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.


The traditional format for teaching is the lecture.  An instructor stands at the front of the room and provides information, covering a specific sequence of material according to a specific schedule.  Students take notes and produce class assignments according to that schedule.  Students are evaluated by their ability to produce the work products and to keep up with the class as it progresses through the material.

Not everyone learns well in that environment.  Some students need more time to master the material than the schedule will allow.  Sometimes the class meets at a time when the student has other obligations that can distract from their ability to focus on the lesson.  Some students need more interaction with the instructor than can be provided in a classroom of 30+ students.  Some students want to ask questions to enhance their understanding of the material, but find it intimidating to speak out in public.

Online Learning is a method constructed for this situation.  Using online technology and the support of tutors and instructors, Online Learning allows the student to engage with the material in a focused, largely self-paced manner that is not confined to the rigid schedule and group dynamics of the traditional lecture format.  Students can approach the lessons when their schedule allows, ask questions in a more private, inviting forum, and take the additional time to master the material that they may need.


The Online Learning process involves four elements.

First, the courses in which the process is to be offered are identified.  The instructors and teaching assistants in those classes are provided with training in how to use and support the online software the program uses, which is fully integrated with the Blackboard ® teaching system.  All of the coursework, materials, and assignments for the class are required of the students using the online learning process.

Second, the students in those classes who will have access to the online teaching software are similar trained and oriented.

Third, the students are given their materials to master and the due dates of the various class assignments.  So long as the assignments are completed on time, and so long as the students participate in every class examination and every class quiz, the students are free to use the software to engage with the course material at their own pace.  A student might take two weeks to review a chapter, for example, that the lecture class covers in three, or may review the material at 10:00 PM instead of during the regularly-scheduled 9:00 AM class time.

Fourth, the software includes monitoring provisions.  There are codes procedures that require the students to demonstrate their mastery of the material before they can go on to the next section.  The connection with the BlackBoard system allows the instructor to monitor the students performance and for the student to ask questions.  The online learning software allows the student to connect with a teaching assistant and get support.

The student can proceed at her own pace – but she does not proceed alone.


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