TESTIMONY OF THE ASSOCIATION OF PRIVATE COLLEGES FOR THE ASSEMBLY STANDING COMMITTEE ON HIGHER EDUCATION
PUBLIC HEARING ON VIRTUAL LEARNING IN HIGHER EDUCATION
Tuesday, October 21, 2025
Testimony Provided by the Association of Private Colleges (APC)
Assemblywoman Hyndman and members of the Assembly Standing Committee on Higher Education, thank you for giving the Association of Private Colleges (APC) the opportunity to present testimony regarding the impact of virtual learning on higher education.
Introduction
Founded in 1978, the Association of Private Colleges (APC) represents 12 privately held, primarily family-founded institutions of higher education with 20 campuses across New York State. APC’s member institutions are deeply rooted in their local communities and maintain strong partnerships with regional employers, positioning them as key contributors to New York’s economy. These colleges play a critical role in educating and training students to fill workforce needs in high-demand industries across the state.
The proprietary sector is unique in its nimbleness. APC institutions are able to rapidly adapt curricula to align with changing industry standards and to respond to the evolving needs of students. Our member institutions serve a broad and diverse population, including first-generation students, adult learners, and working parents.
APC has a long history of collaboration with state and federal policymakers to advocate for legislation that protects and supports our students’ success. We are committed to promoting transparency, accountability, and measurable student outcomes.
For more information about our member colleges and the students we serve, please visit www.apc-colleges.org.
Appreciation and Partnership
First, I want to sincerely thank the members of the Assembly Higher Education Committee and your colleagues for your continued support of the proprietary sector and the students we serve.
APC greatly appreciates the spirit of collaboration demonstrated over the past year between the Governor’s Office, the Higher Education Services Corporation (HESC), SUNY, CUNY, and private colleges and universities. We were honored to again participate in College Application Month, during which all APC institutions waived application fees for prospective students. I am proud to share that 100% of our member colleges participated this year.
Additionally, APC continues to partner with HESC to offer virtual FAFSA and TAP completion events, ensuring students and families across New York have equitable access to financial aid support and guidance.
Creating Higher Education Opportunities for All Students
APC colleges educate more than 20,000 students statewide, of whom:
- 66% are women
- 26% identify as Black/African American
- 22% identify as Hispanic/Latino
More than 75% of our students receive federal Pell Grant awards, and approximately 10,000 students benefit from New York State’s Tuition Assistance Program (TAP).
Our institutions are proud to serve a student body that reflects the full diversity of New York State. This includes both traditional and non-traditional students, many of whom are balancing education with employment and family responsibilities. To meet these needs, APC members have made significant investments in flexible learning models, including online and hybrid education platforms.
Historically, many APC institutions have encouraged students to attend full-time (minimum 12 credits) and complete three (3) semesters in a calendar year. Attending full-time and completing three (3) semesters in a calendar year had a direct correlation to improved retention and on-time graduation. Since the pandemic, the number of students attending part-time has increased as well as the number of students who transition from full-time to part-time depending on the semester.
Other institutions have changed the length of courses from fifteen (15) weeks to seven (7) or eight (8) weeks. These institutions are seeing improved student success since students are taking less classes, at the same time, and completing the course quicker. It proves the student’s ability to undertake the academic rigor, maintain focus, and improve content knowledge. For non-traditional students or those working, it can be difficult to maintain the same level of commitment and support for a fifteen (15) week semester. Our institutions believe strongly that federal and state supported aid programs need to be flexible to support all students that qualify.
The needs of students today extend far beyond the classroom. Increasingly, students identify as having a disability or needing additional support services. APC institutions have invested in a wide range of accessibility services, ensuring that all students can fully participate in both in-person and virtual learning environments.
Mental health has also become a critical priority across higher education. Many APC institutions now offer free or low-cost online mental health counseling, recognizing that student well-being directly impacts academic success. Additionally, several campuses have established food pantries and emergency aid programs to address food insecurity and other basic needs.
These investments in student support services have produced positive outcomes in retention and completion rates, demonstrating that a holistic approach to student success benefits both individuals and the broader community.
The Impact of Virtual Learning
Virtual learning has become an essential component of higher education—both as a tool for access and as a means of continuity during times of disruption. APC institutions were early adopters of online learning, investing in platforms that support both synchronous and asynchronous instruction. These models give students the ability to learn in real time or on their own schedules, expanding access for working adults, caregivers, and rural students.
In addition to online education, many APC institutions offer evening and weekend classes, along with multiple start dates throughout the year. These flexible options allow students to enter or reenter higher education when they are ready, and to progress at a pace that aligns with their personal and professional lives.
Beyond the online platform, APC member institutions are exploring the integration of technology such as artificial intelligence, virtual reality, and augmented reality in the curriculum to offer immersive learning environments that prepare students for interacting with these technologies in their future professions.
However, the shift toward virtual learning has also brought challenges—particularly in ensuring equitable access to technology and fostering meaningful student engagement. APC institutions have responded by providing access to laptops, Wi-Fi hotspots, and digital literacy support. Faculty have been trained to design online courses that are interactive, supportive, and outcomes driven.
Overall, the integration of virtual learning has allowed APC members to reach more students, retain those who might otherwise have left higher education, and prepare them with the digital skills increasingly required in today’s workforce.
APC Member Experiences with Virtual Learning
The following are a few examples from APC Member institutions:
Berkeley College:
Berkeley College continues to hold true to its mission of empowering each student to achieve lifelong success and, at the heart of Berkeley’s mission, is its commitment to provide a high-quality career-focused education. With a total enrollment of 3,688 students, this Fall semester, Berkeley’s New York students number 1,237 who are taking at least one online course with 851 taking their courses solely online. 735 students (34%) are New York residents taking their courses solely online. The 18 majors offered online include associate and bachelor’s degree programs in addition to the MBA program. Berkeley College Online allows residents of New York State to pursue any of Berkeley College’s majors no matter where they reside in New York.
Importantly, Berkeley was at the forefront of online education as it has continuously offered online courses since 1998. This has allowed thousands of students to complete degrees who may have also been working, serving in the military, navigating family obligations, or experiencing the effects of a disability. Berkeley is proud to be ranked #22 nationally and #3 among New York institutions by Newsweek on its America's Top Online Colleges for 2025. This is the fourth consecutive year Berkeley College Online has received this accolade. In addition, for 12 consecutive years, Berkeley College has been nationally recognized by U.S. News & World Report for excellence in online education.
Berkeley College stands out for its focus on small online class sizes. For over 25 years, online course sections have been capped at 29 students. At Berkeley, online learning is a community where students are seen, supported, and able to build close relationships with their faculty as well as their fellow students. Another defining feature of Berkeley College is its Be Ready initiative, which is an online tutorial designed to prepare students for online courses in the Canvas learning management system. The topic of AI is also introduced to students as faculty emphasize both the appropriate and relevant use of AI in courses.
Experiential learning is an important initiative at Berkeley College. As a result of this extension of academic learning, students can participate in various programs and activities which strongly support learning objectives. So that all students may participate, experiential learning events are also livestreamed.
Berkeley College also offers extensive support services for students. Through the Center for Academic Success, students can access online tutoring and participate in study group sessions. In addition, the Berkeley College library has online resources, along with a Library Chat, to assist students. Additional services, such as advisement appointments, accessibility services and counseling, are also available online. Finally, there is also a student laptop purchase program available for students to assist with technology needs.
Online faculty are supported through the Center for Curriculum, Instruction, and Technology which provides online webinars and instructional design support. To ensure continuous quality of the online learning experience, students provide feedback through an online course survey while online faculty are also observed by their department chairs.
Technology, combined with courses designed to meet the needs of all learners, clearly evidences Berkeley College’s continued commitment to online education. Thank you for your support, as New York State legislators, in continuing to advance accessibility for all college students in New York.
The College of Westchester:
The College of Westchester (CW) began offering online education in 2010, recognizing early on that flexible and technology-enhanced instruction could expand access to degree completion for working adults and non-traditional learners. Over the past decade, CW has continued to refine its digital infrastructure and instructional design, offering all programs in both in-person and online modalities to ensure that students can pursue their education in the format that best suits their lives. The onset of the COVID-19 pandemic in 2020 accelerated this dramatically. The rapid transition led to more students wanting to be online and demonstrated both the adaptability of CW’s students and the strength of its instructional design. During that time, attendance averaged around 75%, even amid national disruption. This success validated CW’s long-standing commitment to high-quality online instruction and confirmed that flexible learning options would remain essential to higher education’s future.
Since that period of rapid expansion, CW has focused on institutionalizing the best aspects of pandemic-era innovation—combining accessibility, structure, and academic support to sustain long-term student success. Importantly, 93% of CW’s online learners reside within New York State, illustrating that online education serves as a vital access point for local and regional students balancing work, family, and education. Institutional data reinforces the success of this model. Online graduation rates from 2019–2021 ranged from 39.9% to 62.4%, demonstrating upward progress as program quality and student supports have expanded. Online retention rates between 2021 and 2025 consistently exceeded 55%, approaching similarity with on-ground student persistence. These results reflect CW’s sustained investment in instructional excellence and learner engagement.
To better understand and respond to student needs, CW surveys its students regularly. In a recent survey, more than 300 students indicated a preference for flexible learning models, including hybrid, remote synchronous, and asynchronous formats. This feedback has informed our ongoing development of online programming. While CW’s online courses remain primarily asynchronous, we have piloted weekly synchronous sessions in select classes to provide opportunities for live interaction with instructors and peers. Early results show that this balance of flexibility and connection enhances engagement and accountability. CW has also implemented D2L Brightspace as its new Learning Management System (LMS), providing an accessible, mobile-friendly platform that supports faculty-student communication, progress tracking, and integration with emerging educational technologies. The LMS also facilitates the use of artificial intelligence tools in coursework, enabling students to develop digital literacy and problem-solving skills aligned with modern workforce expectations. Equally critical is CW’s commitment to ensuring that online students receive the same academic and personal support as those attending on campus. The library, Learning Center, and Advising services are available virtually through live video appointments and chat. Online students have access to both live tutoring and Brainfuse, a 24/7 online tutoring platform offering academic assistance across multiple disciplines. All major online assessments are securely proctored to ensure academic integrity and consistency.
CW’s experience over the past 15 years demonstrates that online and hybrid learning can deliver equitable, high-quality educational outcomes when paired with intentional design, robust quality assurance, and comprehensive student support. The continued integration of virtual learning enables the institution to meet students where they are—at home, at work, or on campus—without compromising rigor or success. As higher education continues to evolve, CW remains committed to expanding flexible, technology-driven programs that align with workforce needs and sustain equitable access to higher education across New York State.
Monroe University:
Higher education continues to evolve rapidly, shaped by shifting student expectations, technological advancements, and the changing demands of the workforce. Monroe has embraced this dynamic environment by remaining agile, innovative, and student-centered. Its ability to adapt – especially around how staff and faculty teach, support, and connect – has strengthened its commitment to delivering a relevant and responsive educational experience while preserving the warm, personal culture that defines the institution.
Monroe has long been a leader in educational innovation. In 1998, Monroe Online was launched, making quality academic programs accessible to students across the country and around the world. Today, the platform offers 20 fully online degree programs and enrolled more than 1,500 students in fall 2024.
This responsiveness is reflected in how Monroe continuously evaluates and enhances its academic offerings, student services, and operational strategies. In the wake of Covid, Monroe reimagined the delivery of instruction, expanded virtual engagement, and embraced flexible work models, all while maintaining a strong focus on outcomes, equity, and access. Monroe’s students continue to demonstrate resilience and drive, and its leadership remains dedicated to providing the tools and support they need to succeed in a changing world.
Since 2012, Monroe also invested significant resources into the expansion of Monroe Online, its fully online learning platform, to better meet the needs of today’s diverse and increasingly mobile student population. This strategic investment included the development of new academic programs, enhanced instructional design, and the integration of innovative technologies to support high-quality, engaging online learning experiences. In addition to improving accessibility and flexibility for students balancing work, family, and education, the expansion of Monroe Online has enabled the University to reach learners beyond its traditional geographic footprint, extending Monroe’s mission and impact on a broader scale.
As part of its commitment to equity, access, and student success, Monroe has expanded its learning modalities to better meet students where they are – academically, professionally, and personally. Recognizing that students have varying needs, schedules, and learning preferences, the University now offers a more flexible mix of in-person, hybrid, and fully online courses. This multimodal approach supports a wider range of learners, including working adults, caregivers, and those balancing complex responsibilities. By leveraging technology and thoughtful course design, Monroe ensures that all students – regardless of modality – receive a consistent, high-quality academic experience that aligns with their goals and circumstances.
Conclusion
In closing, the Association of Private Colleges remains committed to expanding educational opportunities for all New Yorkers through innovative, student-centered learning models. Virtual learning has proven to be a powerful tool in this effort—offering flexibility, accessibility, and career relevance to students who might otherwise be left behind.
We look forward to continuing to work collaboratively with the legislature, the Governor’s Office, and our higher education partners to ensure that all students—regardless of background or circumstance—have access to the education and support they need to succeed.
Thank you for the opportunity to provide testimony and for your continued commitment to New York’s students.