Academic Programs & Learning

Everything you need to know about the academic environment at Cayuga County Community College: retention, online options, and enrollment data.

What About Academic Quality at Cayuga County Community College?

Student-to-Faculty Ratio

24:1

Average students per faculty member

👨‍🏫

Full-Time Retention

60%

Students continuing to second year

📈

Part-Time Retention

41%

Part-time students continuing

📊

How Cayuga County Community College Compares

60% of full-time students return for a second year at Cayuga County Community College, in line with how most trade colleges perform. Part-time retention of 41% provides additional context for working students. Use these numbers as a baseline rather than a differentiator.

Understanding Academic Quality Metrics

Student-Faculty Ratio: A ratio of 24:1 means there are approximately 24 students for every faculty member. This higher ratio may mean larger class sizes but can also indicate efficient resource utilization.

Retention Rates: These show the percentage of students who return for their second year. Higher retention rates typically indicate student satisfaction, academic support, and program quality.

Graduation Rate Survey Cohort: 39% of entering students are tracked for graduation outcomes.

Who Teaches at Cayuga County Community College?

Total Teaching Staff
35
Instructional faculty
Student-to-Faculty Ratio
24:1
Students per instructor
Tenured Faculty
83%
29 of 35 instructors

Tenure Status

Tenured (83%) Non-Tenure (3%) Other

Academic Ranks

Assistant Professors 1
Other Instructional Staff 34

Understanding Faculty Composition

With 35 instructors, Cayuga County Community College supports both research-oriented and teaching-focused academic programs. The 83% tenure rate indicates a blend of experienced career faculty and newer educators.

How Successful Are Students at Cayuga County Community College?

Student Retention Rates

60.0%
First-Time Full-Time
Fair
41.0%
First-Time Part-Time
Needs Improvement

Retention Rate Comparison

First-Time Full-Time
60.0%

New full-time students returning for second year

First-Time Part-Time
41.0%

New part-time students returning for second year

Cohort Information

Cohort Year:2024 academic year

Student Success Analysis

Full-Time Success:60% retention rate shows moderate student engagement with room for improvement.

Retention Impact: Higher retention rates indicate student satisfaction, academic success, and effective institutional support systems.

Year-over-year retention at Cayuga County Community College is 60%. While this is within a normal range, exploring the school's student support resources can give you a fuller picture.

Where Do Online Students at Cayuga County Community College Come From?

Geographic distribution of students enrolled exclusively in online courses (Fall 2024 census)

Exclusively Online
750
of 3,580 total (20.9%)
Some Online Courses
493
of 3,580 total (13.8%)

Where exclusively-online students are located

Same state (NY) 740 (98.7%)
Other US states 8 (1.1%)
Outside the US 2 (0.3%)
ℹ️

About this data: The geographic breakdown above uses IPEDS Fall Enrollment census data, which captures a single-day snapshot. The enrollment figures in the "How Do Students Learn?" section above use 12-month unduplicated headcount, which typically shows higher numbers as it covers the full academic year. Both are official IPEDS data — they measure different things.

99% of Cayuga County Community College's exclusively online students are located in NY. The school primarily serves local online learners.

What Is the Academic Load at Cayuga County Community College?

Full-Time Equivalent (FTE) Analysis

1,744
Total FTE
1,744
Undergraduate FTE

FTE Analysis

Study Intensity:48.7% FTE ratio indicates many students attend part-time

Academic Load: FTE represents the equivalent of full-time students based on credit hours, helping compare institutional capacity regardless of part-time enrollment.

Understanding FTE at Cayuga County Community College helps put enrollment numbers in context — it reflects the combined impact of full-time and part-time student activity.

How Intensively Do Students Study at Cayuga County Community College?

Student Enrollment Intensity

The Full-Time Equivalent (FTE) ratio shows the average course load intensity. An FTE ratio of 1.0 means all students attend full-time, while lower values indicate more part-time enrollment.

48.7%
FTE Ratio
Intensity LevelLow

Predominantly part-time students, designed for maximum scheduling flexibility and adult learners.

Undergraduate FTE
1,744
Total FTE
1,744
Headcount
3,580

FTE represents student enrollment adjusted for course load. Two half-time students equal 1 FTE.

FTE Ratio Scale

< 0.5
Low
0.5-0.65
Mod-Low
0.65-0.8
Moderate
0.8-0.95
High
≥ 0.95
Very High

At Cayuga County Community College, the FTE-to-headcount ratio is 0.49, which indicates how many students are attending full-time versus part-time.

Academic Support & Resources

Academic Advising

Students have access to academic advisors who can help with course selection, degree planning, and career guidance. Contact the admissions office to learn about advising services.

Student Success Services

Many institutions offer tutoring, study groups, and academic success workshops. These resources help students develop study skills and overcome academic challenges.

For detailed information about academic support services, tutoring hours, and learning resources, contact Cayuga County Community College directly at 3152551743 or visit their website .

Key Academic Highlights

  • Student-to-faculty ratio of 24:1 supports personalized learning
  • 35 instructional staff with 83% holding tenured positions
  • Flexible scheduling options accommodate working students and adult learners
  • Online students primarily from NY (99% in-state)
  • Strong retention rates demonstrate student satisfaction and academic support

Ready to Learn More About Academics at Cayuga County Community College?

Contact the admissions office to discuss academic programs, support services, and learning options.

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