University.


Drs. Delale and Moshary will manage the ELP. They will develop and expand current CCNY collaborations with industry, pair students with mentors, coach the students in the selection and development of industrial research projects, and develop hands-on experiences to expose them to the non-academic world.

Dr. Moshary is a professor of electrical engineering and founder, director, and Doctoral Faculty member of the CCNY Earth System and Environmental Science program. Dr. Moshary received his PhD from Columbia University and was a postdoctoral research associate at Harvard University.



Mr. Holtz supports the overall day-to-day implementation of the CiPASS program, developing procedures and policies, assisting in the construction of the program’s interventions and operation, overseeing administrative functions, coordinating communications inside and outside of the program, and providing assistance to the Activity Directors in their efforts to accomplish the objectives of their individual program functions consistent with the goals of the grant and the vision established by the Principal Investigator. He oversees the duties of Administrative Assistant Caridad Jenoure and Systems and Programming Specialist Jhon Ibsen.

Mr. Holtz earned his Masters Degree in Public Administration and Policy Analysis from Carnegie Mellon University.


Ms. Jenoure provides the administrative support for the CiPASS Program.  She earned her undergraduate degree from Bronx Community College.


Many students, but by no means all, begin their journey to a career in a STEM discipline by enrolling in a four-year college.  Other students choose to begin their career in a two-year, “community” college.

Students often encounter challenges when they attempt to transfer the credits they have earned in their first institution.  To address this challenge articulation agreements and joint degrees have been developed to minimize the loss of credit that students experience.


  • Articulation Agreement: when two or more colleges provide a path to the four-year degree which allows full-credit for specified courses at the two-year institution.
  • Joint Degree Program: where two or more colleges specify the exact courses at the two-year institution that will count towards a particular four year degree (such as in Mechanical Engineering)

The Transfer Opportunities Project of CiPASS will work with the community colleges of the CUNY System to establish Articulation Agreements and Joint Degree Programs, as appropriate, to support student transfers in graduating with a four year degree.  This project will leverage existing arrangements with Hostos and La Guardia to explore agreements with Bronx, the Borough of Manhattan, Queensborough, and Kingsborough Community Colleges.  It will also offer the broader services of the CiPASS Program (specifically Experiential Learning, the Summer Bridge, and the Early Alert System) to transfer students to improve their retention and their post-college employability.


The Transfer Opportunities Project begins with an analysis of data.

  • From which CUNY schools do the majority of transfers to CCNY sourced?
  • Into which programs and disciplines at CCNY do these transfers go?
  • How well do they do, in the aggregate?
  • Is their retention rate greater than, less than, or equal to that of the non-transfer population?
  • Do they graduate in greater or lesser percentages, and do these percentages vary by school of origin?

Understanding the answers to these questions will dictate the kinds of interventions that might be effective in addressing the issues facing the transfer population.  These answers will suggest which existing CiPASS programs, if any, would be appropriate to deploy.  If the data shows that transfer students have difficulty with Math in their first year because they do not arrive with skills at the Calculus level, it may be  that including them in Math Summer Bridge would be effective.  If, because they are not always traditional students, then have issues with the traditional lecture-centered teaching approach, perhaps they would be assisted by participating in Online Learning.  It may even be that they are academically as talented at the non-transfer population, but have fewer opportunities for experiential learning and because they are not as well-known to the instructors on campus.  In this case, expanding the Experiential Learning project to embrace transfers would be useful.

This data analysis is underway and ongoing.  The interventions to assist the transfer population will continue to emerge and evolve as the analysis sheds the appropriate light on the appropriate issues to address.


Visit our FAQ Page. If you need more information, contact Andy Holtz, CiPASS Associate Director, using the form below.