The heart of Campus life:
The student center’s contribution to improved graduation and retention rates.
Fig. 1. Rendering of the proposal for The Triangle Student Center.
November 3, 2024
Campus Catalysts:
Noelcarlo Degante
Michael Green
Andrii Iarmolenko
Georgia Shimirwa
Introduction:
With a 60% graduation rate and a 75% retention rate, City College is achieving more than a coin flip in student success—yet there’s still room to grow. The college must offer more than academics to attract future students and help current ones thrive. It needs to give students a reason to stay, engage, and see City College as a place that fosters personal and professional growth. This is where a student center comes in—a space not just on campus but at the center of campus life.
A student-centered center around students’ needs and interests can make a powerful difference. It could be a place for socializing, networking, and building lasting connections. It could offer work experience and opportunities that relate directly to students’ fields of study, bridging the gap between the classroom and career. Imagine a space where students can study, learn, bond, and unwind—all under one roof, in an environment that supports them on every level. Recognizing this need, we surveyed City College students to discover what they want most in a student center. This proposal outlines a vision built on those insights, designed to make City College a place where students not only come to learn but also want to stay, succeed, and feel at home. The following bar graph is from our primary survey.
Fig. 2. Surveyed students’ preferences for facilities in the student center.
A review of secondary research underscores the vital role of student centers in supporting student success and campus community engagement. For instance, an article from The Journal of College and University Student Housing found that student centers create spaces where students can establish a sense of belonging and engage in co-curricular activities that foster personal and academic growth. Furthermore, in a speech at the National Conference on Student Services, Dr. Helen K. Porter emphasized that student centers serve as resource hubs and safe spaces where students from diverse backgrounds can connect and build supportive networks. Together, this and the speech emphasize the critical role of student centers as essential foundations for student success and well-being.
Action Plan:
The Triangle Student Center is an innovative project that aims to transform the campus experience by offering a variety of spaces for student needs. Spreading 148,000 sq ft of student center space, the vibrant first floor offers socializing, dining, and shopping. The second floor serves as a hub for entertainment and the arts, featuring gaming, music, and film options, while the third floor provides a quiet space for study and creativity. The expanded basement parking includes bike storage and electric vehicle charging stations, catering to modern transportation needs. This student center is a community hub fostering creativity, collaboration, and well-being.
The basement of the student center is a parking lot connecting to the street level via an entrance from the side. With the parking lot moved underground, there will be an expansion of the number of spaces previously available in addition to a space for bike storage. Students with electric vehicles or other eclectic-powered transportation will have access to charging stations powered by solar panels.
Fig. 3. Basement floor plan(for a more detailed plan, see appendix).
The first floor of the student center is a dynamic hub where students can meet their daily needs while enjoying some relaxation time. Students are welcomed by the grand ballroom, an elegant and spacious venue designed to host various events, including formal gatherings such as galas and banquets and student organization meetings, workshops, and performances. The flexibility of the ballroom makes it perfect for both large and small events, ensuring that it remains a lively space that adapts to the needs of the CCNY community.
Next to the ballroom is a technology and supplies store that serves as a one-stop shop for students seeking the latest electronics, accessories, and office supplies. Whether you need to purchase a new laptop, grab some accessories, or troubleshoot a tech issue, the store provides a valuable resource for personal and academic needs. Students can find everything from headphones and chargers to high-end gadgets, making it a tech haven on campus.
The cafe and diner offer a wide selection of food and drinks, from quick snacks to full meals. Whether you’re in the mood for a hot coffee to power through the day or a hearty lunch with friends, the cafe and diner create a welcoming space for students to relax, refuel, and socialize. The casual atmosphere invites students to enjoy anything from a cup of coffee to a diverse menu catering to various tastes and dietary preferences.
Fig. 4. First-floor plan(for a more detailed plan, see appendix).
The second floor is our entertainment floor, where city college students can enjoy many different forms of entertainment. First is our game lounge. This lounge will be equipped with arcade machines. Each will have 100’s of games dating back as far as the 1970s. Games during this time did not take up a lot of space, so we can have the hits and some lesser-known games that students can request. We also have the most up-to-date PCs capable of running any game that has been released. If students prefer not to burn out their retinas and still want to enjoy the game room, there will be plenty of games that do not require a screen. Games like giant Jenga, corn hole, darts, chess, pool, bowling, cards against humanity, connect four, and air hockey. We even have a room dedicated to activities such as trivia night, murder mystery, bingo, and karaoke.
We now have a music room for students with good singing voices. This room has an electronic drum set, a piano, guitars, violin, bass, and microphones. And if you have your instrument or use one of our own, you can reserve one of our practice rooms to play just about any instrument. Each room is soundproof and equipped with headphones and speakers. This is for those who want to sit back, relax, and enjoy the show. We have equipped our student center with a movie theater. Our lineup of movies is heavily influenced by what the students vote on. One of the more important aspects of our student center is the internships. A tech-savvy student or computer science major could gain work experience as an intern in our game room. A music major might be interested in working in our music room. Theater or film majors will be drawn to work at our movie theater. If all of the music, movies, and games differ from what a student needs, they might want to visit our third floor for a more peaceful experience.
Fig. 4. Second-floor plan(for a more detailed plan, see appendix).
The third floor of the student center is designed as a harmonious space where students can focus on their studies, engage in creative activities, and find moments of calmness. For students seeking quiet and reflective spaces, the floor features several meditation and prayer rooms in a secluded section for maximum peace. The two meditation rooms are designed with soft lighting and nature-inspired décor, accommodating small groups for silent contemplation or relaxation. Close by are two prayer rooms, minimally decorated with prayer mats and shelves for sacred items, providing a serene environment for personal reflection or group prayers. Nearby, the yoga/wellness studio offers a tranquil space for students to engage in yoga sessions or wellness workshops, complete with mirrors, mats, and natural lighting. The floor also supports academic needs with quiet and group study rooms. The quiet study rooms are designed for individual concentration and equipped with noise-canceling doors and soft lighting, providing space for focused work. In contrast, the group study rooms are designed for collaboration, with large tables, whiteboards, and projectors, making them ideal for group discussions and projects.
Creativity is nurtured in the art gallery and creative workshop room, which are centrally located to attract attention and inspire students. The gallery features rotating student exhibitions, with adjustable lighting and movable partitions to display a variety of artistic media. Nearby, the creative workshop room offers students the resources to produce their artworks, with workbenches, easels, and ample supplies.
Fig. 4. Third-floor plan(for a more detailed plan, see appendix).
The roof is divided into two sections, with certain parts blocked from student access. These sections include the AC units and solar panels. The students have access to the greenhouse garden with various botanicals. Greenhouses are humid environments, and this, mixed with the wonderful smells of the plants, will provide an easy-breathing, soothing, practically meditative area. The garden space will offer a calming and relaxing experience for stressed students.
Fig. 4. Roof floor plan(for a more detailed plan, see appendix).
Schedule:
Team:
Noelcarlo Degante is a second-year mechanical engineering student. He was born and raised in Queens, NY, and decided to attend CCNY for its engineering program. He was in a pre-engineering course in high school, and his passion for engineering was solidified. While working in food service positions, he developed abilities to improvise, problem-solve, and manage space, organization, and time management. He has also proven himself to be a hard worker and persistent. As he temporarily tackles the issue of a missing student center, he aims to eventually use his mechanical engineering knowledge to improve the tools used by the food service industry.
Michael Green is a mechanical engineering major. He has a two-year degree in electrical engineering and used to tutor math for high school students. Before tutoring, he did some graphic design work as he used to be able to draw. Michael is working as security to support his main focus of becoming an engineer. Michael is reliable, consistent, and has integrity. He can explain things well, a product of his tutoring days. His skills range from teaching to organizing and also include curiosity. This curiosity heavily contributes to the rate at which he obtains knowledge. His curiosity leaves him open to learning from others. Michael enjoys math, physics, psychology, philosophy, and learning.
Andrii Iarmolenko is a third-year mechanical engineering student at The City College of New York, where he has developed a strong foundation in engineering and leadership. His technical experience includes hands-on research, prototyping, 3D printing, and optimizing complex systems like laser radar setups through NSF-REU internships, providing him with practical skills in design, materials, and systems integration essential for large-scale projects like constructing a student center. Additionally, Andrii has gained valuable organizational and leadership skills as a bartender, where he managed operations and trained staff. He excels in teamwork, project management, and delivering results in fast-paced environments—skills directly applicable to overseeing a student center’s design, construction, and functionality. Proficient in AutoCAD, Fusion 360, and MATLAB, well-equipped to contribute to the project’s planning and development phases, aiming to create an innovative and functional space for students. Known for being a fast learner and problem solver, he is dedicated to establishing a center that enhances the student experience and serves as a hub for learning, collaboration, and community.
Georgia Shimirwa is in her second year of pursuing a degree in Mechanical Engineering. She was born and raised in Rwanda, where she completed most of her education. She did her ordinary-level studies at FAWE, an all-girls school located in Kigali, the capital of Rwanda. Following that, she attended Gashora Girls Academy, another all-girls school, for her advanced-level education. There, she majored in Physics, Chemistry, and Mathematics, with additional courses in English and Entrepreneurship. After completing high school, she was fortunate to be hired by a secondary school to teach Physics and Chemistry to students in grades 10, 11, and 12. This experience allowed her to refine her ability to explain academic concepts clearly, collaborate on projects, and solve complex mathematical problems. She is currently working on a student center design with her classmates.
Cost:
Here is the estimated cost for constructing a 148,000-square-foot student center. The breakdown includes costs for the basic structure, interior finishes, floor features (including specialized spaces for studying, socializing, and other activities), a rooftop greenhouse, elevator systems, and professional services.
| Category | Cost (USD) |
| Basic Structure | |
| Total building area (148,000 sq ft) | $74,000,000 |
| Floors | |
| Basement (Parking, EV charging, bike storage, solar) | $11,820,000 |
| First Floor (Ballroom, tech store, café) | $1,700,000 |
| Second Floor (Entertainment) | $1,200,000 |
| Third Floor (Study, creative spaces) | $600,000 |
| Roof | |
| Greenhouse | $500,000 |
| Building Systems | |
| Elevator (including installation) | $350,000 |
| Professional Services & Contingency | |
| Architectural/Engineering | $7,400,000 |
| Permits and Contingencies | $5,000,000 |
| Grand Total Estimate | $102,570,000 |
Benefits:
The student center will offer a range of benefits that significantly contribute to individual student growth and the overall campus environment. Student centers enhance engagement and support academic success by providing collaboration, tutoring, and group study spaces, helping students thrive in their coursework and beyond. It will also foster a stronger campus community by creating inclusive spaces where students from diverse backgrounds can connect, share experiences, and participate in various events, promoting a sense of belonging and inclusion. Additionally, with dedicated areas for relaxation, wellness activities, and mental health support, the student center will play a vital role in improving student wellbeing, addressing stress, and supporting mental health. Together, these benefits contribute to a positive campus experience, boosting the institution’s reputation and encouraging student retention, as students are more likely to stay in a supportive, engaging, and well-rounded environment.
Conclusion:
With our approach at a student center, we aimed to address two core issues: the low academic rates and the lack of a sense of community. The education CCNY offered was enough to attract students, but that alone was not enough to make them stay. Being mainly a commuter school, most students will be affected by the loneliness of not being a part of a community compared to those living on campus. Isolation is likely to cause both issues; therefore, the Student Center is the best way to address them. It provides those not living on campus a place to socialize and make friends. Feeling like you belong makes you want to stay. For the price of less than $103 million, this is a steal. The center’s impact on students for years to come will be immense. It will be a big enough endeavor to fill the void left behind by demolishing the stadium CCNY once had. It will create an atmosphere and a sense of unity among the students. It will simultaneously attract new students and make them stay.
When we think about 10-15 years from now, we can see our student center even better than we anticipated. Students have opportunities to work for the campus, benefiting themselves and other students. With the student center’s skyrocketing retention and graduation rates, CCNY will appear as an elite college alongside Columbia University and NYU.
References:
- OpenAI (n.d.). ChatGPT4.0. ChatGPT. Retrieved October 26, 2024, from https://chat.openai.com/
- Google. (n.d). Gemini (image generation model). Google. Retrieved October 30, 2024
- National Center for Education Statistics. (2022). Integrated Postsecondary Education Data System (IPEDS). Data USA. Retrieved October 26, 2024 https://datausa.io/profile/university/cuny-city-college
- Porter, H. K. (2022). The role of student centers in fostering campus community and student success.
Appendix:
- Survey graphs
- Basement floor plan.
- First-floor plan
- Second-floor plan
- Third-floor plan
- Roof floor plan
