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about | title-ix | https://www2.brockport.edu/about/title-ix/ | Make a Report
Make a Title IX related report online with the option to make your report anonymous.
Please Note
Denine Carr will meet with students in person or remotely, whichever the student prefers.
Online sexual harassment, dating violence, and stalking continue to be violations of SUNY Brockport policies.
What is Title IX
Title IX is a federal civil rights law that protects people in education programs from discrimination based on sex.
FAQs for Complainants
If you are reporting an act of sexual assault, IPV, or other sexual misconduct, our complainant’s FAQ can help you understand the basics of the Title IX Grievance Policy, the Code of Student Conduct policy, the resources available to you, and other common questions or concerns.
FAQs for Respondents
If you have been accused of sexual assault, IPV, or other sexual misconduct, our respondent’s FAQ can help you understand Title IX Grievance, Code of Student Conduct, and criminal processes, available resources, and other common questions.
FAQs for Parents
If your student is involved in a situation that involves the Title IX Office, refer to our FAQs for Parents webpage for more information.
Title IX Coordinators
It is the responsibility of Title IX coordinators to remain an unbiased resource for both parties throughout a gender-based and/or sexual misconduct incident reported to SUNY Brockport
Statement on Nondiscrimination
SUNY Brockport does not discriminate. SUNY Brockport is an Affirmative Action/Equal Opportunity Employer. The University is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants or other members of the University community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law, or treated adversely or retaliated against based upon a protected characteristic. |
about | title-ix | https://www2.brockport.edu/about/title-ix/about/ | About
“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance…” 20 U.S.C. § 1681
Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits sex discrimination on the basis of sex in educational programs or activities that receive federal funding. This includes admission into the university, financial aid awards, athletic programs, internships, school-related conferences, participation in club sports and organizations, and other SUNY Brockport sponsored activities.
Under Title IX, discrimination on the basis of sex may include sexual harassment, sexual assault, dating violence, domestic violence, stalking, pay inequity, and pregnancy discrimination. The University also prohibits discrimination on the basis of sexual orientation, gender identity and gender non-conformity.
Violence Against Women Act & Enough is Enough
An amendment to The Violence Against Women Act (The Campus SaVE Act) and New York State Law 129-B (Enough is Enough) also prohibit sexual assault, dating violence, domestic violence, and stalking in higher education, and applies to all students, regardless of sex or gender identity. University policy also prohibits this kind of sexual violence/misconduct. |
about | title-ix | https://www2.brockport.edu/about/title-ix/bias-discrimination-training/ | Definitions
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Stereotype - an oversimplified image or statement applied to a whole group of people without regard to the individual.
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Bias - a predisposition to see events, people or items in a positive or negative way. Bias is an attitude or belief.
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Prejudice - an opinion or attitude about a group or its individual members.
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Discrimination - behavior that treats people unequally because of their group memberships. Discriminatory behavior, ranging from slights to hate crimes, often begins with negative stereotypes and prejudices.
- Halo Effect - The tendency to assign generally positive or generally negative traits to a person after observing one specific positive or negative trait, respectively
Unconscious Bias
- We might feel our decisions are rational, but they may be based on our emotions and unconscious ideas
- We collect facts to justify them
- Pre-established filters cause us to see, hear and interpret things differently than others
- Everyone is impacted by unconscious bias
Impact of Unconscious Bias
- Keeping yourself in check
- Bias can influence the outcome of the investigation/hearing
- You may look for facts that support your preconceived notions about the case.
- Can cause some groups to get preferential treatment.
- May lead to disparate treatment in the investigatory or sanctioning process.
Putting it All Together
Keep in mind:
- You’re never going to know exactly what happened
- Preponderance standard
- Goal is to determine whose version of events is more likely accurate than the others’
- Process is more important than outcome
- Good process = Fair outcome |
about | title-ix | https://www2.brockport.edu/about/title-ix/campus-climate-executive-report/ | RE: 2023 SUNY Uniform Campus Climate
Sexual Violence Prevention Student Survey Results (n=1,196)
Consistent with New York State Education Law 129-B and policies of The State University of New York, SUNY Brockport participated in the 2023 SUNY Uniform Campus Climate Survey; one survey was directed to students, while another was directed to employees. This report focuses on the student survey, which gathered information about students’ knowledge and experience with sexual and interpersonal violence, stalking, and awareness of related policies and resources on campus. This confidential online survey was disseminated to all students, undergraduate and graduate, via an email invitation on April 4. Several reminder emails were sent, and the survey was closed on April 24, 2023.
STUDENT SURVEY DEMOGRAPHICS
The student response rate was 4.6%, with 274 respondents. Most of the student respondents (63%) were living with family; 47.6% were living in campus housing; and 19.8% were living in off campus housing with roommates/friends. Forty-nine percent of respondents reported having a disability or a chronic mental health condition.
Respondents identified their gender as follows:
- 63.6% women;
- 30.7% men;
- 4.2% non-binary;
- 2.1% transgender;
- 3.2% genderqueer/gender-fluid.
The sexual orientation of respondents was as follows:
- Respondents were primarily heterosexual (68%);
- 3.3% identified as gay;
- 3.3% identified as lesbian;
- 17.5% identified as bisexual;
- 4.1% identified as asexual;
- 3% identified as pansexual;
- 5.6% identified as queer;
- 2.6% were questioning/unsure.
RESPONSE RE: TITLE IX INFRASTRUCTURE, POLICIES & RESOURCES:
The following section relates to students’ knowledge and awareness of SUNY Brockport’s Title IX Office, policies and procedures, and campus and community resources.
- Most students (63.2%) reported knowing how to contact the Title IX Coordinator.
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Most students reported awareness of the role of the Title IX Coordinator.
- 81.4% reported knowledge of the Title IX Coordinator role in regards to receiving reports of sex discrimination/sexual assault/ sexual misconduct;
- 72.6% reported knowledge of the Title IX Coordinator role in regards to coordinating the campus response;
- 72.4% reported knowledge of the Title IX Coordinator role in regards to ensuring training/education to the campus; and
- 72.1% reported knowledge of the Title IX Coordinator role in regards to providing accommodations and services to reporting individuals.
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Most students responded knowing how to report Title IX incidents, with:
- 74.2% knowing how to report a sexual assault;
- 69.7% knowing how to report sexual harassment;
- 61.7% knowing how to report domestic violence/dating violence;
- 58.3% knowing how to report stalking; and
- 23.1% not knowing how to report any of these types of incidents.
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The top five campus departments where students responded a victim or witness could file a formal complaint of sexual assault were:
- University Police (95.3%);
- Title IX Coordinator (89.1%);
- Counseling Center (73.6%);
- Health Center (73.9%); and
- Advocacy Services (61.8%).
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Most students reported receiving from SUNY Brockport either written or verbal (presentations, trainings) information about sexual assault, including:
- 60.4% received information on the definition of sexual assault;
- 66.21% received information on how to report a sexual assault;
- 67.7% received information on where to go to get help;
- 65% received information on who to speak to confidentially about a sexual assault;
- 60.8% received information on policies prohibiting sexual assault; and
- Only 17.3% reported not receiving information on any of the above.
- The majority of students (85.5%) are knowledgeable about the definition of affirmative consent. The majority of students (97.7%) reported knowing that someone who is incapacitated cannot provide consent.
- Most students (59.8%) reported knowing the difference between the university disciplinary process and the criminal justice system.
- Most students (57.9%) reported being aware of the amnesty policy (related to the use of drugs and alcohol).
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The top six campus and community resources students reported having an awareness of (the Title IX office was not included) were:
- University Police (86%);
- Counseling Center (82.4%);
- Health Services (78.4%);
- Local Police/Sheriff (65.3%);
- Local health services, hospitals (59%) and
- Student Conduct (58.6%)
STUDENT EXPERIENCES OF SEXUAL/DATING/DOMESTIC VIOLENCE AND/OR STALKING
This section asked SUNY Brockport students about their experience, within the past year, with sexual and interpersonal violence, including sexual harassment, sexual assault, dating/domestic violence, and stalking, including whether students disclosed their experience to others and/or reported the incident to SUNY Brockport. If they did not report the incident, the survey asked their reasons for not reporting.
Respondents reported the following incidents having occurred without their consent within the year preceding the survey:
- 29.7% reported experiencing unwanted sexual comments, sexual slurs, or demeaning jokes;
- 6.4% reported someone viewing their sexual activity/nakedness, or taking explicit pictures/recordings without consent;
- 26% reported experiencing unwanted sexually suggestive digital communications, words or images, or both, including emails, texts, social media, or other written communication;
- 5.9% reported having experienced an attempted but not completed incident of being fondled, kissed, or being rubbed up against the private areas of body without consent; 13.2% reported that the act, i.e., fondling, etc. was completed;
- 4.6% reported someone attempted but did not complete the removal of respondent’s clothes without consent; 8.7% reported that the act was completed;
- 4.6% reported that someone attempted, but did not complete, performing oral sex on them or forcing them to perform oral sex without consent; 5% reported the act was completed;
- No respondents reported that someone attempted, but did not complete, sexual penetration (by inserting penis, fingers or object into vagina or anus) without consent; 8.2% reported the act was completed.
Students reported the relationship to the person as follows:
- 20.5% were strangers;
- 16.9% were acquaintances;
- 10.8% were non-romantic friends;
- 7.2% were other college students;
- 8.4% casual first date; and
- 8.4% there was more than one person.
The top five persons that students reported telling about the most recent incident were to a friend, roommate/housemate, romantic partner, parent/guardian, and other family member.
No students reported the most recent incident to the University (Title IX office, student conduct or University Police)
For those who decided not to report the most recent incident to SUNY Brockport, the top reasons/concerns were (could choose all that applied):
- “I did not think it was important enough” (55.3%);
- “I did not recognize it as sexual assault at the time” (51.1%);
- “I just did not want to deal with it” (46.8%);
- “I was ashamed or embarrassed” (29.8%);
- “I was worried it was partly my fault” (29.8%);
- “I thought I would be blamed for what happened” (27.7%);
- “I do not think I would be believed” (23.4%);
- “I was afraid of losing my friends or friend group changing (21.3%).
Intimate Partner Violence (IPV)
Students were asked about experiences with intimate partner violence (intimate partner was defined as “a boyfriend, girlfriend, spouse, or anyone [the respondent] was in an intimate relationship with or hooked up with, including exes and current partners”) within the past year.
- 15% of students reported that an intimate partner controlled or attempted to control them;
- 7% of students reported that an intimate partner threatened to hurt them, their family/friends, or themselves, in order to influence their partner; and
- 5.1% of students reported they have been scratched, slapped, hit, kicked, beaten, punched, or physically harmed by an intimate partner.
47.1% of students told someone about the most recent incident of IPV, while 52.9% of students did not tell anyone.
Stalking
8.8% of students reported that a stranger/friend/current or ex-partner repeatedly followed, watched, texted, called, emailed, or communicated with them in ways that seemed obsessive and made them afraid and concerned for their safety.
50% of students told someone about the most recent incident. 88.9% of respondents reported they told a friend.
Students were asked if incidents of sexual violence, dating/domestic violence and stalking made them change their educational plans, and reported:
- 9.8% of students reported changing academic schedule and/or housing.
BYSTANDER INTERVENTION.
This section asked students about their perceptions of how their fellow students would respond and how SUNY Brockport would respond, in various situations.
- 45% reported that a fellow student would express their discomfort if someone made a joke about a person’s body;
- 54.7% reported that a fellow student would call 911 for help if they heard a neighbor yelling “help”;
- 74.8% reported that a fellow student would get help and resources for a friend who disclosed they had been assaulted;
- 55.9% reported that a fellow student would confront a friend who told them they had sex with someone who was passed out or who did not give consent; and
- 49.7% reported that a fellow student would tell a resident assistant or other campus authority about information that might help in a sexual assault case, even if pressured by their friends to stay silent.
- Students’ perceptions about how the campus would respond to a formal complaint of sexual violence:
- 73.6% reported that SUNY Brockport would take the report seriously;
- 60.4% reported that SUNY Brockport would conduct a fair investigation; and
- 64.7% reported that SUNY Brockport would provide the student with the necessary support during the process.
SUMMARY:
The student response rate of 4.6% did not meet the sample size required to generalize the survey findings which was the case for most SUNY campuses. The survey results provide information for the Title IX office and other departments on campus such as, Health Promotion and Prevention Education (HPPE), and Hazen Health and Counseling Centers.
Recommendations:
Following a review of the survey results, the Offices of Title IX and HPPE (Karen Logsdon, Denine Carr, and Mathew Hall) recommend the following:
- Enhance student awareness of Title IX Office. Although most students (63.2%) reported knowing how to contact the Title IX Coordinator, over a third of the respondents did not know how to contact the Title IX Coordinator;
- Enhance awareness of the amnesty policy. While most students (57.9%) reported being aware of the amnesty policy, 42.1% did not know;
- Continue to roll out and assess the effectiveness of the new bystander intervention program at Brockport.
Report respectfully submitted by:
- Denine Carr, Title IX Coordinator
- Mathew Hall, Assistant Director, Prevention and Outreach Services
- Karen Logsdon, Title IX Deputy Coordinator, Assistant to the VP, SA
September 22, 2023 |
about | title-ix | https://www2.brockport.edu/about/title-ix/campus-climate-survey/ | SUNY Uniform Campus Climate Survey
Consistent with New York State Education Law 129-B and policies of The State University of New York, SUNY Brockport participated in the 2023 University-wide Biennial SUNY Uniform Campus Climate Survey. The Survey gathered information about student and employee experience with sexual and interpersonal violence and knowledge of policies and resources.
2023 SUNY Brockport Executive Report |
about | title-ix | https://www2.brockport.edu/about/title-ix/directory/ | -
Denine Carr
(She/Her/Hers)
- Title IX Coordinator
- (585) 395-5066
dcarr@brockport.edu
Office: Allen Admin 620
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Tammy Gouger
(She/Her/Hers)
- Assistant VP (Human Resources), Committee Member (President’s Council on Diversity & Inclusion)
- (585) 395-2442
tgouger@brockport.edu
Office: Allen Admin 408
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Dr. Karen Logsdon
(She/Her/Hers)
- SBCT Chair, Assistant to the Vice President, Student Affairs, Title IX Deputy Coordinator
- (585) 395-5042
klogsdon@brockport.edu
Office: Allen Admin 622 |
about | title-ix | https://www2.brockport.edu/about/title-ix/faculty-reporting-options/ | Complaint Procedure
Everyone should have access to sexual/gender-based discrimination and interpersonal violence misconduct reporting options and support services, even if they do not wish to formally report an incident.
SUNY Brockport has created procedures for students and faculty/staff that detail how to make a report, and the process that is followed, when the University conducts an investigation.
For faculty or staff who feel they have been discriminated against: Discrimination Complaint Procedure
For students who have been discriminated against on the basis of sex or gender, or who have experienced dating violence, domestic violence, or stalking: Gender-Based and/or Sexual Misconduct Report
Mandatory Reporter
It is not only our ethical responsibility to respond in a comprehensive and supportive way to a sexual assault, it is also our legal responsibility. Faculty and staff at SUNY Brockport are required to report to the Title IX Coordinator incidents of alleged prohibited sexual misconduct and interpersonal violence under the Title IX Grievance Policy and/or the Code of Student Conduct. Employees must inform students who report sexual violence to them that they are not a confidential resource and are required to report incidents of sexual harassment, sexual assault, stalking, domestic violence and dating violence to University officials.
For additional guidance on how to help a student who has come to you, view our faculty and staff guidance webpage. |
about | title-ix | https://www2.brockport.edu/about/title-ix/faculty-resources/ | Confidential Resources
Employee Assistance Program
The Employee Assistance Program is a confidential resource for employees, retirees, and families of employees of SUNY Brockport.
Private Resources
Affirmative Action Officer
If you believe you have been discriminated against or harassed on the basis of sex or gender (or other protected categories) or assaulted by a staff or faculty member, or by another member of the University community, or a visitor, you also have the option of making a complaint to the Affirmative Action Officer.
Once it becomes aware of a discrimination or harassment complaint related to a protected category, the University may be obligated to move forward with a complaint against faculty, staff, University community members, or visitors.
If you would like more information about the University’s policies and processes or if you would like to discuss a particular incident and the options available to you related to that incident, please contact the Title IX Coordinator.
AFFIRMATIVE ACTION OFFICER CONTACT INFORMATION
Christiana Ortiz
Affirmative Action Officer/Diversity Recruitment and Retention Specialist
Location: 407 Allen Administration Building, Brockport, New York 14420
Phone: (585) 395-5039
Email: cortiz@brockport.edu
Other Resources
For local, state-wide, and national resources, view our Complainant’s Resources webpage. |
about | title-ix | https://www2.brockport.edu/about/title-ix/faculty-staff-guidance/ | Faculty & Staff Response Guide
Survivors of sexual misconduct/relationship violence and stalking may turn for help to faculty and staff, who are their teachers and mentors, before seeking out other resources. This page is intended as a helpful resource to guide your conversation, should a student disclose to you.
Let the student know you are not confidential
Tell the student you would like to listen to what they have to share with you, but that you will need to let the Title IX Coordinator know what the student has disclosed to you, and that the Title IX Coordinator will follow up with the student about resources, support, and inform the student of their rights.
Determine if the student is safe
Help to re-establish safety. If the student needs a safety plan, contact University Police.
Listen without judgment
- It is not your job to be investigator, lawyer, judge or juror.
- Avoid asking “Why?”,which can sound blaming or judgmental.
- Be aware of your non-verbal behaviors, to make sure they match your verbal message.
- Realize that sometimes being an active listener is what the survivor wants.
- Respect personal space.
Provide emotional support.
- Validate and reflect feelings (e.g., “Of course you feel angry,” or “It can be scary to talk about this”).
- Be genuine in your caring and support.
- Encourage them to speak to someone at the Counseling Center (585) 395-2414 or RESTORE’s 24 hour hotline (585) 546-2777; Call the Counseling Center with them to make an appointment with a counselor.
- Respect the survivor and affirm to them that they have the ability to figure out what they need.
Respect the student’s privacy
Do not discuss the report with anyone outside of the “need to know” circle. You must inform the Title IX Coordinator, Denine Carr.
What not to do
- Conduct an independent investigation.
- Counsel either the student who’s made the report or the student/employee accused.
- Notify the accused of the allegations.
- Explain to either party how SUNY Brockport’s Title IX Grievance Policy, Code of Student Conduct, or criminal law processes work. Instead, refer them to the Title IX Coordinator.
- Attempt to mediate.
- Encourage the complainant either to file or not file a report.
- Take any action other than checking in with the student about their safety and contacting the Title IX Coordinator for next steps. |
about | title-ix | https://www2.brockport.edu/about/title-ix/faqs-for-parents/ | “Title IX” refers to Title IX of the Education Amendments Act of 1972, a federal civil rights law. It prohibits sex discrimination in educational programs or activities that receive federal funding. In addition, New York State Education Law 129-B (“Enough is Enough), prohibits the same type of misconduct.
Students/employees may report sexual harassment, sexual assault, relationship violence, stalking, pregnancy discrimination, and other discrimination based upon sex or gender, sexual orientation, or gender identity to the Title IX Office.
No. That is not the Title IX Coordinator’s role. The Title IX Coordinator’s role is one that ensures due process and equity to all of the students involved; the Title IX Coordinator is not an advocate for either the reporting student or the accused student.
If SUNY Brockport has reason to believe that a student’s health or safety is at risk, it will communicate with the student’s emergency contact. Otherwise, the university may only talk to a student’s parents or guardians about a situation concerning sexual violence, stalking, etc., if the student has signed an authorization giving consent. If no authorization is signed, the university may only discuss its process and is prohibited from talking about any particular situation to parents/guardians.
The Title IX Coordinator will reach out to the student who made the disclosure of sex discrimination (sexual assault, relationship violence, stalking, etc.) to offer support and explain their rights. If the accused person is a student, then the reporting student has the right to request a SUNY Brockport Student Conduct investigation. The reporting student also has the right to make a police report, be free from retaliation, and receive support from the university. Although there are a few exceptions, it is the reporting student who is usually able to decide whether they want to take any action.
If the accused is an employee, the Office of Human Resources will likely need to conduct an investigation.
The university is always able to provide support and resources to students.
The reporting student has the right to request a Student Conduct investigation, if the person accused is a student. If the accused person is a university employee, the university will be able to conduct an investigation through the Office of Human Resources.
The reporting student has the ability to file a police report with the appropriate law enforcement agency and proceed with criminal charges, regardless of whether the accused is a student or an employee, and regardless of where the situation occurred.
Confidential resources for SUNY Brockport students who are affected by sexual and interpersonal violence include Hazen Student Health/Counseling Center; RESTORE sexual assault services; and Willow Domestic Violence Center (relationship violence and stalking).
Contact information for these confidential resources is:
- Hazen Student Health/Counseling: (585) 395-2414.
- RESTORE Sexual Assault Services: RESTORE advocate Sarah Link works with SUNY Brockport students: (585) 210-3005; or 24/7 RESTORE Hotline: (585) 546- 2777.
- Willow Domestic Violence Center: 24/7 hotline: (585) 222-SAFE (7233)
SUNY developed a great resource that provides both on and off campus resources, depending upon your location.
Counselors and health care professionals at Hazen Center for Integrated Care are confidential. Information shared with a confidential resource will not be disclosed.
- Hazen Student Health/Counseling: (585) 395-2414.
Regardless of whether the university takes any action, both the reporting student and student accused are able to receive the following support:
- No Contact Order: The Title IX Coordinator can issue a No Contact Order between students, which prohibits contact between them, but is not disciplinary.
- Academic Accommodation: The university may be able to assist a student by requesting extensions from faculty, assisting a student in taking an “Incomplete,” withdrawing, or taking a leave, etc.
- Faculty Notice: A notice to faculty can be issued that states the student is experiencing a stressful situation; the letter is issued from the Office of the Vice President for Student Affairs, not the Title IX Coordinator, and these letters are issued for a variety of reasons (illness, a death in the family, etc.).
- Alternate work schedules: If the students work together on campus, the Title IX Coordinator can arrange alternative work schedules.
- SAFE Ride: Students may use SAFE Ride to request that a University Police Student Patrol escort them from one location to another on campus. Contact (585) 395-SAFE between the hours of 8 pm – 2 am.
- Other: There might be other circumstances in which the Title IX Coordinator/university may be able to help.
If SUNY Brockport conducts an investigation, both the reporting student and the accused student have the right to have an advisor present at all meetings. The role of an advisor is to provide emotional support and help the student prepare for meetings with investigators, as well as the hearing. Students may choose an advisor who is faculty or staff or someone not affiliated with the university, like an attorney.
Two investigators will be assigned and will talk to the reporting student (complainant), take their statement, ask for witness names, and request any documentary evidence (including text and social media messages and videos). The investigators will also talk to the accused student (respondent) and follow the same process. Both students will have the ability to respond to the other student’s statement and be given access to gathered evidence. The investigators are neutral and will not make any findings. When the investigation is completed (it usually takes several weeks, and investigators may need to meet with students more than once to ask some follow up questions), the investigators will write a report and may recommend a hearing.
The standard of evidence for any Student Conduct related hearing is preponderance of the evidence (“more likely than not”). If a hearing is held, the hearing officer or hearing board will review the case and make a determination about whether it is more likely than not that SUNY Brockport policy was violated.
All hearings are virtual, held over Zoom. The hearing is closed, meaning that only the parties, advisors, Title IX Coordinator, and the hearing officer or board are allowed to be present throughout the hearing. If a witness appears, they will do so only to give their statement, answer questions, then leave the meeting. A hearing officer or board will ask the complainant, respondent, and witnesses some questions. Advisors for each student will be able to ask questions of the other party.
Both parties are provided with a written decision within fifteen business days of the hearing and both have a right to appeal.
If no Student Conduct investigation is conducted, it is possible the Title IX Coordinator will meet with the accused student to have a discussion about the reported situation and/or to enter a No Contact Order, which is usually entered against both students. If no investigation is conducted, then the university will not take the accused student’s statement, nor will it take the reporting student’s statement, other than the initial report or disclosure that was made.
After a report is made, and if the university does not conduct an investigation, it is possible that the person accused may never be contacted or made aware that a report was made. SUNY Brockport tracks this information, however, to help identify patterns and to comply with state and federal laws.
It is the reporting student’s decision to make a police report and file criminal charges. When a criminal complaint is made, the police conduct an investigation and may refer the matter to the District Attorney’s Office to determine if there is enough evidence to support a violation of New York State Penal Law and to press charges. The standard of evidence in a criminal matter is “beyond a reasonable doubt.” |
about | title-ix | https://www2.brockport.edu/about/title-ix/how-to-help/ | How to Support a Friend
If a friend has been a victim of sexual harassment, sexual assault, relationship violence, or stalking, there is no “one way” they may feel. It is natural to want to help them. Keep in mind that everyone responds to trauma differently, and that there is no “right” or “wrong” reaction.
Your friend may experience any or all of these emotions:
- Shock
- Disbelief
- Anger
- Mood swings
- Irritability
- Denial
- Fear
- Helplessness
- Embarrassment
- Depression
- An inability to concentrate or relax
- Disturbances in eating and sleeping
Ways to be a Supportive Friend.
“THANK YOU FOR TELLING ME.”
It takes courage to speak up. Your reaction may influence whether or not your friend chooses to share this information with others. Stay calm and non-judgmental. Show your friend that you value their trust and want to support them however you can.
LISTEN
You are NOT an investigator. As a friend, your job is to listen without judgment, not to investigate or question the accuracy of what they’re telling you. Avoid asking questions or digging for details. Give your friend the power to control what information they share.
“I AM SORRY YOU HAD THIS EXPERIENCE.”
Any type of sexual/gender-based discrimination and misconduct is violating and strips a person’s power and control from them. Expressing genuine sympathy indicates that you recognize the seriousness of what they shared with you. Providing this response may encourage someone to seek support when they’re concerned that no one will take them seriously.
On the other hand, sometimes survivors are not ready to acknowledge the severity of their experience, particularly when the offender or abuser is a loved one. For this reason, the situation may be especially difficult or painful, even if they minimize it.
“IT WAS NOT YOUR FAULT.”
Self-blame and self-doubt are common reactions for victims of sexual/gender-based discrimination and misconduct. Pervasive rape culture myths suggest that these incidents are a result of what someone wore, how much they drank, who they hung out with, or other behaviors that “provoked” the offender. Sexual harassment, sexual assault, relationship violence, and stalking are acts of power and control, or a lack of respect for boundaries and affirmative consent – not love or lust.
“I BELIEVE YOU.”
Since 85-90 percent of survivors know their perpetrator, oftentimes it is someone who the survivor thought was a good or trustworthy person. You, yourself, may have thought the accused was a “good” person. People may choose carefully how they present themselves to the public. It is important to recognize that there may be another side to the offender that you were unaware of.
“WHAT WOULD YOU LIKE TO DO?”
Your instinct might be to try to fix things, but let your friend take the lead. In situations of sexual harassment, sexual assault, relationship violence, and stalking, a survivor’s power and control are taken away. To begin the course of healing, it is best for a survivor to regain that control and decision-making capacity, so they should decide what next steps they want to take. However, you can offer guidance on available resources and options, and encourage them to seek support.
Encourage your friend to get medical attention as soon as possible, if appropriate. Your friend can obtain medical attention from:
- Student Health Center, Hazen Center for Integrated Care, Hazen Hall, (585) 395-2414
- Strong West Emergency, 156 West Avenue, Brockport, (585) 758-1010.
- Strong Memorial Hospital, 601 Elmwood Ave, Rochester, (585) 275-2100.
- Unity Hospital, 1555 Long Pond Road, Rochester, NY 14626, (585) 723-7100.
“YOU ARE NOT ALONE.”
Survivors often feel alone or disconnected. By remaining a friend, you provide opportunities for companionship and stability, and engage in enjoyable activities to help them surface from their overwhelming emotions. While it’s important to provide support, you are not responsible for their healing. Remind your friend of counseling resources and people who are available to help, so neither of you feel alone.
“I DON’T KNOW WHAT TO SAY, BUT I AM AVAILABLE IF YOU WANT TO TALK. IT MIGHT BE HELPFUL TO TALK TO ANOTHER PERSON AND EXPLORE YOUR OPTIONS.”
It is okay if you don’t know what to say. This is a heavy topic and not one that everyone is comfortable – or informed enough – to talk about. It is perfectly acceptable to remind your friend that you will listen to them, but they may benefit from some resources.
How to Support Yourself
You matter too. Supporting a friend who is dealing with trauma can be time-consuming and emotionally draining. Remember that you cannot effectively support your friend unless you take care of your own emotional, physical and mental health. Most of the resources available to your friend are available to you, too. Some guidelines:
- Keep the rest of your life on track. It is OK and necessary for you to keep up with your academic obligations, as well as other friends and relationships.
- Pace yourself. You are a supportive friend, not a caretaker. Taking on a lopsided role in your friendship is unsustainable and can end up driving you away.
- Don’t be afraid to redirect your friend to a counselor or other support person. These resources exist for a reason and are a safe place for your friend to process and heal. With that delegation, you are both freer to resume the things you enjoy in your friendship.
What NOT to Do/Say
“YOU NEED TO REPORT” OR “WHAT IF THIS HAPPENS TO SOMEONE ELSE?”
Giving power and control back to the survivor means that it is their decision about whether or not to report. Moving forward through either the student conduct process or the criminal process is time consuming and emotionally difficult, so deciding to move forward without reporting is perfectly acceptable and is not a sign of weakness.
Similarly, causing someone to feel guilty if they do not make the choice you think they should make, is not supportive.
“WHY DIDN’T YOU FIGHT BACK/LEAVE?”
The brain does fascinating things in traumatic incidents. In particular, it functions with the primitive part of the brain (fight/fight/freeze) rather than the rational pre-frontal cortex. Basically, how someone reacts in a traumatic event is uncontrollable, unpredictable, and unique. It’s survival mode, not a rational choice.
“I’M GOING TO FIND THEM AND MAKE THEM PAY.”
You’re angry someone hurt a person you care about. It’s natural to be upset and want to seek justice. However, “taking care of it” is not actually supportive or empowering for a survivor, and may cause them more stress, and in some cases, may put them or yourself in danger. Justice looks different for each survivor. The survivor might also be confused about their feelings toward their assailant, especially if that person is a significant other, friend, or family member. Do not put them in a position where they feel like they have to defend the perpetrator from you.
“BUT THEY’RE SUCH A GOOD PERSON.”
Offenders are oftentimes charming, engaging, and seemingly “normal” people. Voicing your doubt indicates to your friend that 1) you aren’t a safe, non-judgmental person to talk to; and 2) no one will believe them.
“AT LEAST…”
Statements that start off this way minimize a person’s experience and indicate that what happened to them wasn’t “that bad.” There are a range of sexual harassment, sexual assault, relationship violence, and stalking behaviors, none of which is “better” than another. While you might intend for this comment to be encouraging and to “look on the bright side,” the effect of this type of statement may cause a survivor to feel like they are overreacting and should “just get over it.”
“SHOULDN’T YOU BE OVER IT BY NOW?”
An experience of sexual harassment, sexual assault, relationship violence, or stalking can be life-changing. Or not. Everyone processes at their own pace, and healing is not typically linear. There are steps forward and backward.
Understandably, your friend might want to avoid places, people, or activities that remind them of what happened. Most likely, they are as or more frustrated by missing out on having fun or feeling relaxed. Reconsider the “back to normal” activities you expect your friend to be doing, and offer alternatives.
PITY
Pity is not empowering. Not only is it a constant reminder of the trauma, but it is patronizing. Check-ins are good, however.
Sexual violence does not define a person. A more supportive option is to remind your friend of this, as well as their wonderful, strong, inspiring capabilities. |
about | title-ix | https://www2.brockport.edu/about/title-ix/presidents-statement/ | President’s Statement
“SUNY Brockport rejects sexual violence and gender-based discrimination in all forms. Our commitment to establishing and maintaining a climate free of discrimination and violence is guided by foundational principles of integrity, civility, respect, and justice. The University recognizes that sexual violence and gender-based discrimination impact us as a community and has made it a priority to promote an environment free of this behavior through policies, programs, partnerships, and trainings. The Offices of Title IX, University Police, Student Conduct, Health Promotion and Prevention Education, and Human Resources are all tasked with working together to respond to, prevent, and reduce sexual violence and gender-based discrimination. These offices cannot do this work alone; our campus community must work together to promote change. While no one has to do everything, everyone has to do something.”
Title IX & SUNY Brockport
The Title IX Coordinator ensures that the process for addressing complaints of sex-based harassment and misconduct, relationship violence and stalking are handled promptly and equitably, with fairness to those involved. The Title IX Coordinator is not an advocate and does not adjudicate complaints.
The Title IX Coordinator is the University’s expert on Title IX law, the Campus SaVE Act, and New York State Education Law 129-B (“Enough is Enough”), as well as campus policies and procedures on sex discrimination, sexual misconduct, relationship violence, and stalking. The Title IX Coordinator’s role is to explain students’ rights, the Title IX Grievance Policy, Code of Student Conduct process, connect students to resources (support), and ensure students are not being retaliated against for having made a report of sex discrimination, relationship violence or stalking. If a faculty or staff member is involved, the Title IX Coordinator will work with SUNY Brockport’s Affirmative Action Officer to follow the complaint process involving employees.
The Title IX Coordinator also helps develop sexual discrimination and sexual violence prevention initiatives, including trainings for students, faculty, and staff. |
about | title-ix | https://www2.brockport.edu/about/title-ix/prevention/ | Sexual Assault is never the fault of the victim, however, some strategies may lower the risk of becoming a target.
What We Can Do
LISTEN CAREFULLY TO WHAT THE OTHER PERSON IS SAYING
- Get permission. Never assume that you know what your partner wants. Regardless of how long you have known or dated someone, get permission.
COMMUNICATE EFFECTIVELY
- Talk with your partner about what would be mutually enjoyable. Tell your partner what you do and do not want.
- Ask your partner what they would be comfortable with or find enjoyable.
- Stick with your decision. Have your words and your actions communicate the same message.
- Pay attention to how much alcohol you are consuming. Alcohol and other drugs interfere with clear thinking and communication.
TRUST YOUR INSTINCTS & INTUITION
- Even if you cannot explain why, you have the right to trust your feelings. If you are feeling uncomfortable, leave the situation. Trust your gut.
- If your gut is confused about what your partner wants, stop. Ask them what they need/want. Clarify so you are both on the same page.
THINK ABOUT HOW YOU RESPOND TO SOCIAL PRESSURES
- Decide what your needs and wants are before you are in a sexual situation.
RESPECT YOURSELF & YOUR PARTNER
- Many people condone myths and misperceptions about sexual assault.
- Object to stereotypes and degrading images wherever you hear or see them.
SET A POSITIVE EXAMPLE WITH YOUR FRIENDS
- Treat people with respect and let others know you expect the same.
DO NOT ACCEPT OFFENSIVE OR AGGRESSIVE BEHAVIOR
- Ask that the behavior stop. Support others who feel the same way.
- In an emergency, contact University Police by calling (585) 395-2222.
VOLUNTEER
Join and support groups that provide sexual assault prevention education. Look into BARS (Brockport Against Rape and Sexual Assault), the BSG Advocacy Group, the Public Health Club, the Social Work Club, or volunteer with The Office of Health Promotion and Prevention Education.
Keep Yourself Safe
- One of the best ways to protect yourself is to be aware of your surroundings.
- If you choose to drink, drink responsibly. Aim for one drink per hour, up to four drinks maximum.
- Do not take drinks from people you don’t know; always order your own drink.
- Do not leave your drink unattended.
- Look out for your friends and ask that your friends look out for you.
Ways to Protect Yourself
-
Be careful about when and where you decide to drink.
- It is estimated that over 75% of acquaintance rapes involve alcohol and drugs.
-
Use a buddy system for mutual support when you attend parties.
- Watch your drinks at all times.
- If you notice a friend acting differently (e.g., behaving aggressive sexually, oblivious to pain, etc.), get your friend out of the situation.
- Be sure to utilize the Eagle Guardian app, available for Iphone and Android.
-
Trust your gut
- If you feel uncomfortable, do what you can to leave the situation.
- If being polite or nice doesn’t work, just leave.
-
Communicate openly and directly with your partner about sex.
- You have the right to say no when you don’t want to do something.
- If this is difficult for you, ask someone you trust to help you practice saying no.
-
Be wary of “rescuers”
- Don’t accept a ride home from a stranger, even if that person seems to be concerned about your safety.
DRINKING & CLUB DRUGS
While other drugs are occasionally used to facilitate sexual assault, researchers and experts note that alcohol is the most commonly used drug in cases of sexual assault on college campuses. Alcohol has been used as a method to facilitate sexual assault for years and remains the most widely used drug today.
Other drugs used to facilitate sexual assaults include:
- Rohypnol (roofies)
- Gamma Hydroxy Butate (GHB)
- Ecstasy
The effects of these drugs are similar to those caused by consuming a large amount of alcohol. Depending on the type of drug and the amount ingested, the victim may experience signs of confusion, memory loss, drowsiness, impaired motor skills, impaired judgment, reduced inhibition, slurred speech, or a variety of other symptoms.
If you or a friend are experiencing the effects of a sexual assault, help is available. |
about | title-ix | https://www2.brockport.edu/about/title-ix/reporter-faq/ | Complainant FAQ
Confidential resources include Hazen Student Health/Counseling Center; RESTORE sexual assault services; and Willow Domestic Violence Center (relationship violence and stalking). Information you provide to a confidential resource will not be disclosed (unless there’s a threat of harm to self or others).
Contact information for these confidential resources is:
- Hazen Student Health/Counseling: (585) 395-2414. Indicate you need immediate assistance by saying your situation is “high priority.”
- RESTORE Sexual Assault Services: RESTORE advocate Sarah Link works with SUNY Brockport students: (585) 210-3005; or 24/7 RESTORE Hotline: (585) 546- 2777.
- Willow Domestic Violence Center: 24/7 hotline: (585) 222-SAFE (7233).
SUNY developed a great resource that provides both on and off campus resources, depending upon your location.
A student doesn’t have to request that the university take any action in order to receive support. Options for support include:
- No Contact Order: The Title IX Coordinator can issue a No Contact Order between students, which prohibits contact/communication between them, but is not disciplinary.
- Faculty Notice: A notice to faculty can be issued that states the student is experiencing a stressful situation; the letter is issued from the Office of the Vice President for Student Affairs, not the Title IX Coordinator, and these letters are issued for a variety of reasons (illness, a death in the family, etc.).
- Alternate work schedules: If the students work together on campus, the Title IX Coordinator can arrange alternative work schedules.
- Change in residential housing: A student may choose to be moved. In limited circumstances, SUNY Brockport may require the accused student to move.
- SAFE Ride: Students may use SAFE Ride to request that a University Police Student Patrol escort them from one location to another on campus. Contact (585) 395-SAFE between the hours of 8:00pm – 2:00am.
- Academic Success Center: Tutoring and academic support services are available to all students. If a student is struggling with their courses because of a situation related to sexual violence, we encourage them to take advantage of the available services.
- Academic Accommodation: The university may be able to assist a student by requesting extensions from faculty, assisting a student in taking an “Incomplete,” withdrawing, or taking a leave, etc.
- Other: There might be other circumstances in which the Title IX Coordinator/university may be able to help.
The university is always able to provide support to the student affected by the behavior.
If the accused person is a student, then the affected student will have the ability to proceed with an investigation at SUNY Brockport, and if the accused student attends a different university, the affected student may be able to request an investigation at that institution, if within the United States. The process followed will either be based upon the Title IX Grievance Policy or the Code of Student Conduct, depending on the allegations and location of the misconduct.
If the accused person is a university employee, the university will be able to conduct an investigation through the Office of Human Resources. The process followed will either be based upon the Title IX Grievance Policy, the Employee Discrimination Complaint Procedure, or both, depending on the allegations and location of the misconduct.
The affected student has the ability to file a police report with the appropriate law enforcement agency and proceed with criminal charges, regardless of whether the accused is a student or an employee, and regardless of where the situation occurred.
The Title IX Coordinator will reach out to the affected student to let them know that they have a right to request a Student Conduct or Title IX Grievance investigation, make a police report, be free from retaliation, and receive support from the university. The student may meet with the Title IX Coordinator and/or a RESTORE advocate to decide whether they want to take any action. The affected student is almost always in “the driver’s seat.”
While there may be instances where the university moves forward with an investigation against another student, despite the affected student’s wishes, in most cases, the university respects the student’s wishes.
Exceptions to when a Student Conduct investigation may be started, despite the affected student’s wishes, include: 1) If the person accused has a history of violent behavior or is a repeat offender; 2) If the incident is an escalation of behavior; 3) If there is an increased risk that the accused will commit additional acts of violence; 4) If the accused used a weapon or force; 5) If the affected student is a minor; 5) If there’s a pattern of perpetration by a particular group or at a given location.
If the alleged misconduct falls within the Title IX Grievance Policy, the university may choose to conduct an investigation, despite the affected student’s wishes, in cases where there is sufficient evidence to move forward without the student’s participation, or where the accused may pose a continued risk to the affected student or the university community.
If the accused is an employee, the Office of Human Resources will likely need to conduct an investigation.
You have a right to have an advocate present. RESTORE Sexual Assault Services is a partner agency with the university, and has an advocate who works with SUNY Brockport students. The RESTORE advocate maintains regular office hours at Hazen Hall. The advocate will help explain what to expect if you make a criminal report and support you through that process, including attending court with you.
When a criminal complaint is made, the police conduct an investigation and may refer the matter to the District Attorney’s Office to determine if there is enough evidence to support a violation of New York State Penal Law and to press charges. The standard of evidence in a criminal matter is “beyond a reasonable doubt.”
Under the Title IX regulations, the definition of sexual harassment is:
- Unwelcome conduct that a reasonable person would determine is so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the educational institution’s education program or activity;
- Sexual assault (rape and unwanted sexual contact);
- “Quid pro quo” in situations where an SUNY Brockport employee abuses their authority by conditioning a student’s educational benefits on participation in unwelcome sexual conduct;
- Dating violence;
- Domestic violence; and
- Stalking.
If you would like the university to conduct an investigation, you have the right to have an advisor with you at all meetings. The RESTORE advocate usually fills this role. Two investigators will be assigned, who will talk to you and take your statement, ask you for witness names, and any documentary evidence (including text and social media messages and videos) you might have. The investigators will talk to the person accused (“respondent”) and will follow the same process with them. The investigators are neutral and will not make any findings. When the investigation is completed (it usually takes several weeks, and investigators may need to meet with you more than once to ask some follow up questions), the investigators will write a report and may recommend a hearing.
The standard of evidence for any Student Conduct or Title IX Grievance Policy hearing is preponderance of the evidence (“more likely than not”). If a hearing is held, the hearing officer or hearing board will review the case and make a determination about whether it is more likely than not that the Code of Student Conduct, Title IX Grievance Policy, or both, were violated.
All hearings are virtual, held over Zoom. The hearing is closed, meaning that only the parties, advisors, the Title IX Coordinator, and the hearing officer or board are allowed to be present throughout the hearing. If a witness appears, they will do so only to give their statement and answer questions, then leave the meeting. A hearing officer or board will ask you, the respondent, and witnesses some questions.
The process is different, depending on whether the Title IX Grievance Policy or the Code of Student Conduct procedures are followed. If the Title IX Grievance Policy is followed, then advisors of the parties will be able to directly cross-examine the other party and witnesses. If the Code of Student Conduct process is followed, then the hearing officer/board will ask all questions that one party has for the other party and witnesses.
Both parties have the right not to participate in an investigation and/or hearing, but the failure to participate does not affect the evidence that the hearing officer/board may consider (the “admissibility” of the evidence). The decision not to participate may impact the outcome, however.
Both parties are provided with a memorandum decision within fifteen business days of the hearing and both have a right to appeal.
If the complainant (the student affected by the sexual harassment) makes a complaint which falls under Title IX (both the definition and jurisdiction), and requests an investigation, the university must follow the Title IX Grievance Policy.
WHEN THE MATTER IS INVESTIGATED AND A HEARING IS HELD UNDER THE TITLE IX GRIEVANCE POLICY, THE FOLLOWING WILL APPLY:
- Under the Title IX Grievance Policy, the complainant will need to file and sign a formal complaint.
- The Title IX Coordinator will send both parties a notice that sets forth all of the allegations made against the respondent, in detail, so that the respondent fully understands what is alleged, before being interviewed.
- Both the complainant and respondent will be able to review a draft of the investigative report and evidence (even evidence that the university will not rely upon when making a determination) before the report is finalized, and provide a rebuttal.
- Both parties are required to have an advisor at hearings, and the advisor will ask questions directly to (cross-examine) the other party and to witnesses.
If, however, the alleged misconduct does not fall within the definition or jurisdiction of sexual harassment under Title IX, then the university will follow the Code of Student Conduct procedures.
WHEN THE MATTER IS INVESTIGATED AND/OR A HEARING IS HELD UNDER THE CODE OF STUDENT CONDUCT, THE FOLLOWING WILL APPLY:
- A “formal” and signed complaint is not needed before the university begins an investigation.
- The respondent will be provided information about the allegations, but will not be provided with the complainant’s full written statement before being interviewed. The respondent will have a full opportunity to respond to all allegations, however, and will be provided with the complainant’s written statement following completion of the interview.
- The parties will not have an opportunity to review a draft of the investigative report or to submit a rebuttal before it is finalized.
- The parties will have an opportunity to review all of the evidence before a hearing, but will not have an opportunity to submit a rebuttal.
- Both parties are encouraged to have an advisor present at all meetings and during a hearing, but are not required to have advisors at any step of the process.
- All questioning of the parties and witnesses is by the hearing officer/board. The parties have right the to ask questions, but all questions are submitted to the hearing officer to be asked. |
about | title-ix | https://www2.brockport.edu/about/title-ix/reporting-process/ | Reporting Process for Victims of Sexual Harassment, Sexual Assault, Relationship Violence, and/or Stalking
Everyone should have access to sexual/gender-based discrimination and interpersonal violence misconduct reporting options and support services, even if they do not wish to formally report an incident.
SUNY Brockport’s Title IX Grievance Policy and Code of Student Conduct define Sexual Harassment and Sexual/Gender-Based Discrimination and Interpersonal Violence and prohibit the following range of behaviors:
- Sexual harassment
- Non-consensual sexual contact
- Non-consensual sexual intercourse
- Sexual exploitation
- Dating violence
- Domestic violence
- Stalking
- Discrimination on the basis of sexual orientation
- Discrimination on the basis of gender identity/non-conformity
- Discrimination on the basis of pregnancy or parenting
Confidential Reporting Resources
Anyone who is a confidential resource will not report information to law enforcement or University officials without your permission, except in extreme circumstances, such as a health and/or safety emergency, imminent threat to self or others, or where there is mandatory reporting of suspected child abuse.
If you only share information with a confidential resource, however, you should know that the University will not be able to investigate and pursue possible disciplinary action against the accused individual, or provide you with other measures of support.
Not Confidential (Private) Reporting Resources
Even University offices and employees who are not confidential resources will maintain your privacy to the greatest extent possible, sharing information only with people who have a need to know. No members of the University’s faculty are confidential, and most staff and other members of the University are not confidential. As a result, they will need to share with the Title IX Coordinator information you disclose to them concerning sexual/gender-based discrimination and interpersonal violence.
Anonymous Reporting
You can file a report (anonymous if you choose) online about incidents of sexual harassment, gender-based harassment, sexual assault, dating violence, domestic violence, stalking, and/or other sexual misconduct, by using our Gender-Based and/or Sexual Assault Report.
Gender-Based and/or Sexual Assault Report
Criminal vs Student Conduct Report
Whether the victim decides to pursue criminal charges through the criminal justice system or disciplinary action through the Title IX Grievance Policy or Code of Student Conduct, or both, the University is available to help where it can. There are major differences between a criminal report and a Title IX Grievance/Code of Student Conduct report. For more information on the differences between these options, view the Plain Language Explanation of Distinctions Between the New York State Penal Law and the College Disciplinary Processes. |
about | title-ix | https://www2.brockport.edu/about/title-ix/resources/ | Reporting Options & Resources
For more information on reporting options and resources, please view our reporting process webpage linked below.
HAZEN CENTER FOR INTEGRATED HEALTH, HAZEN HALL
Counseling Center: (585) 395-2414 (confidential)
Student Health Center: (585) 395-2414 (confidential)
RESTORE (SEXUAL ASSAULT SERVICES)
Sarah Link
College Advocate
Email: sarah.link@ppcwny.org
Phone: (585) 210-3005
This service is confidential.
UNIVERSITY POLICE
Location: Lathrop Hall
Phone: (585) 395-2226 (Non-emergency) or (585) 395-2222 (Emergency)
TITLE IX COORDINATORS
Denine Carr, JD
Title IX & College Compliance Office
Email: dcarr@brockport.edu
Phone: (585) 395-5066
Karen Logsdon
Title IX Deputy Coordinator
Email: klogsdon@brockport.edu
Phone: (585) 395-5042
Tammy Gouger
Assistant Vice President, Human Resources
Email: tgouger@brockport.edu
Phone: (585) 395-2442
STUDENT CONDUCT SYSTEM
Laura Bronsink
Director of Student Conduct
Location: Thompson Hall
Email: lbronsink@brockport.edu
Phone: (585) 395-2122
HEALTH PROMOTION & PREVENTION EDUCATION AND CENTER FOR GENDER AND SEXUAL DIVERSITY
Mat Hall
Associate Director
Location: Seymour Union Lower Level
Email: mahall@brockport.edu
Phone: (585) 395-5881
RESTORE (SEXUAL ASSAULT SERVICES)
RESTORE leads the community response to sexual violence through advocacy and education, by providing safety, support and validation. Services are free and confidential.
Sarah Link (RESTORE advocate for SUNY Brockport)
Phone: (585) 220 - 3005
Email: sarah.link@ppcwny.org
24 hour hotline: (585) 546-2777
WILLOW CENTER FOR DOMESTIC VIOLENCE
Willow Center for Domestic Violence is a local agency that provides hotline support, emergency shelter, support groups, children services, family court services, domestic and dating violence education and prevention.
24-hour hotline: (585) 222-SAFE or (585) (232-1741 (TTY)
LIFELINE/2-1-1
24/7 crisis/suicide intervention. Services Monroe, Wayne, Ontario, Livingston, Cayuga and Seneca Counties. Provides assistance and referrals for emergency food, shelter, clothing, crisis counseling, substance abuse issues, employment, financial, legal issues, and physical and mental health needs.
Phone: (585) 275-515 or 211
TTY: (585) 275-2700
HEALING THROUGH EDUCATION ADVOCACY AND LAW (HEAL) COLLABORATIVE
Headquartered within Strong Memorial Hospital, the HEAL Collaborative offers people who have experienced interpersonal violence access to physical and mental health services, as well as legal and social support, all in one place.
Phone: (585) 275-4325
IGNITE
IGNITE supports the needs of Deaf, DeafBlind, and Hard of Hearing survivors of domestic violence and/or sexual violence. Hearing advocates are available 24 hours a day.
VP: (585) 286-2713
24/7 Hotline (Text): (585) 348-7233
NEW YORK STATE POLICE TROOPERS’ CAMPUS SEXUAL ASSAULT VICTIMS UNIT
24-hour hotline: (844) 845-7269
OUT ALLIANCE/GAY ALLIANCE OF THE GENESEE VALLEY
Phone: (585) 244-8640 or 1-800-342-9871
SAATHI OF ROCHESTER
Saathi assists South Asian survivors of domestic violence and/or sexual violence. Volunteers speak one or more South Asian languages.
Phone: (585) 234-1050
VICTIM’S ASSISTANCE UNIT
Short-term crisis counseling, referrals, advocacy, court accompaniment, assistance in filing for NYS victim’s compensation.
Location: 185 Exchange Blvd., Rochester, NY (2nd floor of the Rochester Public Safety Building)
Phone: (585) 428-6630
MONROE COUNTY SHERIFF’S OFFICE VICTIM’S ASSISTANCE PROGRAM
Short-term crisis counseling, advocacy, referral, case status and court information, assistance in filing for NYS victim’s compensation.
Phone: (585) 753-4389
MONROE COUNTY DISTRICT ATTORNEY’S OFFICE VICTIM/WITNESS ASSISTANCE BUREAU
Crisis counseling, court escorts, advocacy, other support.
Phone: (585) 753-4573
MONROE COUNTY HEALTH DEPARTMENT
STD Clinic offers free and confidential STD and HIV screening.
Phone: (585) 753-5481
THE LEGAL AID SOCIETY OF ROCHESTER
Provides high quality legal representation and advocacy to low-income residents of Genesee, Monroe, Ontario, Orleans, and Wayne Counties in family law matters. Assistance with Family Court Orders of Protection.
Phone: (585) 232-4090
LEGAL ASSISTANCE OF WESTERN NEW YORK, INC.
Legal assistance and information: 24-hour hotline for those impacted by sexual assault, dating and domestic violence and stalking at (866) 341-7773.
SUNY SEXUAL ASSAULT & VIOLENCE RESOURCES
Lists both on- and off-campus resources. Choose a SUNY campus or provide your zip code for a list of resources near you. Their website also describes students’ rights in over 100 languages, including Visa and Immigration resources.
NEW YORK STATE COALITION AGAINST SEXUAL ASSAULT (NYSCASA)
NYS Hotline for sexual assault is (800) 942-6906 (available in English and Spanish).
NEW YORK STATE ANTI VIOLENCE PROJECT
24 hour hotline, provide direct client services to LGBTQ & HIV-affected survivors of all forms of violence, including hate violence, IPV, and sexual violence.
Phone: (212) 714-1141
NEW YORK STATE OFFICE OF VICTIM SERVICES
Provides information on custody status of perpetrators.
Phone: (844) 845-7269
NEW YORK STATE POLICE CAMPUS SEXUAL ASSAULT VICTIMS UNIT
Non-emergency, toll free hotline to report Campus Sexual Violence to the New York State Police.
Phone: (888) 846-3469
NEW YORK STATE COALITION AGAINST DOMESTIC VIOLENCE
A Program Directory that lists all Domestic Violence providers in NYS by county.
NEW YORK CRIME VICTIMS LEGAL HELP
Connects crime victims with civil legal services.
These services are available 24 hours a day, 7 days a week. Callers can connect free of charge to the phone hotlines and will be directed to local agencies in their area. Individuals can also connect with trained hotline staff online through a secure chat messaging system.
NATIONAL SEXUAL ASSAULT HOTLINE (RAINN)
1-800-656-HOPE(4673)
NATIONAL SUICIDE PREVENTION LIFELINE
1-800-273-TALK(8255)
THE NATIONAL DOMESTIC VIOLENCE HOTLINE
1-800-799-7233
1-800-787-3224 (TTY)
CRISIS TEXT LINE
Text HOME to 741741
LOVE IS RESPECT
1-866-331-9474
1-866-331-8453 (TTY)
Text LOVEIS to 22522
THE TREVOR PROJECT
National organization providing crisis intervention and suicide prevention services to LGBTQ+ young people.
1-866-488-7386 or Text START to 678678
BREAK THE CYCLE
Break the Cycle is a national agency that provides comprehensive dating abuse prevention programs exclusively for young people based on the belief that “everyone has the right to a safe and healthy relationship and work every day to make that right into a reality.”
ONE LOVE FOUNDATION
One Love Foundation is a national resource to end relationship violence through education and technology. Check out their mobile app for relationship self-test or call them at (410) 825-0994
STALKING RESOURCE CENTER
“Offers advocates, criminal justice professionals, and victims with specific tips and information on responding to stalking.”
JOYFUL HEART FOUNDATION
The Joyful Heart Foundation fosters education among community members concerned about issues of sexual assault, domestic violence and child abuse. “Such a community, empowered with knowledge, courage and compassion, can support survivors of this violence and engage in an open dialogue about how to collaboratively end the cycle of violence and abuse.”
Email: info@joyfulheartfoundation.org
Phone: (212) 475-2026 |
about | title-ix | https://www2.brockport.edu/about/title-ix/responder-faq/ | Respondent FAQ
Counselors and health care professionals at Hazen Center for Integrated Care are confidential. Information shared with a confidential resource will not be disclosed (unless there’s a threat of harm to self or others).
- Hazen Student Health/Counseling: (585) 395-2414.
Additionally, SUNY developed a great resource that provides both on and off campus resources, depending upon your location.
Yes. A respondent has the right to the following:
- No Contact Order: The Title IX Coordinator can issue a No Contact Order between students, which prohibits contact between them, but is not disciplinary.
- Faculty Notice: A notice to faculty can be issued that states the student is experiencing a stressful situation; the letter is issued from the Office of the Vice President for Student Affairs, not the Title IX Coordinator, and these letters are issued for a variety of reasons (illness, a death in the family, etc.).
- Alternate work schedules: If the students work together on campus, the Title IX Coordinator can arrange alternative work schedules.
- Change in residential housing: A student may choose to be moved. In limited circumstances, the university may require the respondent to move.
- SAFE Ride: Students may use SAFE Ride to request that a University Police Student Patrol escort them from one location to another on campus. Contact (585) 395-SAFE between the hours of 8:00pm – 2:00am.
-
Academic Success Center: Tutoring and academic support services are available to all students. If a student is
struggling with their courses because of a situation related to a report of sexual misconduct, relationship violence, or stalking, we encourage them to take advantage of the available services.
- Academic Accommodations: The university may be able to assist a student by requesting extensions from faculty, assisting a student in taking an “Incomplete,” withdrawing, or taking a leave, etc.
- Other: There might be other circumstances in which the Title IX Coordinator/university may be able to help.
- Title IX Grievance/Student Conduct: If the respondent is a student, then the complainant has the ability to proceed with a Title IX or Student Conduct investigation, depending on the circumstances, at SUNY Brockport. If the complainant attends a different university, that student has the right to request that the university conduct a Student Conduct investigation. The Code of Student Conduct states, ”When a nexus between a student’s behavior and the University exists and the University is aware of the behavior, a student may be subject to the University’s disciplinary action.” SUNY Brockport has discretion to determine whether the Code of Student Conduct should be applied to off-campus conduct.
- Criminal action: The complainant has the ability to file a police report with the appropriate law enforcement agency and proceed with criminal charges, regardless of where the situation occurred.
The Title IX Coordinator will first reach out to the complainant to let them know that they have the right to request an investigation under the Title IX Grievance Policy or the Code of Student Conduct (whichever applies) and the right to make a police report. If the complainant does not want to proceed with a SUNY Brockport investigation, the university may still decide to move forward, depending on the circumstances.
Exceptions to when a Student Conduct investigation may be started, despite the complainant’s wishes, include: 1) If the respondent has a history of violent behavior or is a repeat offender; 2) If the incident is an escalation of behavior; 3) If there is an increased risk that the respondent will commit additional acts of violence; 4) If the respondent used a weapon or force; 5) If the complainant is a minor; 5) If there’s a pattern of perpetration by a particular group or at a given location.
If the alleged misconduct falls within the Title IX Grievance Policy, the university may choose to conduct an investigation, despite the complainant’s wishes, in cases where there is sufficient evidence to move forward without the student’s participation, or where the respondent may pose a continued risk to the complainant or the university community.
If no investigation is conducted, it is possible the Title IX Coordinator will meet with the respondent to have a discussion about the reported situation and/or to enter a No Contact Order, which is usually entered against both students.
After a report is made, and if the university does not conduct an investigation, it is possible that the respondent may never be contacted or made aware that a report was made. SUNY Brockport tracks this information, however, to help identify patterns and to comply with state and federal laws.
When a criminal complaint is made, the police conduct an investigation and may refer the matter to the District Attorney’s Office to determine if there is enough evidence to support a violation of New York State Penal Law and to press charges. The standard of evidence in a criminal matter is “beyond a reasonable doubt.”
You may choose to communicate with your parents/guardians to determine how to best proceed.
Under the Title IX regulations, the definition of sexual harassment is:
- Unwelcome conduct that a reasonable person would determine is so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the educational institution’s education program or activity;
- Sexual assault (rape and unwanted sexual contact);
- “Quid pro quo” in situations where an SUNY Brockport employee abuses their authority by conditioning a student’s educational benefits on participation in unwelcome sexual conduct;
- Dating violence;
- Domestic violence; and
- Stalking.
If SUNY Brockport conducts an investigation, you have the right to have an advisor with you at all meetings. The university has many trained faculty/staff who are able to fill this role. However, you may choose someone not affiliated with the university, like an attorney, to serve as your advisor.
Two investigators will be assigned and will talk to the complainant, take their statement, ask for witness names, and request any documentary evidence (including text and social media messages and videos). The investigators will also talk to you and follow the same process. The investigators are neutral and will not make any findings. When the investigation is completed (it usually takes several weeks, and investigators may need to meet with you more than once to ask some follow up questions), the investigators will write a report and may recommend a hearing.
The standard of evidence for any Student Conduct or Title IX Grievance hearing is preponderance of the evidence (“more likely than not”). If a hearing is held, the hearing officer or hearing board will review the case and make a determination about whether it is more likely than not that the Title IX Grievance Policy, Code of Student Conduct, or both, were violated.
All hearings are virtual, held over Zoom. The hearing is closed, meaning that only the parties, advisors, the Title IX Coordinator, and the hearing officer or board are allowed to be present throughout the hearing. If a witness appears, they will do so only to give their statement, answer questions, then leave the meeting. A hearing officer or board will ask the complainant, you, and witnesses some questions.
The process is different, depending on whether the Title IX Grievance Policy or the Code of Student Conduct procedures are followed. If the Title IX Grievance Policy is followed, then advisors of the parties will be able to directly cross-examine the other party and witnesses. If the Code of Student Conduct process is followed, the hearing officer/board will ask all questions that one party has for the other party and witnesses.
Both parties are provided with a memorandum decision within fifteen business days of the hearing and both have a right to appeal.
If the complainant makes a complaint which falls under Title IX (both the definition and jurisdiction), and requests an investigation, the university must follow the Title IX Grievance Policy procedures.
WHEN THE MATTER IS INVESTIGATED AND A HEARING IS HELD UNDER THE TITLE IX GRIEVANCE POLICY, THE FOLLOWING WILL APPLY:
- Under the Title IX Grievance Policy, the complainant will need to file and sign a formal complaint.
- The Title IX Coordinator will send both parties a notice that sets forth all of the allegations made against the respondent, in detail, so that the respondent fully understands what is alleged, before being interviewed.
- Both the complainant and respondent will be able to review a draft of the investigative report and evidence (even evidence that the university will not rely upon when making a determination) before the report is finalized, and provide a rebuttal.
- Both parties are required to have an advisor at hearings, and the advisor will ask questions directly to (cross-examine) the other party and to witnesses.
If, however, the misconduct does not fall within the definition or jurisdiction of sexual harassment under Title IX, then the university will follow the Code of Student Conduct procedures.
WHEN THE MATTER IS INVESTIGATED AND/OR A HEARING IS HELD UNDER THE CODE OF STUDENT CONDUCT, THE FOLLOWING WILL APPLY:
- A “formal” and signed complaint is not needed before the university begins an investigation.
- The respondent will be provided information about the allegations, but will not be provided with the complainant’s full written statement before being interviewed. The respondent will have a full opportunity to respond to all allegations, however, and will be provided with the complainant’s written statement following completion of the interview.
- The parties will not have an opportunity to review a draft of the investigative report or to submit a rebuttal before it is finalized.
- The parties will have an opportunity to review all of the evidence before a hearing, but will not have an opportunity to submit a rebuttal.
- Both parties are encouraged to have an advisor present at all meetings and during a hearing, but are not required to have advisors at any step of the process.
- All questioning of the parties and witnesses is by the hearing officer/board. The parties have the right to ask questions, but all questions are submitted to the hearing officer to be asked. |
about | title-ix | https://www2.brockport.edu/about/title-ix/responding-party-guide/ | Resources
The information below is comprised of websites with resources for people who have been accused of sexual assault, intimate partner violence, or stalking.
HAZEN CENTER FOR INTEGRATED CARE (CONFIDENTIAL)
You may call (585) 395-2414 or go to your MyHazen patient portal to make an appointment between the hours of 8am – 4pm Monday through Friday.
- Counseling Services: The Counseling Center offers free and confidential services for all students.
- Student Health Services: Health Care providers are available to assist students with free and confidential services.
TITLE IX AND COLLEGE COMPLIANCE OFFICER (NOT CONFIDENTIAL)
Denine Carr, JD
Location: 6th Floor, Allen Administration Building
Phone: (585) 395-5066
The Title IX and College Compliance Officer is responsible for responding to reports of sex discrimination, which includes sexual harassment and sexual assault, as well as reports of dating violence, domestic violence, and stalking.
The Title IX & College Compliance Officer is not an advocate. It is her responsibility to assure equity and due process to both the person who has made a complaint (complainant) and the person who has been accused (respondent). The Title IX & Compliance Officer may help a respondent find an advisor to help support and guide them through the student conduct process, may help connect the respondent to counseling, and will offer the respondent “interim measures.”
OFFICE OF STUDENT CONDUCT (NOT CONFIDENTIAL)
Either the Title IX Office or the Office of Student Conduct will explain the student conduct process to the respondent. If an investigation and hearing proceed, the student conduct process will be followed.
Location: Thompson Hall, West Wing
Phone:(585) 395-2122
UNIVERSITY POLICE (NOT CONFIDENTIAL)
University Police conduct investigations of crimes that occur on campus.
Location: Lathrop Hall
Phone: (585) 395-2222
The two following resources charge for their services.
LINDEN OAKS SPECIALIZED ASSESSMENT & TREATMENT SERVICES (CONFIDENTIAL)
Phone: (585) 586-6840
ENDEAVOR HEALTH SERVICES (CONFIDENTIAL)
Phone: (585) 445-5310 |
about | title-ix | https://www2.brockport.edu/about/title-ix/what-to-do-if-assaulted/ | Find a Safe Space
Go to a safe place where people will be able to assist you.
Safety Assessment
- Are you safe now?
- If you’re not safe, and if on campus, call University Police (in Lathrop Hall) at (585) 395-2222; If off campus, call 911 (The Brockport Police Department is located at 1 Clinton Street, Brockport, NY. )
Seek Medical Attention
It is important to seek medical attention as soon as possible. You may have hidden injuries and also may want to explore options for preventing pregnancy and STIs.
Drugs used for emergency contraception and to prevent HIV and STIs have a limited time within which to work. The following can provide these services:
- Student Health Center, Hazen Center for Integrated Care, Hazen Hall, (585) 395-2414
- Strong West Emergency, 156 West Avenue, Brockport, (585) 758-1010.
- Strong Memorial Hospital, 601 Elmwood Ave, Rochester, (585) 275-2100.
- Unity Hospital, 1555 Long Pond Road, Rochester, NY 14626, (585) 723-7100.
Evidence Collection
Seeking medical attention allows you to have evidence collected. You do not have to make a decision right away about contacting the police and making a criminal report. However, having evidence collected within 72 hours preserves your right to decide at a later date whether you wish to go forward with making a criminal complaint.
To preserve evidence, do not take a shower, change clothes, or brush your teeth. This evidence may be used later if you decide to press charges. If you want to change your clothes, set your clothes aside in a plastic bag.
These hospitals can provide sexual assault nursing exams (rape kits):
- Strong West Emergency, 156 West Avenue, Brockport, (585) 758-1010
- Strong Memorial Hospital, 601 Elmwood Ave, Rochester, (585) 275-2100
- Unity Hospital, 1555 Long Pond Road, Rochester, NY 14626, (585) 723-7100
You may want a friend to accompany you to the Emergency Department. A RESTORE advocate is on call and available at (585) 546-2777 to meet you at the Emergency Department to offer support. Emergency Department charges for the Rape Evidence Collection Kit visit are billed directly to the New York State Crime Victims Board on a routine basis.
This process allows victims of sexual assault to bypass their private medical insurance carrier. This is especially important if you do not have medical insurance or do not want your parents to learn about the Emergency Department visit.
You do not need to decide whether you want to file a criminal report about the incident immediately, but you do need to have the evidence collected as quickly as possible.
Emergency Contraception
Emergency contraception (EC), also known as “the morning after pill,” provides an opportunity to prevent pregnancy after unprotected intercourse. There are two options.
- “Plan B” is an over the counter medication that works best if taken within 24 hours after unprotected intercourse, but can still work up to 3 days afterwards.
- “Ella” is a prescription medication that may be taken up to 120 hours (5 days) after unprotected intercourse and maintains its effectiveness for the entire 5 days.
The hormones in EC work primarily by delaying or preventing ovulation. They may also change the lining of the uterus, so that a fertilized egg cannot implant itself. EC does not interfere with an existing pregnancy. It only works to prevent a pregnancy from being established in the uterus.
Obtaining Emergency Contraception
Plan B and Ella may be obtained by visiting Hazen Student Health Center and signing into Self Check-In. An appointment is not required. Plan B is available for purchase by women or men without a prescription. A prescription for Ella is also available at Hazen.
Effectiveness
When used correctly, EC is between 75-90% effective in preventing an unplanned pregnancy. The sooner the medication is initiated after unprotected intercourse, the higher the effectiveness may be. At any time, a woman’s risk of becoming pregnant when having unprotected intercourse depends on where she is in her menstrual cycle.
Side Effects & Risks
Temporary side effects may include breast tenderness, headache, and menstrual irregularities. EC is safe for almost all women. Even women who have been told they cannot take oral contraceptive pills on a regular basis can generally use EC safely. EC is not recommended for use during pregnancy because it simply will not work.
There are instances when Emergency Contraception may be unsafe:
- During a current migraine headache, especially if accompanied by neurological complications
- If you have a history of stroke
- If you have problems with blood clotting
A woman should use Emergency Contraception when:
- A condom broke or fell off
- She had sex without using any other method of birth control
- The diaphragm slipped out of place
- She has missed more than two days of birth control pills
- She has been sexually assaulted or raped
Get Support
-
Talk with friends who make you feel safe.
- Talk to someone confidentially:
- Contact RESTORE sexual assault services at (585) 546-2777 to speak with an advocate/counselor.
- See a counselor at Hazen Counseling Center: (585) 395-2414 (walk-in hours 8 – 4 pm, Monday – Friday).
- Contact Willow Domestic Violence Center at (585) 222-SAFE (7233) or text (585) 348-SAFE (7233).
It is not unusual to face a myriad of reactions including depression, anxiety and fear, difficulty trusting others, and self-harming behaviors as well as many, many other emotions. Everyone reacts differently. Some people may experience reactions immediately. Others may seem to function “fine” initially, but react later, long after the event occurred. Getting help right away may reduce the impact the experience has on your life later on. Take care of yourself. You have been through a traumatic event. It is vitally important that you attend to your physical and emotional health needs as you cope and recover.
Proxy Report
If you decide not to press charges, you may consider asking for a Proxy Report to be completed. Filing a Proxy Report with RESTORE provides you with an anonymous way to report a sexual assault that will not result in charges being pressed, but does allow your story to be heard.
If you do decide to proceed either through the Title IX Grievance or student conduct process or criminally, by pressing charges, Denine Carr, the Title IX Coordinator can help. |
about | null | https://www2.brockport.edu/about/town-gown/ | Sub-Committees
- Off-Campus Housing and Quality of Life
- Community/University Communication and Outreach
- Greater Brockport Alcohol and Other Drug Community Coalition
- Walk! Bike! Brockport!
Membership
A committee of University, Village and Town stakeholders with the authority to implement actions affecting the University/municipal community. Membership will be determined on an annual basis and will generally include individuals who have these roles:
- Mayor
- Deputy Mayor
- Police Chief (village and university)
- Town Supervisor
- School Superintendent
- Bar Owners’ Association
- Merchants’ Association
- Codes Enforcement
- University President
- Vice President for Enrollment Management and Student Affairs
- Vice President for External Relations
- Director of Community Outreach
- Prevention and Outreach Services
- Director of Residence Life and Student Conduct
- Director of the Hazen Center for Integrated Care
- Faculty members
- Emeriti faculty/staff members
- Members should select an alternate if they are unable to make a meeting to ensure that their constituents’ voices are heard and represented.
Governance
The committee shall be co-chaired by the University President and the Village Mayor.
Charge
To develop and enhance relationships between the University and the community through actively addressing issues of common concern, including, but not limited to, neighborhood quality of life, landlord/tenant relations, health and safety issues, communication, community involvement, academic outreach, and economic development. We have a shared interest in preserving the vitality and quality of life in our community.
Strategic Responsibilities of the Committee
- Determine issues of common concern, and report regularly on them
- Provide a forum for open discussions of ongoing issues
- Support projects and programs that assist with committee aims
- Communicate activities and outcomes of projects to the public
- Monitor and evaluate the activities of subcommittees, their studies and projects
Meetings
The larger committee will meet twice a semester. Subcommittee chairs will determine a time for subcommittees to meet, prior to the main committee, to report out their work. |
about | null | https://www2.brockport.edu/about/town-gown/alcohol-drugs/ | Town/Gown Alcohol & Other Drug Subcommittee
Greater Brockport Prevention Coalition/Community Coalition
Alcohol/Drugs in a College Community Charge – Alcohol/drugs are problematic in all communities but becomes acute in college communities where the density of young adults without parental supervision can result in impaired decision-making and poor outcomes.
Strategic Responsibilities of the Committee
The subcommittee will discuss, examine research and develop additional strategies for possible implementation in the following:
- Prevention efforts on-campus
- Prevention efforts in the community
- Mitigation efforts on-campus
- Mitigation efforts in the community
Subcommittee/Community Coalition Members
- Lauren Mazzeo (Chair)
- Dr. Joshua Fegley
- Denine Carr
- Chief Daniel Vasile
- Chief Mark T. Cuzzupoli
- Dennis Price
- Stephanie Hazelett
- Paul Wheat
- Krystal Crawford
- Jill Martin
- Wendy Allen-Thompson
- Christina Scutella
- Nicole Posluszny
- Kerrie Gianvecchio
- Joshua Mathews
- Susan Smith
- Libby Caruso
- Michael Bove
- Jason Teller
- Jerry Bennett
- Amanda Zaleski
- Mat Hall
Meeting Dates
- September 30, 2020
- October 27, 2020
- November 24, 2020
- February 24, 2021
- March 30, 2021
- April 28, 2021
- August 19, 2021
Events
- Virtual EagleCHECK
- Welcome Week Campus Walks
- Hazen Halloween
- DEA Prescription Drug Take Back Day (2 separate events each semester)
- Narcan training
- 4/20 campus-wide event
Projects
- Progress on College Environmental Prevention Grant
ONGOING
- Funding Agency - New York State Office of Alcoholism and Substance Abuse Services (OASAS)
- Key design elements required by the grant include
- the strategic use of a community coalition,
- the implementation or enhancement of AOD screenings in opportunistic settings,
- the implementation or enhancement alcohol and substance brief intervention services,
- the use of strategic enforcement strategies,
- the use of sound health communication strategies to address campus drinking and substance norms and complement enforcement strategies.
- Nightlife with local establishments – survey to identify high risk areas Hopeful to gain interest in a Safer Bars initiative in Brockport, ongoing Cannabis awareness education d/t new legalization laws
- Virtual brief-interventions to continue services through pandemic
Proposed Activity for Fall 2021
- Screening using AUDIT/CUDIT in all APS classes during weeks 4 and 5 of the semester, coupled with additional Hazen Center for Integrated Care information and harm reduction strategies. AUDIT/CUDIT to be administered virtually.
- Host a prescription drug take back day event
- Focus Groups for additional data collection/needs assessment on current AOD trends.
- Continue to build rapport with each individual village bar owner to discuss further training for employees and assess outreach programming collaboration opportunities.
- Cannabis-specific outreach and education
- Virtual/in-person brief interventions for mandated students
- Update passive programming around alcohol & cannabis use
- Begin social norms campaign development
- Focus on outreach within the community this academic year; connecting community organizations with the campus |
about | null | https://www2.brockport.edu/about/town-gown/communications-outreach/ | Standing Charge
This subcommittee will discuss, research, and strategize for possible implementation of the following:
- Pressing community issues
- Collaborative outreach efforts
- Best practices for communication and outreach, from other universities and communities
- Attracting new university and school district employees to live in the Brockport community
- Communication sharing among stakeholders
- The role of social media
- Website development
- Mutual promotion or sponsorship of events
- Understanding the needs and issues of all local residents
- Development and maintenance of community-wide calendar
Overview
The Communications/Community subcommittee met several times during the 2018-19 academic year and moved forward on several initiatives, including:
COMMUNITY BREAKFAST
On April 2, 2019 President Macpherson hosted a Community Breakfast, which was held in Cooper Hall. More than 50 members of the local business community attended. Our committee supported efforts to solicit local business and community member attendees. The goal is to continue outreach to the community and extend the invitation to other local groups and organizations.
University’S STRATEGIC PLAN
The committee received updates throughout the year as the university developed its strategic plan. Several members of the sub-committee — including the mayor — were involved with the planning. Goal 2 of the plan is: To Be a University Engaged with its Community.
THE HATE U GIVE/ANNUAL DIVERSITY CONFERENCE
The University extended the opportunity to the committee to participate in The Hate U Give, by Angie Thomas, Book Study. Approximately 50 students read the book and participated in book discussions at the high school. On, September 20, 2018, 25 students and four teachers attended the 18th Annual Diversity Conference. Additionally, seven students and their teacher were selected to present a student panel at the conference.
INTERNATIONAL TOWN GOWN COMMITTEE
Dave Mihalyov and Rachel Kluth presented at the International Town Gown Committee held at Penn State on May 20, 2019 on behalf of our entire committee. We shared the many positive partnerships that have developed through our combined efforts. The presentation was well attended and extremely well received. |
about | null | https://www2.brockport.edu/about/town-gown/quality-life/ | Standing Charge
This subcommittee will discuss, research, and strategize for possible implementation of the following:
- Best practices for landlord programs in college communities
- Enlisting the involvement of local landlords
- Online listing of rental properties with current C of O’s
- Safety of off-campus student housing
- Handling student concerns about rental properties
- Formation of Neighborhood Associations in mixed-residency neighborhoods
Activities & successes from last year:
-
Food Insecurities SUNY Survey sent to all Brockport students
- Potential on-campus food pantry
- Food Insecurity strategy meeting will take place this summer.
-
“Change Your Battery” drive in March
- Students were encouraged to change the batteries in their smoke and CO detectors.
- Free batteries were handed out at the Off-Campus and Commuter Desk in the Union.
-
Two Off-Campus and Commuter Resource Fairs
- Sixteen vendors and more than 300 students attended.
- Good Neighbor and Renters Rights information was distributed.
-
Eagle Eats in May on the corner of Utica and Monroe from 10 pm to midnight
- More than 200 students attended, and food ran out by 11:30.
- Funded by the OASIS grant
-
Welcome Back Picnic during Welcome Week
- More than 50 students attended
AY 2020-2021 Annual Report
JENNIFER WOOD, CHAIR
- The ability of this subcommittee to take on its usual scope of activities continued to be hampered by COVID-related restrictions, but we are hopeful to resume normal function in the coming academic year.
- This subcommittee worked in collaboration with a committee on Student Basic Needs (SBN) to address the issue of food insecurity discussed at the December 2020 meeting. Immediate plans include a focus on establishing an on-campus food and resource pantry. The SBN Committee, in conjunction with a group of senior social work students, explored areas of need and feasibility for action. This project culminated with a tentative proposal with potential for forward momentum. It is the hope of this subcommittee that establishment of this on-campus resource might be implemented during this academic year.
- We intend to further explore the establishment of a neighborhood association.
- Participation in this subcommittee has been limited; we will seek to add additional interdisciplinary members from across the University and the Brockport community. |
about | null | https://www2.brockport.edu/about/town-gown/walk-bike-brockport/ | Action Group 2021-22 Annual Report
Patrick Armstrong, Chair
-
Applied for the 2020 Responsive Grant from the Greater Rochester Health Foundation
- This would fund the creation of 3D-printed tactile maps of SUNY Brockport and Village of Brockport (Navigating Through Touch: Tactile Maps for Inclusive Education, Health, and Community)
- The Expanded Core Curriculum for Students Who Are Blind or Visually Impaired, outlines nine subjects and skills that people who are blind/visually impaired are taught so they can lead independent lives within their community
- Builds upon existing programs/infinitives and planning for future projects in the village
- If funded, SUNY Brockport would be the first SUNY school to have tactile maps around campus and the community
- Created an ad-hoc committee of different areas of campus that would need to be involved with implementing this project
-
Submitted an idea proposal at end of October, but was not selected to move forward to present a full proposal.
- We will continue to seek future funding opportunities
-
There might be some new technology in the scope of “orienteering” that would be more cost effective, sustainable, and easy to update
- The Committee on Accessibility has been looking into this
- Committee membership totaled around 20
- Meetings were held the fourth Thursday of each month via Zoom
-
Met with the HOPR Bike Share Program to hear about this program and help identify possible locations for the village, town, and campus (if permission is granted)
-
They decided on four locations
- 14 Main St. (Historic Main Street)
- Smith Street (Corbett’s Park)
- 4707 Lake Road N. (Wegmans)
- 22 N. Main St. (Erie Canal Trail)
- They decided on four locations
- Four members served on the Brockport Loop Design Review committee
- The chair served on the Western Region Canals Stakeholder Group
-
Created a Facebook page to disseminate information out to the public
- @WalkBikeBrockportActionGroup has 161 people following
- There is another — inactive — Facebook page from the previous WBB, but we have not been able to gain access to it
-
County Legislature for District 2 Jackie Smith asked us to help with the District Bike Rodeo at Hafner Park on Saturday, June 26
- This event was canceled due to low interest
- Worked with Community/University Communications and Outreach to create a promotional video for future SUNY Brockport applicants to promote life in the village
-
Worked with the Canalway Challenge to help promote this free family-friendly season-long event
-
The Canalway Challenge provided two banners, multiple poster options, and handcards to disseminate information about this program
- The banners were delivered to the Welcome Center and Seymour Library
- Posters were delivered to the Brockport Central School District and SUNY Brockport
- Handcards were delivered to the Brockport Central School District, SUNY Brockport athletic training, and Welcome Center
- Digital versions of the promotional materials were also shown on SUNY Brockport digital screens and on social media
- Garrett Roe created a Village of Brockport group and regularly sent emails the 15-member community team
- Through our marketing efforts, the Canalway Challenge administrators have noticed a signification increase in participation from Brockport
- The Canalway Challenge provided two banners, multiple poster options, and handcards to disseminate information about this program
-
Created a new logo for our sub-committee due to us being community facing
- Colors and horizontal vs. vertical will be determined based on its usage
-
Created PSAs for safe bicycling, walking, driving, and rowing in the village
- The Office of University Communications supported this by having copies printed that were housed at the Welcome Center
- Digital versions were created that were used on social media and The Brockport Blog
- These were originally planned for the rodeo
-
Wrote a letter to the New York State Department of Transportation asking for pedestrian signals to be upgraded so they meet the required accessible pedestrian signal guidelines
- They would produce audible tones that indicate when it’s OK to cross
- This would be along state route intersections with stoplights and sidewalks in Brockport, Sweden, and Clarkson
- Committee on Accessibility, Camp Abilities, Village of Brockport, Town of Sweden, Lions Club, Brockport Merchants Association, and Welcome Center also wrote or signed onto the letter indicating their support
-
The NYSDT has notified us they will be conducting a traffic study to determine if the upgrades are warranted.
- Many of these intersections will be considered during the Route 31 improvement project scheduled for 2022
-
Committee member Mayor Blackman wrote to the New York State Department of Transportation asking for a pedestrian warning signals at the north end of the Main Street and Park Avenue Lift Bridges
- NYSDT has indicated they will evaluate adding pedestrian-actuated Rectangular Rapid-Flashing Beacons (RRFB’s)
- New York State Assembly member Steve Hawley also wrote to NYSDT in support of this too
-
We informed the Canal Corporation of broken chairs and tires in the canal west of the canal gates
- They sent people to remove the trash
-
We have had some fantastic conversations from the group on walking and bicycling in the village
- We brought in an engineer from the Genesee Transportation Council and Mark Fenton, national transportation consultant, to hear the concerns
-
We think we have a literal “outside-of-the-box solution” to encourage bicyclists to be off the sidewalks
- Low-density route or bike boulevard off of Main Street
- Roundabouts in key locations (cameras and speed) to slow speed
- Currently working with GTC for cameras to be installed at key intersections and see if roundabouts are needed
-
Created an ad-hawk committee tasked with helping with the Cycle the Erie Canal Bike Tour
-
We had live music, water, Gatorade, tents, bike tire pump, Brockport Police to help with stopping traffic, and postcards for participants to send from Brockport
- The Lions Club also helped greatly with this event too
- The Office of University Communications supported the printing of directional signage for the bicyclists access the village
- The Village of Brockport paid for the postage
- We had live music, water, Gatorade, tents, bike tire pump, Brockport Police to help with stopping traffic, and postcards for participants to send from Brockport
-
Members of the committee were asked to take part in photo/video shoots for the Erie Canal National Heritage Corridor
- These will be used as stock photos to help promote the corridor and the beauty of Brockport
-
The chair signed a letter in support of the Village’s Transportation Alternatives Program grant application to enhance non-motorized transportation network near the Smith Street Bridge
- This will create safer pathways for bicyclists and pedestrians on and near this heavily used bridge through the installation of new sidewalks, reconstruction of the stairs on the southwest side of the bridge, and the installation of a crosswalk, traffic lights, and metal bicycle plates on and near the bridge
- The chair will be stepping down this academic year due to relocating out of the Brockport area |
academics | null | https://www2.brockport.edu/academics/ | Academics
We’re committed to academic excellence, scholarship, research, and service. An education at Brockport helps prepare our students to be ready for what the future holds.
Our Degrees
We offer an extensive and diverse range of programs at SUNY Brockport. Whether you are just starting your college career as an undergraduate or you are an experienced learner with your sights on a graduate degree, we have a program that is a perfect fit for you.
Featured Programs
Cybersecurity
Learn to secure computer systems from attack and compromise, and become an expert in one of today’s fastest growing occupations.
Master of Public Health (MPH)
The demand for public health workers and educators continues to grow. Get your MPH 100% online.
Academic Support
We are dedicated to ensuring the success of our students not only during their time at Brockport, but for the career they plan to build after graduating.
Learn More:
Diversity
We strive to create an inclusive and diverse learning environment at Brockport through programs and scholarships dedicated to helping traditionally underrepresented groups within higher education.
Courses & Registration
Stay up to date with the important deadlines and information related to registration and your course schedule.
Engaged Learning
Our students work alongside faculty on innovative activities that support and advance your education. Pursue your own research, creative activity, fieldwork, and internships. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/ | Plan for Continuity of Coursework
Refer to the following information and resources to facilitate the development of academic continuity plans. We are working to provide additional campus-based support in the days ahead.
The Division of Academic Affairs
- Center for Global Education & Engagement
- Center for Graduate Studies
- Office of Accountability & Assessment
- Office of the Vice Provost
- School of Business & Management
- School of Arts & Sciences
- School of Education, Health & Human Services
- Institutional Research & Analysis
- Drake Memorial Library
Undergraduate ResearchWith access to the University’s extensive collections and resources, our students have the opportunity to work closely with a faculty mentor on scholarly or creative projects directly related to a student’s major.
Graduate StudiesWe offer 50+ programs leading to a doctoral degree, master’s degree, post-master’s certificate of advanced study, or advanced graduate certificate through courses that are offered online, face-to-face, or a combination of both.
Global Education
The Center for Global Education and Engagement (CGEE) provides life-changing, eye-opening, and confidence building experiences for both domestic and international students.
Student Success
The Division of Academic Affairs strives to ensure that our students receive the resources that they need to achieve success during their university career. The Academic Success Center offers plenty of resources for students that are looking to improve their academics, including:
- Tutoring
- Workshops
- Assistive technology |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/about/ | About Academic Affairs Directory Academic Affairs Organizational Chart Accredited Programs Schools of the University School of Arts and Sciences School of Business and Management School of Education, Health and Human Services Center for Graduate Studies Academic Offices Office of Accountability and Assessment Center for Global Education & Engagement Office of the Provost Institutional Research & Analysis Drake Memorial Library |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/academic-master-planning/ | Academic Master Plan Task Force Final Report
Read the final report from the Academic Master Plan Task Force.
Academic Innovations Task Force Final Report
Read the final report from the Academic Innovations Task Force.
During 2020-21 SUNY Brockport will undertake an Academic Master Planning process. This will include the work of two interrelated committees; the Program Review Task Force and the Academic Innovation Task Force. The work of the two task force groups will be directed by co-chairs who will also serve on AMP Guiding Committee. The AMP Guiding Committee will consist of the four task force co-chairs, associate deans of each school, the Director of the Center for Graduate Studies, Vice Provost, and the Director of Institutional Effectiveness (or designee) and the Director of Assessment. The AMP Guiding Committee will be chaired by the Provost.
Each task force will consist of 6-8 faculty or staff chosen through an open call, at least one graduate student and one undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
Program Review Task Force
Co-Chairs:
- Cathy Houston-Wilson
- Jeffery Lashbrook
Members:
- Paula Barbel (EHHS)
- Patti Follansbee (EHHS; College Senate Representative)
- Chris Wilkins (EHHS)
- Paul Moyer (SAS)
- Eric Monier (SAS)
- Jennifer Ramsey (SAS)
- Pam Neely (SOBM)
- Jacqueline Slifkin (SOBM)
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
Task Force Charge: Using updated and revised AMP Template review all undergraduate and graduate programs on campus. Using supplied data (from IE, Budget, SUNY and other sources), each department or program coordinator will respond to prompts related to:
- Centrality and Consistency with University Mission and Strategic Plan
- Internal Demand
- External Demand
- Instructional and Curricular Efficiency
- Quality of Inputs
- Productivity and Outcomes
The task force will then review responses and using a scoring rubric, provide weighted feedback and information on each area. These data will then be shared with the AMP Guiding Committee. An interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
Academic Innovation Task Force
Chairs:
- Darson Rhodes
- Kathy Peterson
Members:
- Darrel Deas (Community Development)
- Eric DiLaura (Undergraduate Admissions)
- Ashley Fico (EHHS)
- Crystal Hallenbeck (Finance and Management; College Senate Representative)
- Rachel Schultz (SAS)
- Millie Sefranek (REOC)
- Joon Yong Seo (SOBM)
- Jocelyn Schimpf (Graduate Student)
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
Task Force Charge: Using trend data (local, state and national) identify areas where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new programs and work with College Senate and VP Daniels to streamline the proposal submission process.
While the work of this task force will be ongoing and nimble, an interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021
AMP Guiding Committee
Chair:
- Provost Heyning
Members:
- Darson Rhodes (EHHS)
- Cathy Houston-Wilson (EHHS)
- Eileen Daniel (Vice-Provost)
- Frances Dearing (Director of Assessment)
- Jeffery Lashbrook (SAS)
- Richard Dirmyer (Director of Institutional Effectiveness)
- Lerong He (SOBAM)
- Alisa James (EHHS)
- Michael Harrison (Office of Graduate Studies)
- Monica Brasted (SAS)
- Kathleen Peterson (EHHS)
- Craig Ross (Cross-Divisional Budget and Facility Officer)
- Rey Sia (SAS)
Membership:
- Four task force co-chairs, responsible for reporting the ongoing work of each task force
- Associate Deans – to provide guidance on each school’s areas of distinction, reporting committee work back to the schools and respective department chairs and school structure
- Director of the Center for Graduate Studies – to provide guidance on graduate programming and to report back to the Graduate Council on the work of the planning
- Vice Provost – to provide expertise on the program planning process, SUNY and NYSED regulations
- Director of Institutional Effectiveness – to coordinate data needs for the project
- Director of Assessment – to ensure review is in alignment with and does not duplicate other campus assessment activities
Charge: the AMP Guiding Committee will coordinate, provide guidance and expertise when needed and review task force work during the year. The goal of the AMP Guiding Committee will be to produce a coordinated five-year Academic Master Plan based on the work of the task forces. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/academic-strategic-plan-2023-2028/ | Academic Strategic Plan
Academic Affairs Strategic Plan, 2023-2028
Plan Introduction
In 2022, an Academic Strategic Plan was produced that was the culmination of years of work on developing a review of the University’s program array. It represented the complex, consistent work, and thoughts of hundreds of colleagues at SUNY Brockport that began in 2015. The 2022 plan concentrated on undergraduate and graduate programs. The plan represented the culmination of work from previous years that began to be focused in 2020 with the design of an “Academic Master Plan” and was refocused into an “Academic Strategic Plan” in July 2021. Last year’s plan provided a critical curricular review of undergraduate and graduate programs and focused primarily on the evaluation and classification of undergraduate and graduate programs into four categories: Growth, Augmentation, Reconfiguration and Discontinuation.
Plan Goals
Goal 1
Provide high quality academic programs that foster intellectual growth and creative expression in an inclusive and welcoming environment.Objectives
Goal 2
Increase community engagement within the curriculum to support the needs of our students, Brockport, Greater Rochester and beyond.Objectives
Goal 3
Produce graduates prepared for success in a modern society.Objectives
Goal 4
Create a diverse, inclusive, and supportive working environment that fosters faculty and staff success.Objectives |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/accreditations/ | Accreditations
SUNY Brockport strives to be a great university at which to learn. Many of our programs are nationally accredited to ensure that our students are receiving a high quality education.
Business Administration and Economics
Association to Advance Collegiate Schools of Business (AACSB)
Chemistry
American Chemical Society
Computing Sciences
The Computing Accreditation Commission of ABET accredits the following two programs:
Counselor Education
Council for the Accreditation of Counseling and Related Educational Programs (CACREP)
Dance
National Association of Schools of Dance (NASD)
Exercise Science
Commission on Accreditation of Allied Health Education Programs (CAAHEP)
Nursing
Commission on Collegiate Nursing Education (CCNE)
Public Administration
National Association of Schools of Public Affairs & Administration (NASPAA)
Recreation and Leisure Studies
National Recreation and Park Association (NRPA)
Social Work
Council on Social Work Education (CSWE)
Teacher Education
Council for the Accreditation of Educator Preparation (CAEP)
Theatre
National Association of Schools of Theatre (NAST) |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/continuity-of-coursework/ | All instructors should plan for how they would ensure the continuity of coursework and success of our students during the possible elimination of face-to-face classes this spring.
Open Sessions for Instructors
The ASIS team is also planning on holding open sessions where instructors can drop in for consultations and brief overview/introductions to resources:
Request an appointment with an Instructional Designer
How to Get Started Teaching Online
The majority of our teaching faculty are currently using Blackboard in their face-to-face courses. Others are using other online tools for information dissemination and their course activities.
- All courses automatically have a Blackboard space created. You can access it using your Brockport NetID and password
-
“Blackboard 101 – Accelerated Online Preparation” instructional resource guide:This guide can be found in Blackboard under “My Organizations” list, and is labeled “Brockport Training”.
-
If you’re new to using Blackboard, there are substantial resources available on the campus Blackboard support page .
- Lecture capture can be used to create instruction available on demand.
Stay tuned for information regarding upcoming workshops in the coming weeks. We will be working closely with those who wish to begin utilizing online tools and need assistance.
Resources for Online Teaching During a Campus Closure
OUR SUNY CAMPUSES HAVE SEVERAL RESOURCES AVAILABLE TO ASSIST
- Teaching during campus closure (SUNY Purchase)
- Stony Brook University: Keep Teaching (Stony Brook University)
VIRTUAL LABS AND STEM RESOURCES
- Skills Commons – Virtual Labs
- Foundational Concepts and Techniques in Biotechnology - Harvard
- JoVE Video Articles
- PhET Interactive Simulations – University of Colorado Boulder Science simulations
- PBS SimBucket - simulations
- Simulations and Animations Resource List (CSUN)
TEACHING STRATEGIES
- Keep Teaching During Prolonged Campus or Building Closures (Indiana University)
- Remote Teaching Strategies for Business Continuity (Google Sheet)
- Going Online in a Hurry: What to Do and Where to Start (The Chronicle of Higher Education)
BLACKBOARD RESOURCES
- Sharing Coronavirus Contingency Planning Best Practices (Blackboard Blog)
- Continuity of Education Group (Blackboard Community)
- Create Mobile-Friendly Course Content (Blackboard Help)
- Offline Content in the Blackboard App (Blackboard Help)
- Performance Optimization for Self-Hosted Clients (Blackboard Help)
- Blackboard Academy Catalog - Digital Teaching and Learning Courses for Faculty
- 30 Day Collaborate Trial Page - for individual instructors
- Collaborate Ultra Help (Blackboard Help)
- Collaborate Ultra Network Connection Management (Blackboard Help) |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/course-distribution-procedure/ | Course Distribution Procedure
11/29/11
[College Senate Resolution #14 2010-2011 required the development of “guidelines governing class scheduling and the allocation of teaching space.” This webpage is a procedure written to satisfy that requirement and has been approved by the provost for implementation in preparing the Fall 2012 course schedule and thereafter.]
The instructional schedule should be designed to provide students with choice and flexibility. A balanced distribution reduces course conflicts, which prevent students from advancing to a degree in a timely fashion. Therefore, it is important to balance the offering of classes throughout the day (and evening), and the week. A balanced distribution of courses also allows the Registrar to make maximum use of available classrooms (a number of which continue to be off-line for renovation.
Developing the Day Time Schedule
One class must be put in each daytime slot before assigning a second class to the same time slot. There are 14 daytime slots. Each department should take the total number of classes offered in daytime and divide by 14 to reach the average number of classes that should be offered in each daytime block. Example: a department offers a total of 35 classes, thus the department should schedule 2-3 courses in each time slot. Departments may rotate specific courses between MWF and TR teaching schedules from semester to semester to create more efficient departmental teaching schedules as well as to improve student access to courses. Course schedule rotation may also be desirable to promote fairness with respect to assignment of early morning, late afternoon, or evening class responsibilities.
Developing the Evening Schedule
Similarly, departments should spread their evening classes (defined as those that begin after 5 pm) evenly throughout the week. When possible, departments using a two day/week evening time frame should schedule two such classes back-to-back to optimize room usage. Example: if a department offers a MW 6:35 - 7:50 pm class, the same department should also offer a MW 8:05 - 9:20 pm class.
Scheduling in Non-Standard Time Blocks
When semester schedules are submitted, departments must justify offering courses in non-standard time blocks (including any pedagogical reasons for doing so). Courses to be offered in non-standard time blocks should be scheduled in the same time block on other days of the week. Example: If a department offers a non-standard course on Monday 8 - 10:30 am, the department should schedule other non-standard block courses on W and F in this same time period. Non-standard time blocks should end so that students can re-enter the regular schedule. Example: a department offers a non-standard class MW 8 - 10:30 am This allows the student to return to the standard schedule and take an 11:15 am class MWF.
Non-standard classes that do not begin at 8 am must start at the beginning of a standard time block. Example: a department offers a TR 12:30 - 3 pm course. This allows the student to take courses on the standard schedule in the morning and to return to the standard schedule starting at 3:30 pm.
Departments that have their own dedicated facilities (i.e., Dance, Art, Communication) may schedule their courses in non-standard times in their own spaces as needed. However, courses should still be scheduled with sensitivity to the needs of students to return easily to the standard schedule.
Overall, departments are expected to offer approximately 60% of their classes on MWF and 40% on the TR schedule.
Process for Exceptions
Exceptions to the policy are subject to the approval of the Dean and will be granted on a limited basis. For questions, please consult Peter Dowe, University Registrar. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/directory/ | List of Administrators, Directors and Chairs DEPARTMENT/AREA Contact Information OFFICE OF THE PROVOST AND VP FOR ACADEMIC AFFAIRS Martin Abraham, Provost and Vice President720 Allen Administration(585) 395-2651provost@brockport.edu Academic Affairs Alyshia O’Connor, Executive Assistant to the Provost722 Allen Administration(585) 395-2651aoconnor@brockport.edu Office of Accountability and Assessment Frances Dearing, Director2nd Floor Allen Administration Building(585 )395-5954fdearing@brockport.edu Center for Graduate Studies Michael Harrison, Director First Floor Rakov Center(585) 395-5456mharriso@brockport.edu Center for Global Education & Engagement Keith Davis, Interim Director Dailey Hall 202 (585) 395-5466 kdavis@brockport.edu Washington Program Robert Powell, Interim Assistant Director(585) 721-6632rpowell@brockport.edu Drake Library Bonnie Swoger, Library Director 113 Drake Library(585)395-5688bswoger@brockport.edu Academic Systems and Instructional Support Jeffrey Thompson, Assistant DirectorDrake Library 30 B(585) 395-2061jthompson@brockport.edu Institutional Research and Analysis Priya Banerjee, Interim Director of Institutional EffectivenessHartwell Hall 17 A(585) 395-5442pbanerjee@brockport.edu OFFICE OF THE VICE PROVOST Eileen Daniel, Senior Vice Provost619 Allen Administration(585) 395-5505edaniel@brockport.edu Center for Excellence in Learning and Teaching (CELT) Vacant Delta College Matthew Kotula, Director Cooper Hall H1 (585) 395-5947 mkotula@brockport.edu General Education Program Eileen Daniel, Vice Provost619 Allen Administration(585) 395-5505edaniel@brockport.edu Honors College Austin Busch, DirectorPamela Beach, Associate Director133 Albert W. Brown Building(585) 395-5400abusch@brockport.edu McNair and TRIO programs Barbara Thompson, Project DirectorC16 Cooper Hall(585) 395-2367bthompson@brockport.edu Military Science LTC Kurt Nelson, ChairC29 Cooper Hall(585) 395-5372kunelson@brockport.edu Scholar & Grants Development Office Laura Merkle, Director Allen Admin 512(585) 395-2444lmerkl@brockport.edu Special Sessions and Programs(Summer/Winter Sessions, SLN) & Transfer Student Articulation Susan Lowey, Executive DirectorAllen Administration(585) 395-5323 slowey@brockport.edu Student Learning Center Pam O’Keefe, Director100A Hartwell Hall(585) 395-2292 pjokeefe@brockport.edu School of Business and Management Michael Doyle, Interim Dean 119B Hartwell Hall(585) 395-5537mdoyle@brockport.edu Dept of Business Administration Joon Seo, Chair117C Hartwell Hall(585) 395-5532 jseo@brockport.edu Dept of Accounting, Economics, Finance James Cordeiro, Chair115B Hartwell Hall(585) 395-5793 jcordeir@brockport.edu Public Administration Wendy Wright Brockport Downtown 541 (585) 395-5570 wwright@brockport.edu Small Business Development Center Lindsay Ward, DirectorHartwell Hall 6 E(585) 395-8402lward@brockport.edu School of Education, Health, & Human Services Thomas Hernandez, Dean264 Albert Brown Building(585) 395-2510thernand@brockport.edu School of Education, Health, & Human Services Alisa James, Associate Dean257 B Albert Brown Building(585) 395-5935ajames@brockport.edu Counselor Education Summer Reiner, Chair224 Albert W. Brown Building(585) 395-5090sreiner@brockport.edu Education and Human Development Christian Wilkens, Chair210 Albert Brown Building(585) 395-5548cwilkens@brockport.edu Educational Administration Jie Zhang, Chair Brown Building 204(585) 395-5547jzhang@brockport.edu Healthcare Studies Jessica Sniatecki, Chair15B Hartwell Hall(585) 395-5092 jsniatecki@brockport.edu Kinesiology, Sport Studies and Physical Education Cathy Houston-Wilson, Chair212 Tuttle North (585) 395-5332chouston@brockport.edu Master of Social Work Program and Social Work Elizabeth Russell, DirectorBrockport Downtown(585) 395-8456erussell@brockport.edu Migrant Education Magaly Rosario, Project DirectorB-9 Cooper Hall(585) 395-2612mrosario@brockport.edu Nursing Kathleen Peterson, Chair106D Lathrop Hall (585) 395-2355kpeterson@brockport.edu Professional Education Unit/NCATE Administration Keith Nobles, Executive DirectorBrown Building 252 C(585) 395-2896knobles@brockport.edu Public Health and Health Education & Recreation and Leisure Jennifer Boyle-Wittman, Chair23B Hartwell Hall (585) 395-2643jboyle@brockport.edu School of Arts & Sciences Monica Brasted, Dean149B Liberal Arts Building395-2157mbrasted@brockport.edu School of Arts and Sciences Jennifer Haytock, Associate DeanLiberal Arts 149B(585) 395-5832jhaytock@brockport.edu School of Arts and Sciences Rey Sia, Assistant Dean149C Liberal Arts Building(585) 395-2783rsia@brockport.edu African and African-American Studies Douglas Thomas, Chair204 Hartwell Hall(585) 395-2470dothomas@brockport.edu Anthropology Jennifer Ramsay, Chair324 Liberal Arts Building(585) 395-5706jramsay@brockport.edu Art Sara DiDonato, Interim Chair204A Tower Fine Arts(585) 395-2238sdidonat@brockport.edu Art Chris Carson, Director204A Tower Fine Arts(585) 395-5280ccarson@brockport.edu Biology Michel Pelletier, ChairB19 Lennon Hall(585) 395-5765mpelleti@brockport.edu Chemistry & Biochemistry Markus Hoffmann, Chair 222 Smith Hall (585) 395-5587 mhoffman@brockport.edu Communication Matthew Althouse, Chair221 Holmes Hall(585) 395-5203 malthous@brockport.edu Computing Sciences Mehruz Kamal, Chair101 Brown Bldg.(585) 395-2179mkamal@brockport.edu Criminal Justice MoonSun Kim, Interim ChairBrown Building 225(585) 395-2915mkim@brockport.edu Dance P Gibson Ralph, Interim Chair 145 Hartwell Hall (585) 395-2023 pralph@brockport.edu Earth Sciences Scott Rochette, Chair321 Lennon Hall(585) 395-2603srochett@brockport.edu English Jennifer Haytock, Interim Chair227 Liberal Arts Building(585) 395-5832jhaytock@brockport.edu Environmental Science & Ecology Jacques Rinchard, ChairB-03 Lennon Hall(585) 395-5750jrinchar@brockport.edu History Morag Martin, Chair Liberal Arts 321 (585) 395-5690 mmartin@brockport.edu Journalism and Broadcasting Marsha Ducey, Chair225 Holmes Hall(585) 395-5835mducey@brockport.edu Liberal Studies & Integrated Studies Michael Slater, Director222 Liberal Arts Bldg.(585) 395-5931mslater@brockport.edu Mathematics Pierangela Veneziani, Interim ChairBrown Building 130 A(585) 395-5485pvenezia@brockport.edu Modern Languages and Cultures Skye Paine, Chair143 Liberal Arts Building (585) 395-5037spaine@brockport.edu Philosophy Joe Long, Chair124 Liberal Arts Building(585) 395-2492 jlong@brockport.edu Physics Eric Monier, Chair120 Smith Hall 395-5589emonier@brockport.edu Political Science and International Studies Steve Jurek, Chair207C Hartwell Hall(585) 395-5677 sjurek@brockport.edu Psychology Amanda Lipko-Speed, Chair135 Holmes Hall(585) 395-5082alipko@brockport.edu Sociology Elliot Weininger, ChairHartwell Hall 205 B(585) 395-5659eweining@brockport.edu Theatre and Music Studies P. Gibson Ralph, Chair 1101A Tower Fine Arts (585) 395-5265 pralph@brockport.edu Visual Studies Workshop Tate Shaw, Director31 Prince Street, Rochester, NY 14607(585) 442-8676tshaw@brockport.edu Women and Gender Studies Barb LeSavoy, Interim Chair115 Liberal Arts Building(585) 395-5799blesavoy@brockport.edu |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/directory/index/ | -
Dr. Martin Abraham
- Provost and Vice President for Academic Affairs
- (585) 395-2651
mabraham@brockport.edu
Office: Allen Admin 720
-
Dr. Eileen Daniel, EdD, RD
- Vice Provost and Professor (Public Health & Health Education)
- (585) 395-5505
edaniel@brockport.edu
Office: Allen Admin 618
-
Dr. Jose Maliekal
- Vice Provost for Curricular Innovation
- (585) 395-5598
jmaliekal@brockport.edu
Office: Allen Admin 610
-
Alyshia O’Connor
- Executive Assistant to the Provost
- (585) 395-2651
aoconnor@brockport.edu
Office: Allen Admin 722
-
Kandie Gay
- Administrative Assistant 2
- (585) 395-2504
kgay@brockport.edu
Office: Allen Admin |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/directory/leadership-team/ | -
Martin Abraham, Ph.D
- Provost and Vice President for Academic Affairs
- (585) 395-2651
mabraham@brockport.edu
Office: Allen Admin 720
-
Eileen Daniel, EdD, RD
- Senior Vice Provost and Professor (Public Health & Health Education)
- (585) 395-5505
edaniel@brockport.edu
Office: Allen Admin 618
-
Jose Maliekal, Ph.D
- Vice Provost for Curricular Innovation
- (585) 395-5598
jmaliekal@brockport.edu
Office: Allen Admin 610
-
Thomas Hernandez, EDD
- Dean, School of Education, Health, and Human Services
- (585) 395-2510
thernandez@brockport.edu
Office: Brown Building 257
-
Monica Brasted, Ph.D
- Interim Dean (School of Arts and Sciences), Professor (Journalism)
- (585) 395-2157
mbrasted@brockport.edu
Office: Liberal Arts 149 A
-
Michael Doyle
- Interim Dean of the School of Business and Management
- (585) 395-2985
mdoyle@brockport.edu
Office: Hartwell Hall 119 B
-
Keith Davis
- Director for Global Education and Engagement
- (585) 395-5466
kdavis@brockport.edu
Office: Dailey Hall 202
-
Frances Dearing
- Director of Assessment
- (585) 395-5954
fdearing@brockport.edu
Office: Allen Admin 216
-
Bonnie Swoger
(She/Her)
- Library Director
- (585) 395-2140
bswoger@brockport.edu
Office: Drake Library 112
-
Priya Banerjee, Ph.D
- Professor (Public Health & Health Education), Interim Director (Institutional Research)
- (585) 395-5442
pbanerjee@brockport.edu
Office: Hartwell Hall 17 A
-
Catie Lalonde, Ph.D
(She/Her/Hers)
- Celt Director
- (585) 395-5088
clalonde@brockport.edu
Office: Edwards Hall 100 B
-
Alyshia O’Connor
- Executive Assistant to the Provost
- (585) 395-2651
aoconnor@brockport.edu
Office: Allen Admin 722 |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/facsch/ | Faculty Scholarship Account (FSA)
Effective Fall 2023
Faculty Scholarship Award (FSA) funds reimburse eligible expenses associated with scholarly and creative activities that the faculty’s department APT document values towards promotion, tenure, and performance at rank on scholarship. FSA reimburses approved expenses associated with a wide range of professional activities, such as:
- Travel to present or attend a conference or workshop, do an artistic performance, or conduct research.
- Attendance at a professional training activity, leading to a credential or certification that enhances or enables the faculty’s teaching obligations.
- Purchases of lab or studio supplies, research documents, data, or software, or shipment of artwork to an exhibit. Faculty will be asked to provide vendor quotes for comparison.
- Other academic uses deemed appropriate by your School Dean (e.g., journal and conference submission fees).
All Federal, New York State, and SUNY Brockport guidelines related to purchasing and procurement must be adhered to. If you have questions related to these guidelines, please visit the Office of Procurement & Payment Services website or call (585) 395-2351.
Application & Evaluation Processes
- FSA funding will be pooled at the school level based on the annual budget allocation.
- An FSA Allocation Committee of each school will be responsible for reviewing and making recommendations for single requests greater than $500 and additional requests exceeding the $500 individual allowance. Each school has the discretion to decide the composition and size of its FSA committee.
- Total reimbursement is limited to $2,000 per person per year max.
- FSA committee will review applications three times per year in September, January, and May.
- Final recommendations and fund allocation will be approved by the Dean’s office.
Workflow
- Each school sets up a TEAMS folder for record keeping.
- Faculty submit the preapproval form to Associate Dean for pre-approval of eligibility for funds.
- Applicants can apply up to $2,000 in funding support per year; however, only one preapproval form per activity can be submitted (e.g., faculty cannot split expenditures of the same activity into two FSA preapproval forms)
- All eligible fund requests of $500 or less may be approved by the Associate Deans without committee vetting.
- Applications of more than $500 and additional requests exceeding the $500 individual allowance preapproved by the Associate Deans for eligibility will be put in the TEAMS folder for Committee review.
- Administrative assistants of each school create an Excel file listing all preapproved applicants for review periods. The Excel sheet will include columns on committee recommendations, rationales, ranking of the applications, and recommended dollar amounts.
- Administrative assistants add the applicant’s prior FSA grant information (e.g., prior award amount and award time) to the Excel sheet for committees to consider.
-
The Committee evaluates each application based on the following criteria, completes the Excel sheet, and provides a ranking.
- Faculty rank: Preference should be given to junior faculty.
- Level of the conferences/exhibitions: International, national, regional, or local
- Roles at conferences/exhibitions: Presenting, chairing, service responsibilities, or attending.
- Purposes of expenditures necessary for scholarly and creative activities: Purchase of materials, expenditures related to shipping and exhibiting artistic works, data collection expenditures, journal and conference submission fees, etc.
- Impact of supported activities: on the University, the School, the Department, the Program, and the faculty.
- Time since last FSA award
- Amounts of last FSA award
- The Associate Dean reviews the FSA Committee’s recommendation and finalizes awards based on amounts available in the pool.
- The Associate Dean notifies applicants regarding the status of their applications.
SUMMER FSA REQUESTS (July 1, 2023- August 31, 2023)
Summer FSA requests (July 1, 2023- August 31, 2023) should be made through the preapproval process that is in place. The Associate Dean will preapprove requests equal to or less than $500 during this time. Any request over the initial $500 has to be reviewed by the School FSA Committee for the 2023-2024 academic year.
FSA Pre-approval/Reimbursement Form and Instructions for Processing
Follow the instructions provided carefully. A separate form is required for each transaction. Incomplete/incorrect forms will be returned. Should you have questions, consult your administrative assistant or School Dean’s Office.
FSA Guideline Information & Form
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School of Arts and Sciences
Sarah Stanton, (585) 395-2394
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School of Education, Health and Human Services
Robin Schepler, (585) 395-2395
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School of Business and Management
Sheryl Richard, (585) 395-5665
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Delta College
Kandie Gay, (585) 395-2504
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Drake Library
Gloria Gustke, (585) 395-2140 |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/faculty-guide/ | The Faculty Guide is designed as a reference regarding issues that faculty members of SUNY Brockport may encounter while carrying out their responsibilities and information regarding appointment, promotion, and tenure.
Table of Contents
- Personnel Calendar
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Instructor Responsibilities
- Registered Course Content
- Course Syllabus Preparation & Description
- Hybrid & Online Courses
- Cancelling a Class
- Office Hours
- Evaluating & Grading Students
- Drops, Adds & Withdrawals
- Incomplete (I) & “PR” Grades
- Unregistered Students
- Respectful Treatment of All Students
- Student Problems
- Confidentiality of Grades & Other Student Information
- Advisement Guide
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Appointment, Promotion & Tenure
- Leaves |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/faculty-guide/instructor-responsibilities/ | Registered Course Content
All courses taught at SUNY Brockport have a registered content and an “official” course description and objectives. The registered content can be found in the Course Registration Form (CRF) on file in both the department office and the Office of Registration and Records. The official Course Description is the description of the course as it appears in the most recent Course Catalog (on file in BANNER). Content of courses as taught should be consistent with the registered content.
Faculty who are teaching a course they did not submit for registration themselves should review the CRF to see how closely the course they are teaching resembles the one “on the books.” This is also a good idea for faculty who have significantly modified a course they themselves did originally write up for registration. Where meaningful and significant deviations have developed over time, a revised CRF should be submitted (in consultation with the department chair and/or departmental curriculum committee) through the Dean to Registration and Records. Department chairs should make certain that associate faculty receive the CRF or have reviewed its content for each course they are assigned. Students can have a valid complaint when course content deviates significantly from the registered content and published catalog description.
Understanding the Issue of “Academic Freedom”
The SUNY Policies of the Board of Trustees acknowledges a faculty member’s right to discuss their subject in the classroom “without limitation.” However, this right does not justify violations of law, violations of other University policies, or actions that threaten or inhibit the personal liberties of others. A faculty member could not, under the guise of exercising “academic freedom,“ slander or harass a student, or make insulting comments about an individual’s race, religion, gender, or sexual preference.
Presenting opinions or material that has no valid relationship to the approved subject matter of a course is not a privilege conferred by the concept of academic freedom. Faculty should refrain from introducing subject matter that has no relevance to the registered content of a course as it is described in the official Course Registration Form (CRF) and/or to their own professionally recognized area of expertise.
Course Syllabus Preparation & Distribution
For each course taught, faculty are required to provide a course syllabus for all their students, and to provide a file copy (by the first day of class) for their academic department office .
In preparing the syllabus, it should be kept in mind that a failure “to make the standards and expectations for the grade known” and/or failure “to apply the announced standards and expectations of the course” are considered legitimate grounds for a student grade appeal. Accordingly, the syllabus should be very clear about the grading system, and any subsequent changes that deviate from your syllabus during the semester should be announced and distributed to the students in writing.
All course syllabi must contain (at a minimum) the following information:
- List of course learning objectives, requirements, texts, readings.
- Examination/Assignment Schedule (or explanation of policy if dates are subject to alteration).
- Description of course grading methodology (assignments/tasks evaluated, weighting system for grades).
- Instructor’s office location, office hours, campus telephone, and e-mail address.
- Statement encouraging student academic integrity, and mentioning consequences of violations.
- Class Attendance Guidelines (University’s - or instructor’s if different), including any policies relating to tardiness.
- See All Policies & Statements that Must be Included in your Syllabus
Hybrid & Online Courses
Hybrid and online courses must have on file with the Registrar a “Hybrid and On-line Course Approval Form” before being taught in these formats. The policy and the approval form can be found here.
Cancelling a Class
Faculty are expected to be present at all classes for which they are scheduled. A faculty member, who cannot hold a class because of illness or other extraordinary circumstance, must notify their chairperson as soon as possible prior to the scheduled class. In consultation with the chair, a decision will then be made to provide alternative coverage for the class or for make-up of the missed class at another time. In the case of an anticipated absence from class (e.g., for religious holiday observance, presentation of a paper at a professional conference), the chair must be notified at the start of the semester (or as soon as possible thereafter) so that an alternative learning experience can be developed. Department chairs should also be notified when an instructor’s absence is planned and the class is to be conducted by a guest lecturer.
Some faculty expand the learning process through the scheduling of additional class activities. In such cases, the instructor must excuse without penalty, or arrange an alternative activity for, students who cannot attend such required additional activities because of conflicts with previously scheduled classes, job/family responsibilities, or events/activities in which the student is officially representing the University (faculty may expect the student to provide documentation from the supervising official).
Office Hours — The University’s Expectations
All faculty are expected to announce and honor their commitment to a regular schedule of office hours. Full-time faculty should be available in their offices for a minimum of four regularly scheduled office hours per week. Part-time faculty are encouraged to be available before and after class for at least one hour per week, per course, or otherwise schedule equivalent office hours coverage.
Faculty should also make sure that information regarding their office hours is easily accessible to their students. Accordingly, it is the instructor’s responsibility to notify their department chairperson or secretary of their office hours and to provide this information on the course syllabi. It is also customary to post office hours on the office door.
Evaluating & Grading Students
In addition to providing instruction, faculty also have an obligation to fairly and meaningfully evaluate student performance (the University uses a plus and minus grading system and faculty may not arbitrarily choose to ignore this) and to provide useful feedback to students regarding their performance.
This responsibility carries with it the expectations that student performance will be measured across the entire semester and that graded assignments/examinations will be returned (or made available in some manner) to students in a timely manner. For all assignments and exams, a record of each student’s grades and their derivation according to the instructor’s grading policy will be maintained for at least one subsequent academic year, and can be made available to each student upon request. Persons who will not be available for discussion of grades during that year should make a copy of their grades and final grade calculation in each course available to the department chair in case there are student questions or grade appeals.
Undergraduate students and graduate students who do not hold appointments as graduate assistants should not be used (delegated authority) to grade other students. This violates FERPA regulations regarding confidentiality, and is an inappropriate assignment of responsibility by the instructor of record. This prohibition includes such practices as giving students answer sheets to score, examination responses to evaluate, or exchanging exams in class for the purpose of grading each other.
Mid-term Grades
For undergraduate courses, specific policies also exist for mid-term grades and final exams. In regard to Mid-term grades, faculty are required to provide “Mid-Term Progress Reports” for their undergraduate students. Accomplishing this, in turn, requires that at least one graded assignment, examination, or performance measure be completed prior to the deadline set for submission of the Mid-term Progress Report (to ensure a meaningful basis for the reported grade). Issuing a single or common grade (“blanket” grades) for all students in a course, failure to provide a graded assignment or exam, or any other failure to meaningfully evaluate students prior to the Mid-term Progress Report deadline, is violation of this policy. Any justifiable exception to this rule must be approved by the department chair and the Dean (in such cases the chair will notify the Registrar of this exception). Faculty should immediately report to the Registrar any student who is participating in class but not on the Mid-term grade list.
Final Grades
Final course grades should be submitted by the due date specified in the University calendar and should — whether by final exam, term paper, or some other means — reflect an evaluation of student performance through the end of the semester (failure to do so effectively shortens a faculty member’s period of instructional obligation). University policy requires that all end-of-semester examinations of either the comprehensive “final” or “last unit” type be given during the formal Final Exam Period. Setting due dates for take-home examinations, term papers, and term projects (at the instructor’s discretion) to fall within the last week of classes or the formal final exam period is allowed. School deans will receive a report of all final grades that are not submitted on time to the Registrar’s Office.
Entering Exam Grades into BANNER.
Faculty members will submit their grades online. Printed grade sheets are no longer distributed by the Registrar. Below are the instructions for entering grades online. Only the students who appear on the online rosters are officially registered in the course and eligible to receive grades and credit for the course. Only faculty who are assigned to a specific course can enter the grades.
If you are teaching a course for which you are not listed as the instructor call the Office of Registration and Records immediately, 395-2531.
Submitting Changes of a Final Grade
The Registrar’s Office provides a form that instructors can use to make revisions to already submitted final grades. Grade changes are usually made for the purpose of correcting errors in the instructor’s calculation of a student’s final grade. If the grade change is justified for a reason other than instructor’s error, a written explanation for the grade change is required on that form.
Drops, Adds, & Withdrawals
A student may de-register from a course either by dropping or withdrawing. There are three stages to dropping/withdrawing from a course.
Stage 1 — Drop Period
The Drop Period takes place during the first four weeks of the semester. During this period, a student may drop a course for any reason (no permission is required), and no notation of this action will appear on the permanent transcript (Registration and Records does need to be notified).
Stage 2 — Withdrawal Period
The Withdrawal period extends from week five through week 10. Students who withdraw during this period must provide their instructor(s) with a copy of the withdrawal form, but the instructor’s signature and permission are not required. The student receives a permanent “W” on the transcript. A withdrawal fee is charged.
Stage 3 — Late Withdrawal Period
The Late Withdrawal Period extends from the end of Stage 2 through the Friday preceding the last day of classes. In order to withdraw during Stage 3, the student must fill out a Late Withdrawal form, document specific “extraordinary circumstances” for necessitating a withdrawal, and obtain the signature and approval of the department chair but not course instructor, on the withdrawal form. There is an appeal procedure (to the school dean’s office) for dealing with disputed requests to withdraw. Students who withdraw during this period will receive a notation of “W” on their permanent record and a withdrawal fee is charged. Instructors will receive a paper copy of the withdrawal form as notification of the student’s withdrawal from their course. Physical illness or injury, mental health issues, financial emergency (job requirements), and similar circumstances may be considered legitimate grounds for withdrawing from a course. Poor grades, poor judgment in the selection of courses, and changes in one’s major, minor, certification, or other academic program are not legitimate grounds for withdrawal. In considering the legitimacy of a withdrawal request, chairs need to consider not only whether an extenuating circumstance exists, but also if the circumstance truly prevents completion of the course. Otherwise, incomplete (“I” grades), or make-up assignments may be more appropriate options.
Students who are separating from the University will continue to be allowed to withdraw from all courses at will through the Friday before the last week of classes. This usually also involves receiving a leave of absence and is handled through the University Separations Office in Rakov Center.
Please note: Whether a student is “dropping” or “withdrawing”, it is the responsibility of the student to notify Registration and Records, and provide that office with any necessary forms (students at Brockport cannot drop or withdraw by simply ceasing to attend a class). It would be helpful for instructors to remind their students of this when they are consulted about these procedures. There are also certain conditions under which students cannot drop or withdraw from courses online. In such situations, the student should be instructed to go in person to the Registrar’s Office to process a drop or withdrawal.
Adding, Dropping & Withdrawing Courses Policy
Incomplete (I) & “PR” Grades
A grade of Incomplete or “I” should be submitted only where circumstances beyond the student’s control prevent the student from completing a minor part of the required work and some additional time is needed
In this case, an “I” Contract, which specifies the work that needs to be completed, must be submitted to the Registrar. Information required includes the date by which the work must be done (no later than the end of the following semester) and an alternate grade to be assigned if the specified work is not completed as described (which in many cases is an “E”). Faculty should keep in mind that unless formal course policy (stated in the course syllabus) allows such opportunities to all students, additional time for extra work to raise poor grades, for work missed because of unexcused absences, etc., are not legitimate grounds for assigning a grade of Incomplete. Faculty must not, under any circumstances, offer a student an “I” as a method of retaking an entire course or a substantial portion of a course without reregistering for the course in a succeeding semester. “I” grades issued when more than a minor part of the work is outstanding are very often fated to become “E” grades when the work is not completed on time as specified. Students cannot be graduated with an uncompleted “I” grade on their transcript.
Certain courses by design are not intended to be completed in one semester. This is a common practice for particular kinds of graduate courses. For these courses, the “PR” grade is used instead of an “I.” This designation may remain on the transcript for a maximum of two semesters, after which the grade is automatically changed to an “I.” Courses must be approved through the Registrar’s Office in advance to allow an instructor to submit the “PR” grade.
Three Other Possibilities: “I”, “PR” & “W” Policy
Unregistered Students
Under no circumstances should any instructor knowingly allow an unregistered student to continue attending class.
Doing so is against University policy. This means attendance will need to be taken in some manner and checked against the final class roster issued at the beginning of each semester; faculty may also check BANNER to confirm registrations. The one exception to this is for students auditing a course. Full-time students may audit a course with permission of the instructor and the Provost & Vice President for Academic Affairs.
Respectful Treatment of all Students
Every faculty member is expected to treat all of his/her students in a civil and respectful manner. Students have a right to complain if they are treated disrespectfully. Sometimes the most well-intended expressions of professional judgment (e.g.; “perhaps you would better off in a different major”) will be misconstrued as an intentional insult. Concern for such misinterpretation should not interfere with, or inhibit, carrying out one’s responsibilities to instruct, guide, and advise.
When advising students about their problems or deficiencies, it is prudent to remain mindful of the potential to offend student sensibilities through either one’s behavior towards, or comments about, the student’s academic performance.
Personal Relationships
A related issue involves faculty/student relationships outside the academic context. In this regard, faculty should be aware of the following College Senate resolution: “It is the sense of the Faculty Senate (now College Senate) that is inappropriate for a member of the faculty/staff to engage in consensual romantic or sexual relations with any student over whom s/he holds a position of authority with regard to academic or administrative judgments or decisions.”
Students with Disabilities — Rights and Accommodations
The Federal Civil Rights Law protects the rights of students with disabilities. Faculty are obligated to comply with whatever accommodations are determined to be appropriate by Student Accessibility Services (SAS).
Faculty are expected to honor the SAS-approved accommodations as issued on the letter of accommodations and should not reduce, exceed or otherwise change those accommodations without approval of SAS. If one faculty member offers additional but unapproved accommodations, it sometimes sets a student expectation that other faculty will or should do the same. When faculty have difficulty in providing the requested accommodations, they may initiate a conversation with the coordinator of SAS regarding how to maintain the integrity of the course and meet the student’s needs as well.
ACCOMMODATIONS OFFERED WITHOUT SAS APPROVAL
Faculty should not offer any special accommodations to students who claim disabilities but who have not received approval of these accommodations on a letter of accommodations from SAS. Without prior SAS approval, accommodations that are not made available to all students in a course must not be provided to any student in the course.
Student Problems
All students must respect the rights of others. The SUNY Policies of the Board of Trustees states that “No person…shall deliberately disrupt or prevent the peaceful and orderly conduct of classes, lectures, and meetings.” Where such behaviors do occur, it is the faculty member’s responsibility to deal with the situation. This includes:
- Documenting all behavioral infractions and disciplinary actions taken
- Discussing the situation with the student(s) to allow opportunities to change the disruptive behaviors
- Notifying University Police (if a student needs to be forcibly removed from class) or one’s chairperson or dean (if questions arise about how to handle a situation) (see Procedures for Dealing with Students Who are Disruptive in Class. Disruptive students can also be referred directly to the Student Behavioral Consultant Team (SBCT).
Academic Dishonesty
Any episode of academic dishonesty is a major violation of University policy and should not be tolerated. Repeated offenses are particularly egregious and can result in Conduct Dismissal from the University. For these reasons, faculty are expected to both respond to cases of academic dishonesty and to provide a record of such transgressions. This means that even if no official penalty has been applied, a record of the offense should still be established. Procedures for treating academic dishonesty and a copy of the Student
Confidentiality of Grades & Other Student Information
The Family Educational Rights and Privacy Act, sometimes called the Buckley Amendment, gives students the right of access to all records maintained by the University regarding their academic history at Brockport, and denies access to any third parties without the student’s consent |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/faculty-guide/leaves/ | Leaves
The following University Policies relate to leaves.
Sick Leave
Faculty accrue sick leave time (up to 200 days) during each month of their employment at the University. Beyond this time, additional sick leave may be granted at the discretion of the President. The office of Human Resources should be contacted for questions related to the use of accrued sick leave credit and/or any other issue related to sick leave.
Additional Sick Leave for Faculty/Professional Staff
Sick Leave at Half Pay - Classified Employees
Maternity Leave – Classified Employees
Sabbatical Leave
Faculty are eligible to apply for sabbatical leave after completing at least six consecutive years of continuous service at the University (and after each six-year period following a prior sabbatical). Sabbaticals are not regarded as a reward for service nor as a vacation or rest period occurring automatically at stated intervals. The purpose of the leave must be for professional development that will increase the faculty member’s value to the University and thereby improve and enrich its program. They may be granted for planned travel, study, formal education, research, writing, or other experience consistent with these objectives.
The period of sabbatical leave may be either a single semester at full salary or a full academic year at half salary (if the leave is for an experience that provides its own salary, the Brockport salary may be adjusted to reflect the difference). All applications for sabbatical must include a:
- Statement that the applicant will continue as a member of the professional staff for a minimum of one year upon his/her return
- Detailed report of the professional activities and accomplishments while on leave must be submitted upon the applicant’s return
PURPOSE OF SABBATICAL LEAVES
The sabbatical leave is the most valuable of all of the forms of professional development that higher education offers faculty. The awarding of such leaves is a procedure that is frequently and strictly audited by state agencies. The steps for letters of application must be followed, and the criteria for review of sabbatical proposals developed in the Faculty Senate Resolution printed below must be responded to in such applications. Please note that full disclosure, in advance, of all forms of remunerative employment is required with all sabbatical applications. This includes outside employment that has been approved in other years such as consulting, the acceptance of honoraria, etc. Information about previous sabbatical performance for faculty who have had such is also required.
ELIGIBILITY
“Academic employees having continuing appointments and university administrative officers not in a negotiating unit established pursuant to Article XIV of the Civil Service Law who have completed at least six consecutive years of service within the University or who, if they previously have had a sabbatical leave, have completed at least six consecutive years of service within the University from the date of return from their last sabbatical leave, shall be eligible for sabbatical leave. In computing consecutive years of service for the purpose of this section, periods of vacation leave and periods of sick leave with salary shall be included; periods of leaves of absences, other than vacation and sick leave with salary, and periods of part-time service shall not be included but shall not be deemed an interruption of otherwise consecutive service.” — SUNY Policies of the Board of Trustees, Article XIII
LETTER OF APPLICATION
Provide a detailed description of the project proposed, as follows:
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Summary of the proposed project
- If research, the relationship of proposed project to work done by others should also be included)
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Relationship to previous work
- If you have had previous sabbaticals you must include as part of your application the last sabbatical application and report as well as an update on the outcome of the sabbatical if the report does not demonstrate the completion of the project.
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Significance of proposed project
- How will the completion of the project increase your value to the University and thereby improve and enrich its program? If research, what will the proposed project contribute to your discipline; to the advancement of knowledge generally; and to the state of the arts, sciences, or literature, as appropriate?
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Specific objectives and proposed work schedule
- How is project effort distributed through time?
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Identify plan of action or research methodolog
- Specifically and briefly outline what activities or research design will be implemented to achieve indicated outcomes.
- Briefly specify the anticipated outcomes of the project and how you will evaluate the leave, including your benchmarks and criteria.
- Facilities (SUNY or non-SUNY) and/or resources needed and when and where available.
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Identify prospective income, if any, during the period of the sabbatical
- This includes outside employment that has been approved in other years such as consulting, honoraria, etc. Any changes in employment and any remunerative activity whatsoever after a leave has been awarded must be approved in advance by the appropriate dean and the Provost.
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Affidavit
- Remember to include a statement that you will continue as a member of the professional staff at Brockport for one year upon return from leave; that if changes are required in your approved sabbatical proposal that you will seek prior written approval from the dean for such changes; and that upon completion of your period of leave you will provide the chief administrative officer of the University a detailed, written report of your professional activities and accomplishments while on leave.
CRITERIA FOR REVIEW OF SABBATICAL PROPOSALS
1982-83 Faculty Senate Resolution #4 (Approved on October 26, 1982)
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Conceptualization and PresentationIs the application complete and coherent?
- Are the goals and expected outcomes well articulated?
- Does the proposal include the necessary resources for completion of the project?
- Does the proposal include firm arrangements?
- Has the proposal been endorsed at the departmental level (with respect only to the merit of the proposal)?
- Has the proposal been endorsed by outside reputable experts in the area of the proposed work?
- Does the proposal comply well with the letter and spirit of the relevant provisions of the Board of Trustees Policies?
- Has the applicant sought outside funding from appropriate sources?
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Value to the Institution, Department and IndividualDoes the proposal seem likely to increase the employee’s value to the University?
- Is the project a logical and appropriate continuation of previous professional work or is it a sensible, well-considered effort to move into a new area of value to the University?
- Does the proposal successfully avoid a mere repetition of previous work undertaken by the applicant?
- Does the proposal have relevance to the stated mission of the University?
- Will the outcome of the project provide a new service or capability, or enhance existing capabilities?
- Will the completion of the project result in a more effective faculty member?
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Feasibility of the proposalIs the project clearly manageable in the time available with the means and resources specified?
- Is the project designed realistically to result in a tangible product in the time specified?
- Are the proposed time period, activities, and location for the project appropriate?
- Does the project clearly lie within the applicant’s field?
- Does the applicant’s past performance (including previous sabbatical leaves, if any) indicate likelihood of successful completion of the project?
- Is there an acceptable methodology?
FILING REPORTS ON SABBATICAL LEAVES
The faculty member is responsible for the preparation and submission of a report of their sabbatical leave. This report is due December 1 for those who have Spring semester and full-year sabbaticals and April 1 for Fall semester sabbaticals. One copy of the report should be forwarded with the cover signature page through the appropriate administrative channels (to Department Chair, Dean, Provost).
The Provost will submit the report to the President for acceptance. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/faculty-guide/personnel-calendar/ | Personnel Policy Dates
Sabbatical Leave Applications
If approved
Fall Sabbaticals
Spring or AY Sabbaticals
Reappointment, Tenure & Promotion Applications
First Reappointment Applications
(FOR FACULTY STARTING FALL 2019 OR AFTER Including Lecturer Conversion Applicants)
NOTE: Early submissions are acceptable, and once submitted will advance to the next step. Notifications will be sent to the person(s) in the next step when the submission is available for review; the beginning of each review period may fluctuate.
Annual Reports
FACULTY, LIBRARIAN & PROFESSIONAL STAFF
Initial Call from Provost: Fourth Monday in March
Faculty/Librarian/Professional Report: Second Friday in May
Chair Review Complete: First Friday in June
Dean Review Complete: Second Friday in July
UNIT ANNUAL REPORTS
Department Report due to Dean: Fourth Friday in June
School Report due to Provost: Second Friday in July
Division Report due to President: First Friday in August
CELT Deadlines
For deadlines related to the following, please view CELT’s webpage.
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Chancellor’s Awards Nomination Packages for Excellence in Adjunct Teaching
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Chancellor’s Awards Nomination Packages for Excellence
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Teaching
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Faculty Service
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Scholarship and Creative Activities
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Professional Service
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Librarianship
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Distinguished Professor, Distinguished Teaching Professor, Distinguished Service Professor
CELT Deadlines for Chancellor’s Awards & Distinguished Professor |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/faculty-guide/personnel/ | View our Personnel Calendar for important dates and deadlines.
Departmental Guidelines
Departmental APT documents are explicit in describing the guidelines for evaluating teaching and the expected teaching loads for the department, the kinds of scholarship considered appropriate to the discipline, the quantity and quality measures used in determining appropriate scholarship for rank, and the department’s system of weighting the relative importance of teaching, scholarship, and service.
Departments can only make personnel recommendations. Only the President (in consultation with the school deans and academic VP) makes personnel decisions. These department APT documents are reviewed and approved by the deans and the Provost & Vice President for Academic Affairs and represent the minimum guidelines agreed to by University Administration in making these decisions. The guidelines in these departmental documents describe a set of minimal (necessary) performance expectations. Minimal expectations will be taken into consideration as part of a thorough and comprehensive evaluation of the candidate’s professional performance and contributions. The comprehensive evaluation should consider both retrospective and prospective points of view (e.g. the candidate’s potential for achieving and/or performing at, the highest academic rank).
Procedures
Re-appointment, promotion and tenure reviews follow a common path:
- Departmental APT committee recommendation
- Department (as committee-of-the whole) vote on agreement/disagreement with the APT Committee’s recommendation
- Department chair recommendation
- Dean recommendation
- Provost & Vice President for Academic Affairs recommendation
- Presidential decision (in consultation with School Deans and Academic Provost & Vice President)
Faculty should consult with their chair, dean, and/or the Center for Excellence in Learning and Teaching, for information and guidance in putting together their nomination dossiers.
University-wide Guidelines for Faculty Appointment Renewal
The University typically considers three primary categories as the basis for review in all personnel actions:
- Teaching/learning effectiveness
- Scholarship, research, and creative work
- University, community, and professional service
The other two Board of Trustee’s criteria (Mastery of Subject Matter and Continued Growth) are reflected by sustained contributions and demonstrated excellence in the above-noted three categories.
Teaching/Learning Effectiveness
Teaching and Learning encompasses promoting, guiding, facilitating, and evaluating student learning. Faculty members are catalysts for creating and adapting learning environments in and outside the classroom that stimulate students to learn, to be curious, to be critical thinkers, effective writers and speakers, and creative problem solvers.
Effective teaching and learning are dependent upon faculty utilizing a variety of teaching techniques and designing and revising curriculum to produce student learning outcomes. Included within teaching/learning are the professional development processes of attending workshops and conferences and efforts necessary to maintain mastery of subject matter and teaching methodologies. This also includes are the teaching-related activities of independent study and thesis supervision, field supervision, mentoring of students, and student involvement in research.
Scholarship, Research & Creative Work
Scholarship and Creative Activity
Encompasses producing an identifiable product subject to systematic internal and external evaluation by professional peers and resulting from:
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Creation of new knowledge or artistic expression within the discipline (Discovery).
- Original research as reported in articles, books, and presentation of papers; performances; grant proposals; inventions and patents; software development.
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Synthesizing of existing knowledge or creative work within one or more disciplines into new patterns and/or for new audiences (Integration).
- Publication of interpretive studies or criticism; critical reviews or editing of scholarly work; development of public policies or of interdisciplinary programs.
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Utilization of discipline-based knowledge to solve problems (Application).
- Development and implementation of innovative clinical practice or public school programs; environmental impact analyses; consultant work in the public or private sector based on the faculty member’s discipline-based knowledge and expertise.
University, Community & Professional Service
Service encompasses governance of the department, the school, the university, or the profession, as well as discipline-based or university mission-oriented contributions to the community that are not included in Scholarship. Examples of governance and service include, but are not limited to:
- Department – department meetings and committees, advisement, registration, Saturday Information Sessions, Accepted
- Student Open Houses, and peer review
- School – grade appeals, Deans’ committees
- University – Faculty Senate, University-wide committees, University-wide student organizations
- University – University Faculty Senate, SUNY ad hoc Committees
- Profession – leadership and other service in discipline-based organization at local, state, national, or international levels
- Community – work related to faculty member’s area of professional expertise or to the mission of the University
Performance at Rank
The University values the individual and unique contributions of each faculty member in each of the three categories of the professional obligation. All faculty members are therefore expected to continue performance at rank once continuing appointment or a promotion is achieved. An individual faculty member’s talents may affect the balance among the three categories.
The department chair is responsible for balancing faculty workload among all three categories. If the performance is not evenly distributed across the three major categories of the professional obligation, department chairs may reassess. The goal is to create equitable assignments within the unit; workload adjustment assures that teaching, scholarship, and service responsibilities of the department are met.
Promotion Assistant Professor, Associate Professor, Professor & Distinguished Professor
Most new faculty at the University are appointed at the rank of Assistant Professor. In cases where the doctoral dissertation is not complete, a faculty member may receive an initial appointment as Instructor or Visiting Assistant Professor. The former is a tenure-accruing rank; the latter is not.
Teaching Portfolio
At all levels of promotion, a teaching portfolio must be provided. the following requirements must be included:
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Statement of Teaching Philosophy and Focus
- List courses taught including contact hours and the number of students enrolled in each
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Improvement of Teaching
- Professional development as a teacher (workshops, conferences, etc.)
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Peer Evaluation
- Review of course syllabi, assignments, and examinations
Faculty are encouraged to provide a plethora of evidence in their teaching portfolio for their promotion including, but not limited to:
- Student Evaluations
- Student Outcomes and Accomplishments
- Teaching Related Activity Beyond the Classroom
Promotion to Assistant Professor
Achievement of the appropriate terminal degree (e.g., M.F.A., Ph.D., Ed.D., D.S.W, etc.) establishes a person as qualified in the discipline/profession. In addition, there is the expectation that the person has the potential for achieving excellence in the discipline/profession and for attaining the highest rank in the department.
TEACHING
The candidate should provide a portfolio of teaching materials that addresses the multiple aspects of the instructional role. This includes demonstration of knowledge of the discipline/profession, skills of pedagogy, including clear and precise communication and methods of instruction, and interest in the educational achievements of students. Documentation should include course syllabi and related materials. Reviewers of these materials will look for demonstration of the use of contemporary sources and good correlation of content, method, and student interest and need; and relationship to the academic standards of the institution.
SCHOLARSHIP
In the area of scholarship, successful completion of a doctoral dissertation or project required for the terminal degree demonstrates competence. In addition, evidence of a commitment to, and ability to achieve, continued scholarly or creative productivity is necessary. Each academic department has developed criteria for evaluation of scholarship and creative activity.
SERVICE
The candidate will prepare a statement of all relevant service activities with a brief description of the individual’s responsibilities, participation, and any product developed.
- Number of advisees (undergraduate, graduate)
- Evidence of advising quality (surveys, letters, etc.)
Where service is community-based, the service should have a direct relationship to the candidate’s disciplinary expertise.
Promotion to Associate Professor
There must be evidence that the faculty member has made sustained high quality contributions to the Department and the University as an Assistant Professor. The faculty member must have established a commendable reputation beyond the campus for scholarly work in the field. There is also the expectation that the person has made discernible progress toward achieving excellence in the discipline/profession and for attaining the highest rank in the department.
TEACHING
The section on Assistant Professor should be included for the period since continuing appointment or the last review period, whichever is more recent. For promotion to the rank of Associate Professor, teaching excellence and commitment should extend beyond that demonstrated at the rank of Assistant Professor. For this purpose, the teaching portfolio should include evidence of achievement in two or more of the following areas:
- Providing active mentoring of a new faculty member through a delineated program of activities
- Revising courses to assure a continuous state of development and use of extensive and current resources
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Undertaking new course assignments successfully
- Providing team or course leadership, by designing, developing and successfully teaching new courses not previously part of a department’s offerings and/or by participating successfully in -university-wide instructional programs
- Providing whole-class student evaluations of teaching effectiveness in a variety of courses over a reasonable period of time since appointment or promotion to the rank of Assistant Professor
- Confirming teaching excellence by departmental colleagues (peer review of class or videotape)
- Demonstrating consistent, successful involvement with independent studies, research projects, final major student works, and/or theses
SCHOLARSHIP
The candidate must show significant advancement in the area of scholarship beyond the level of Assistant Professor and beyond the presentation of doctoral dissertation results to new areas of investigation. The demonstration of scholarship must include products/performances that are subject to external peer review and contribute to the body of knowledge in the field. Each academic department has developed guidelines for evaluation of scholarship and creative activity.
The candidate will prepare a Scholarship Focus and Summary. This statement must include the following:
- Overview of the area of scholarship
- List of each scholarly product with a brief description of the peer review process and reputation of each product/piece
- Brief reflective critique
SERVICE
The candidate should demonstrate excellence on a continuous basis in the area of service during the period of tenure as Assistant Professor. The level and impact of service should have expanded significantly in at least one arena (campus, community, profession, etc.) Community-based service must have direct relevance to the candidate’s area of disciplinary expertise.
The candidate should prepare a summary of service activities including specific responsibilities and leadership roles assumed. These service contributions should relate to (or lead to):
- Development into a competent academic advisor
- Leadership roles on departmental, university, community, and/or professional committees
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Participation in service activities beyond the department
- Some faculty may become focused in one area of service outside the department, while others may participate at many levels
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Evidence of participation and leadership may be provided through several types of evaluation:
- Peer review
- Letters from committee chairs citing specific contributions to the work of their committee
- Substantive letters of recommendation from colleagues and/or community agencies that cite contributions and successful initiatives
- Active leadership in disciplinary professional organizations
Promotion to Professor
The candidate must demonstrate professional growth and excellence on a continuous basis in the rank of Associate Professor in all three performance areas, The candidate’s work must have established them as a leader in the department and at the University and that their contributions are of high quality, have been sustained over a reasonable period of time as an Associate Professor, and suggests likelihood of continued productivity.
The faculty member should hold a national (possibly international) reputation for scholarship in the field. All the following criteria should be met to warrant favorable consideration for promotion to the rank of Professor.
TEACHING
Teaching excellence and commitment should extend beyond that demonstrated at the rank of Associate Professor. For this purpose, the teaching portfolio should include two or more additional items from the following:
- Demonstrating that the courses taught are in a continuous state of development and provide students with extensive resources
- Undertaking successfully new course assignments and by designing, developing, and successfully teaching new courses not previously part of curricular offerings
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Providing whole class evaluations in a variety of courses since promotion to the rank of Associate Professor
confirming teaching excellence by departmental colleagues who are directly familiar with the person’s work
- Evidence of a major contribution to the department or university-wide instructional program
- External assessment or reviews of student and graduate accomplishments or creative works that have a direct link to the faculty member
SCHOLARSHIP
Accomplishment in this area should be significantly greater than was expected to achieve the rank of Associate Professor, with evidence of new and more sophisticated levels of achievement. Successful scholarship has led by now to publication or creative work that has been subject to further review. The significance of the person’s accomplishment is attested to by peers and reputable figures in the field away from campus:
- Recognition of the quality of the work (publications, work of art, or performance record) should be made evident and available in the form of reviews, comments and citations in the works of others, and direct letters of assessment by recognized authorities off-campus solicited by the department, or invitations from leaders in the field to contribute to publications, conferences, and exhibitions, to serve on editorial boards, to review books, to choreograph, or to perform
- Reputation of the — journal, gallery, theatre — in which their works (articles, research projects, poems, etc.), have appeared will be an important consideration, as will the publishers or sponsors
- Honors or awards that serve to recognize the person’s contributions for long term work in the field and/or new interpretations and applications of scholarship
SERVICE
Accomplishment in this area should be significantly greater than was expected to achieve the rank of Associate Professor. Not only has the candidate consistently played a constructive role in departmental meetings, committees, academic advisement and University-wide faculty governance since the last promotion, they are now an acknowledged leader in the Department, the University, and the profession.
Promotion to Distinguished Professor
Promotion to the highest ranks (Distinguished Teaching Professor, Distinguished Service Professor, and Distinguished Professor) is governed by the Policies of the SUNY Board of Trustees
These awards are a rank above full professor and only one Distinguished Professorship in each category can be authorized for our campus each year.
A campus committee is convened each January to review nominations for each award. Nomination dossiers must have the approval of the departmental APT Committee and Chair and Dean prior to being sent to the review committee. More information on Distinguished Faculty Ranks (including guidelines for nomination) can be found at the bottom of the following webpage. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/faculty-guide/syllabus/ | STATEMENT OF EQUITY AND OPEN COMMUNICATION
We recognize that each class we teach is composed of diverse populations and are aware of and attentive to inequities of experience based on social identities including but not limited to race, class, assigned gender, gender identity, sexuality, geographical background, language background, religion, disability, age, and nationality. This classroom operates on a model of equity and partnership, in which we expect and appreciate diverse perspectives and ideas. If anyone is experiencing exclusion, intentional or unintentional aggression, silencing, or any other form of oppression, I encourage open communication with myself and/or the class as a whole.
STUDENT CODE OF CONDUCT
The following is a link to the University’s Code of Student Conduct.
ACADEMIC INTEGRITY
Students are expected to read and abide by the policies and procedures set forth in the University’s Policy of Student Academic Dishonesty.
DISRUPTIVE STUDENT BEHAVIORS:
The following is a link to SUNY Brockport’s policy Procedures for Dealing with Students who are Disruptive in Class.
ATTENDANCE POLICY
Attendance in online courses is determined by appropriate participation in course activities. Professors are able to track both logging on times and dates as well as viewings of course materials. View the University’s Attendance Policy.
DISABILITY STATEMENT
SUNY Brockport is committed to fostering an optimal learning environment by applying current principles and practices of equity, diversity, and inclusion. If you are a student with a disability and want to utilize academic accommodations, you must register with Student Accessibility Services (SAS) to obtain an official accommodation letter which must be submitted to faculty for accommodation implementation. If you think you have a disability, you may want to meet with SAS to learn about related resources. You can find out more about Student Accessibility Services at /life/accessibility-services/, or by contacting SAS via sasoffice@brockport.edu, or 585-395-5409. Students, faculty, staff, and SAS work together to create an inclusive learning environment.
The following is a link to the University’s policy Procedure for Accessing Services for Students with Disabilities.
SEXUAL HARASSMENT/TITLE IX STATEMENT
Sex and Gender discrimination, including sexual harassment, are prohibited in educational programs and activities, including classes. Title IX legislation and University policy require the University to provide sex and gender equity in all areas of campus life. If you or someone you know has experienced sex or gender discrimination (including gender identity or non-conformity), discrimination on the basis of sexual orientation or pregnancy, sexual harassment, sexual assault, intimate partner violence, or stalking, we encourage you to seek assistance and to report the incident through resources available at Title IX. Confidential assistance is available on campus at Hazen Center for Integrated Care and RESTORE. Faculty are NOT confidential under Title IX and will need to share information with the Title IX & College Compliance Officer.
EMERGENCY MANAGEMENT
In case of emergency, the Emergency Alert System at SUNY Brockport will be activated. Students are encouraged to maintain updated contact information using the link on the University’s Emergency Information website, /support/emergency. Included on the website is detailed information about the University’s emergency operations plan, classroom emergency preparedness, evacuation procedures, emergency numbers, and safety videos. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in the classrooms, halls, and buildings, and all university facilities.
ELECTRONIC DEVICES
The following is a link to the University’s electronic devices policy. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/forms/ | Forms
The following forms are available online from Academic Affairs. They are in Microsoft Word format.
- Academic Dishonesty Form & Policy
- Course Registration Form
- Move-the-Box Form & Policy
- Provost’s Briefing Sheet
- Faculty Position Request Form
- Faculty Request Form for Course Release or Extra-Service Compensation
- Faculty Scholarship Account (FSA)
Annual Report (Faculty Success)
- Overview of Faculty Success Template
- Quick Tips and FAQs for All Users
- Quick Tips for Chairs, Supervisors, Deans
- Sample Faculty Annual Report Form with Explanation and Instructions
For any questions/issues regarding Faculty Success, please contact Jeff Thompson at jthompson@brockport.edu or x2061. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/forms/ai-map/ | Guide to Division of Academic Affairs Annual Report – Faculty Success
General Information
This section is not required to complete the annual report, but does contain inputs that are needed to build a resume. Additionally, if you are willing to talk with the media regarding your areas of expertise, please make sure you fill in the section on research interests.
- Administrative Data - Permanent Data | Yearly Data
Input permanent data only once. Yearly data must be input annually to reflect your current status on the annual report. Make sure to indicate your full time equivalency as 100% if you are full time.
This section is only needed if you plan on using the tool to build a resume
Indicate administrative assignments in this section
Although this information does not show on the annual report, the University builds independent reports that document the awards and honors received by faculty and staff over the year from this data base. Please limit your input to honors and awards received beyond the University.
This section is used for indicating any external consulting that would not be covered by a grant or contract through the Research Foundation and input under Scholarship
Only necessary if you are building a resume
Although this section does not show on the annual report, the University can use your input to catalog external partners.
Unlike previous years, this information is NOW USED on the annual report.
This section is of special interest to disciplines that require or commonly have faculty who have to maintain licensures or certifications in their field. This information does not show on the annual report, but will be used for program accreditation purposes.
Input items of popular media (e.g. TV, newspapers, magazines) where you have made a contribution as an author or have been interviewed in areas related to your discipline. Do not repeat these items under Scholarship.
Although this information is not reported on our annual reports, it may be of value to input data here for using the tool to build a resume.
This section may be ignored.
For professional staff only. This screen is used for building central elements of staff annual reports. Staff enter activities in which they have engaged in support of a variety of university emphases (e.g., teaching, student success, productivity). Staff also enter their Performance Plan objectives for the reporting year and how effectively they have met them.
For faculty only. This screen is important for the annual report. All narrative questions, whether teaching, scholarship or service related are found here. In addition to these three areas, there are questions related to your assessment activities and contributions to diversity.
This section is used by chairs, deans, and professional staff unit heads to prepare department and school annual reports.
Teaching
Input your advisement load in this section.
Input your various non-scheduled but for credit activities including directed and independent studies, and graduate thesis.
Include any non-credit instruction. This may include off-campus activities.
Scheduled teaching and grades will be input for you, but check to make sure that things are correct. If needed, contact campus administrator of Faculty Success. You will need to input your IAS scores. Also important, please indicate if your course had a service learning component.
Scholarship/Research
Please input any scholarly or creative products produced during the current academic year into its appropriate category below. Make sure that you indicate the status of the product with dates. As a product progresses, you may change the dates on the entry by simply editing it. When doing so, it seems best to erase the previous dates and input the new ones. For example, last year you had a journal article accepted (but not yet published). This year it was published. Erase the accepted date from the entry and input the published date so that the only date in the entry is the published date.
To aid in data management, if more than one author is from Brockport, the lead author should be responsible for input. The entry will show on all other author’s annual reports.
In general, a dropdown menu lists the types of contributions available in each category. An “other” category exists, but should be avoided unless absolutely necessary to accurately describe the product.
Any artistic or creative contribution is input here. This would include pieces of original literature including non-fiction, fiction or poetry.
Please input any externally funded grants or contracts here.
Written products ranging from books to conference proceedings and technical reports are input here. Make sure to indicate if the product was peer reviewed and if any of the authors are graduate or undergraduate students.
Input any patents or copyrights obtained during the reporting period.
Input any external oral presentations here.
This section allows you to input any work that you have currently in progress. Do not include manuscripts or creative products that are in progress. These should be input in the appropriate sections above. This section is for the work you have in progress before you get to the writing stage, for instance (e.g., data collection).
Service
Service to your department, may include advising
- University
School or University-wide service (at Brockport)
Service at the SUNY level
- Professional
Service to your professional discipline
Service to the public that is related to your discipline. Both this and “civic engagement” below are important for other reporting needs of the university so please supply pertinent information.
- Civic Engagement
Service to the community in areas NOT related to your discipline
Annual Report
Chairs and deans will comment on your annual report here, and you may respond |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/innovations-task-force/ | Academic Innovations Task Force Final Report
Submitted by the Academic Innovations Task Force:
- Darrell Deas, Jr.
- Eric DiLaura
- Ashley Fico
- Crystal Hallenbeck
- Kathy Peterson (Co-chair)
- Darson Rhodes (Co-chair)
- Jocelyn Schimpf
- Rachel Schultz
- Millie Sefranek
- Joon Yong Seo
Executive Summary
In accordance with its charge, the Academic Innovation Task Force completed the following over the 20-21 academic year:
- Review and recommendations for compression programs on campus.
- Development of a priority area tool to identify new program opportunities with an emphasis on high-impact enrollment and revenue generation.
- Development of three forms: proposal for new program, program expansion – request for new resources to grow/increase enrollments, and program descriptive statistics. These forms were shared with College Senate Executive Committee to be used for the revision of the College Senate proposal process.
- Review of one program expansion proposal and support of efforts to examine the possible development of an online human resources master’s program.
- Identification of undergraduate programs to be considered for development at SUNY Brockport. These programs include computer science with a game design emphasis, online criminal justice/safety studies, expansion of marketing for the coaching minor and/or a major with a coaching track, online health care administration and management, and online accounting.
- Identification of graduate programs to be considered for development at SUNY Brockport. These programs include online health care administration and management, online human resources management, occupational therapy, physician assistant, and speech language pathologist.
The AITF has completed its work in accordance with its charge. The three proposal forms that were created were shared with College Senate Executive Committee and should be used in the upcoming academic year to help inform the revision of the proposal process. It is recommended that identified undergraduate and graduate programs to be considered for development be shared with appropriate academic departments for further consideration and possible development of program proposals.
Charge
Using trend data (local, state and national) identify areas where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new programs and work with College Senate and Dr. Eileen Daniel to streamline the proposal submission process.
Summary of Accomplishments
COMPRESSION PROGRAM REVIEW
The proposal to develop a marketing campaign, “Eagle Speed,” that promotes an accelerated three-year pathway to undergraduate degree completion at SUNY Brockport sits with President’s Cabinet.
In a climate in which the value of a four-year degree was already being challenged and student loan debt is rising, the pandemic has served to further decrease the perceived benefit of a four-year degree. As such, institutions of higher education must implement strategies to increase the perceived value of the college degree. The proposed Eagle Speed pathway seeks to reduce the cost of a four-year undergraduate degree by decreasing the time to degree completion to three-years resulting in cost savings through lower room and board expenses. Specifically, Eagle Speed requires students to take courses year-round including summer and winter terms allowing them to finish degree requirements at a faster pace. Eagle Speed is not a program; rather, it is a pathway to three-year degree completion. With the Eagle Speed pathway, students take approximately 30 credits during winter and summer months. Summer and winter tuition dollars remain with SUNY Brockport as opposed to going to SUNY. This pathway is believed to be a logistically feasible option for a significant number of students at Brockport without any changes to current program offerings. It is a matter of appropriately marketing the pathway as an option for select majors. Implementation of Eagle Speed does not require development of any new programs, and costs for implementation are largely limited to marketing. Marketing of the Eagle Speed pathway has the potential to save students money while generating additional revenue for SUNY Brockport. The option may also draw new students to campus that would not otherwise come to Brockport. Initial implementation costs would be largely for marketing, as there are already several majors in place that seemingly align with this pathway.
PRIORITY AREA TOOL
To systematically review data and subsequently make recommendations for new programs, the Academic Innovations Task Force (AITF) developed a priority program identification tool. This tool was comprised of six variables. The first five variables each had score ranges and weighted multipliers used to create a variable score. Variable scores from these five variables were summed to create a total variable score. A sixth variable was a multiplier and was multiplied by the total variable score to create a final value score. Variables selected aligned with the charge of the committee to examine trend data with an emphasis on high impact enrollment and revenue generation. Variables and scores included:
Bureau of Labor Statistics (BLS) job growth: Occupation data from BLS were reviewed and programs that would prepare students for occupations categorized with job growth rates projected from 2019-2029 to be as much faster than average = 3, faster than average = 2, as fast as average = 1, slower than average = 0, little or decline in growth = 0. This variable was a measure of speed of job growth. Variable weight = 15% of total variable score.
Bureau of Labor Statistics (BLS) new jobs: Occupation data from BLS were reviewed and programs were scored based upon the number of anticipated new jobs from 2019-2029, 50,000 or more = 3, 10,000 – 49,999 = 2, 1,000 – 9,999 = 1, Less than 1,000 = 0. This variable was a measure of total jobs available rather than speed of job growth as measured by the previous variable. Variable weight = 15% of total variable score.
*NRCCUA value: NY state data gathered by NRCCUA indicating high school students’ interests in specific college programs were reviewed. These data were gathered predominately from juniors and seniors in high school. These data included the percent of NY state respondents that indicated their interest in major groups such as “history & social sciences,” as well as the percentage of respondents within each major group who indicated their interest in a specific major such as “sociology”. Data on student interest in college programs were relativized to represent the percentage of all student responses that indicated interest in a particular major for each year 2018-2022 (year here indicates the year the student would be starting college). We then assessed the change in major interest using these percentages from 2018 to 2022 to create a change score. Positive scores indicate an increase in student interest based on the percentage of student responses for a particular major from 2018 to 2022. Scores of 2 or higher were assigned a variable score of 3; scores of 1-1.9 were assigned a variable score of 2, scores of 0.5 to 0.9 were assigned a variable score of 1, and scores of 0 to 0.4 were assigned a variable score of 0. Variable weight = 35% of total variable score. This variable was only used for undergraduate programs.
Program uniqueness: A comprehensive list of SUNY undergraduate and graduate degree program offerings was reviewed. If a program was offered at other SUNY schools but not at regional SUNYs (UB, Geneseo, Fredonia, Potsdam, Oswego) or University of Rochester, Rochester Institute of Technology, St. John Fisher, Nazareth, and Roberts Wesleyan a score of 3 was assigned. If a program was offered at private regional schools but not at regional SUNYs a score of 2 was assigned. If a program was offered at 1-4 regional schools with at least one being a regional SUNY school a score of 1 was assigned. If a program was offered at most regional institutions a score of 0 was assigned. Variable weight = 15% of total variable score.
Program type: The format of programs was considered with regard to it being online, a 12-month or summer start program, and/or a plus program (i.e. 3+2 or 4+1). Any program with at least one of these characteristics was assigned a score of 3, and any programs without any of these characteristics were assigned a score of 0. Variable weight = 20% of total variable score.
Resource requirements: Programs that required no new resources were assigned a score of 2. Programs that could justify based upon projected enrollment, tuition revenue, new faculty/staff salaries, and other required expenses that the program would be revenue generating within the first three years of implementation received a score of 1. Programs that could not justify based upon projected enrollment, tuition revenue, new faculty/staff salaries, and other required expenses that the program would be revenue generating within the first three years of implementation were assigned a score of 0. This variable was the multiplier variable and was multiplied by the total variable score to compute the final value score.
*The NRCCUA variable was only used for undergraduate program reviews. For graduate program reviews, weighted values were adjusted approximately as follows BLS job growth = 24%, BLS new jobs = 24%, Program uniqueness = 24%, and Program type = 28%.
ACADEMIC INNOVATIONS TASK FORCE FORMS
AITF created three new forms to be used for proposals for new programs and expansion of programs. Each of these forms was submitted to College Senate Executive Committee for review and to the SUNY Brockport community for feedback. Subsequently, the forms and campus feedback were submitted to College Senate Executive Committee with the intention of incorporating the forms into a revised Senate proposal process.
- Proposal for New Program – includes program level, program modality, description of program, market justification, student interest, current student retention, innovation, needed resources, recruitment efforts needed. See Appendix A.
- Expansion: Request for new resources to grow/Increase Enrollments – includes justification for increased enrollment, current retention, resource needs, recruitment efforts needed, historical data. See Appendix B.
- Program – Descriptive Statistics – includes estimated completed credits by new students in year 1 and 2, new faculty needed in year 1 and 2, data from IR, newly proposed SCH/FTE for year 1 and 2, new credit hours for winter and summer sessions. See Appendix C.
ADDITIONAL ACTIVITIES
One proposal to expand a current program, MSEd in School Health Education, was sent to AITF from the Provost for review. This proposal was supported by AITF and this support was shared with the Provost and the larger Academic Master Planning Guiding Committee. Additionally, the Provost specifically requested AITF to communicate with the Dean of the School of Business to discuss the possibility of a master’s degree in Human Resources. AITF co-chairs and the Dean of the School Business met, and subsequently, a committee to explore this possibility was created by the Dean. AITF shared data resources with this committee to support their efforts.
Program Recommendations
UNDERGRADUATE PROGRAMS
Exploration for undergraduate program recommendations began by cross referencing three variables: NRCCUA scores, BLS job growth pace, and BLS new jobs. Any program that met two or more of the following criteria was considered for recommendation:
- Prepares students for jobs that according to BLS data are projected to grow at a pace much faster than average from 2019-2029.
- Prepares students for jobs that according to BLS data are projected to have 50,000 or more jobs available from 2019-2029.
- Addresses an area of student interest as indicated by a NRCCUA variable score of two or higher
A comprehensive list of programs meeting two or more of the criteria was created. This list was then cross-referenced with existing programs at SUNY Brockport, and all existing programs were removed from the list. The remaining programs were scored using five variables from the Priority Area Tool: BLS job growth, BLS new jobs, NRCCUA value, Program uniqueness, and Program Type. The Resource Requirement variable (the multiplier variable) was not determined, as projections on resource requirements are best determined within the department that would implement the program. It is recommended that the next step in prioritizing the recommended programs to be launched is to determine the resources needed.
Additionally, a recent article from the Educational Advisory Board (EAB), an educational consulting group, noting the top five undergraduate programs to launch online was reviewed. All programs noted within this article were considered for recommendation, specifically as online programs, and included: Health Care Administration and Management, Accounting, Criminal Justice/Safety Studies, Business/Commerce, Registered Nursing (Milder & Paulson, 2020). Finally, a committee was established by the Joint Planning and Budget committee to review revenue generating ideas from EAB. Some of these ideas were passed onto the Academic Innovation Task Force and considered as well.
Identified undergraduate program areas are presented below. Maximum score possible after weighting is 3.
Computer Science – Game Design emphasis
Priority Area Tool Total Variable Score: 2.25 in person program, 2.85 hybrid or online program
Additional Notes: This program aligned with BLS data based upon a more general occupation description of software developer but was directly aligned with NRCCUA data as Game Design.
Criminal Justice/Safety Studies – online
Priority Area Tool Total Variable Score: 2.25 online program
Additional Notes: Presently, SUNY Brockport has the program, but it is not fully online. Criminal Justice/Safety Studies was identified by EAB as one of the top five opportunities for undergraduate online programs and scored favorably on student interest. This program aligned with BLS data based upon occupations of police officer or detective. Given that the program is already offered, it is anticipated a transition to, or an addition of, a fully online option would require fewer resources to launch, furthering the support to consider expansion of this program.
Coaching
Priority Area Tool Total Variable Score: 2.1 in person program, 2.7 hybrid or online program
Additional Notes: This occupation scored favorably both with BLS data and student interest. SUNY Brockport currently has a coaching minor but not a major. BLS information notes the requirement of a Bachelor’s degree to be a coach but does not specify a particular program. It may be best to consider strategies to maximize promotion of the coaching minor or to consider if an existing major could add a coaching track to appeal to more students. A stand-alone coaching major is not necessarily recommended.
Health Care Administration and Management – online
Priority Area Tool Total Variable Score: 1.5 online program
Additional Notes: Presently, SUNY Brockport has the program, but it is not fully online. This program was identified by EAB as a top undergraduate program to launch online. Given that the program is already offered, it is anticipated a transition to or addition of a fully online option would require fewer resources to launch, furthering the support to consider expansion of this program.
Accounting – online
Priority Area Tool Total Variable Score: 1.2 online program
Additional Notes: Presently, SUNY Brockport has the program, but it is not fully online. This program was identified by EAB as a top undergraduate program to launch online. Given that the program is already offered, it is anticipated a transition to, or an addition of, a fully online option would require fewer resources to launch, furthering the support to consider expansion of this program.
GRADUATE PROGRAMS
Exploration for graduate program recommendations began by cross referencing two variables, BLS job growth pace and BLS new jobs. Any program that met both of the following criteria was considered for recommendation:
- Prepares students for jobs that according to BLS data are projected to grow at a pace much faster than average from 2019-2029.
- Prepares students for jobs that according to BLS data are projected to have 10,000 or more jobs available from 2019-2029.
A comprehensive list of programs meeting the two above was created. This list was then cross-referenced with existing programs at SUNY Brockport, and all existing programs were removed from the list. The remaining programs were scored using four variables from the Priority Area Tool: BLS job growth, BLS new jobs, Program uniqueness, and Program Type. The Resource Requirement variable (the multiplier variable) was not determined, as projections on resources requirements are best determined within the department that would implement the program. It is recommended that the next step in prioritizing the recommended programs to be launched is to determine the resources needed.
Additionally, a recent article from EAB noting the top five online graduate programs to launch online was reviewed. All programs noted within this article were considered for recommendation as well and included: Health Care Administration and Management, Public Administration, Educational/Instructional Technology, Human Resources Management/Personnel Administration, Public Health (Paulson, 2021). Finally, a committee established by the Joint Planning and Budget committee provided AITF with a list of revenue generating ideas from EAB for review. Some of these ideas were considered.
Identified graduate program areas are presented below. Maximum score possible after weighting is 3.
Health Care Administration and Management – online
Priority Area Tool Total Variable Score: 2.52
Additional Notes: BLS occupation statistics note the entry-level education requirement is a Bachelor’s degree in this field. Thus, the variable score utilized Bachelor’s level data. This program was identified by EAB as a top graduate program to launch online. SUNY Brockport currently has an undergraduate program in this area, although not fully online. Given that an undergraduate program is already offered, it is anticipated the addition of a fully online, graduate option would require fewer resources to launch as compared to some other programs that would be new to the university.
Human Resources Management – online
Priority Area Tool Total Variable Score: 2.52
Additional Notes: BLS occupation statistics note the entry-level education requirement is a Bachelor’s degree in this field. Thus, the variable score utilized Bachelor’s level data. This program was identified by EAB as a top graduate program to launch online. AITF co-chairs have been in communication with the Dean of the School of Business about this type of program and there is a committee within the School currently examining its viability.
Occupational Therapy, Physician Assistant, and Speech Language Pathologist
Priority Area Tool Total Variable Score: 1.44 in-person, 2.28 hybrid
Additional Notes: Each of these programs scored favorably with BLS data. Additionally, while NRCCUA data were not used in examining graduate programs it should be noted that “medical provider, other” scored high and may include these areas. Further exploration of student interest is recommended for these areas. Specifically, if considered, examination of hybrid offerings is recommended. Online options are likely not possible due to clinical requirements, but hybrid offerings may be possible. Also of note, a previously approved Senate proposal (2014) for an occupational therapy program was found and should be considered if an occupational therapy program is pursued.
Conclusion
While not under the purview of AITF, it is important to note that proposals come to College Senate regarding new courses that meet general education requirements that ask for new resources in the form of adjuncts. This is not sustainable in today’s fiscal environment.
The members of the AITF have completed the work asked of us by the charge given to this task force and as such, it is recommended that the task force conclude. The three newly developed forms were sent to the university community for feedback through both the Associate Deans and the Daily Eagle. Six responses were submitted, and the feedback was reviewed and incorporated as needed. The College Senate Executive Committee is in support of incorporating the new forms with the College Senate proposal process for new and expanding programming. This will provide important information regarding market trends and resource needs in order to make informed decisions for the support of new programs or expansion of existing programs. Finally, AITF recommends that the undergraduate and graduate programs proposed for development in this report be sent to appropriate departments for further analysis and possible development of program proposals.
References
- Milder, M. & Paulson, C. (2020). The top five undergraduate program to launch online. EAB. https://eab.com/insights/blogs/adult-learner/online-undergraduate-programs-to-launch/?utm_source=eabdb&utm_medium=email&utm_campaign=eabdb
- Paulson, C. (2021). The top 5 graduate program to launch online. EAB. https://eab.com/insights/blogs/adult-learner/graduate-programs-to-launch-online/?x_id=003C000001u05akIAA&utm_source=eabdb&utm_medium=email&utm_campaign=eabdb&mkt_tok=NzMyLUdLVi02NTUAAAF7wD8MVDqRgVmz_-u5viQkQXUu4KoyKeCJKPgw5XdpbLiCfL46tHZpHp3u7GUxeTxWXlPaPuQp8AAlyA_JWNJbw69fpy0pSMPOlUmggTqM1O2soA |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/leadership-principles/ | Leadership Guiding Principles:
- Equity, diversity, and inclusion needs to be threaded throughout all of our decision-making and actions as divisional leaders.
- Leading by example and setting expectations is part of our job, and in turn, the job of our sub-leaders.
- Equity, diversity, and inclusion is not something “external” that is “done” to people on campus. It is something internal - a light that guides all of us.
- There are resources to assist us, but we need to do the work. It isn’t about more training nor is it the job of the CDO or HR. It is about our leading change.
- We need to discuss, honor, and understand that this work is a heavy lift, yet we will be stronger for doing this.
TO BE A GREAT University AT WHICH TO LEARN DIVISIONAL GOAL 1
Create and maintain academic programs that foster intellectual growth and sustain student interest in a welcoming environment and utilize support services and assessment protocols to strengthen student success.
TO BE A University ENGAGED WITH ITS COMMUNITY DIVISIONAL GOAL 2
Increase the depth and breadth of partnerships and enhance outreach to support a deeper level of engagement with the community.
TO BE A SUSTAINABLE INSTITUTION FOR THE 21ST CENTURY DIVISIONAL GOAL 3
Continue to develop and maintain high quality programs that meet student demand and maintain currency in the labor market by revisiting the academic program array question and draw from several other recent initiatives, including the academic master plan.
TO BE A GREAT University AT WHICH TO WORK DIVISIONAL GOAL 4
Create a supportive work environment that helps faculty and staff attain their career goals andopportunities for intra and inter-divisional interaction. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/lecturer-conversion/ | Introduction
A full-time employee holding the job title of lecturer, which as per SUNY specification is a qualified academic rank but ineligible for continuing appointment, may request to have the title converted to that of an instructor, which is an academic rank and eligible for continuing appointment.
To be eligible for job title conversion, the incumbent full-time lecturer must have been working at SUNY Brockport for at least six continuous years and must have the qualifications to be appointed as an instructor. The incumbent may seek job title change as early as in their sixth year of service, provided that SUNY Brockport reviewed and successfully completed two formal evaluations.
A person holding the job title of lecturer and meets the above conditions should convey to the department chair, in writing by March 15, their desire to have the lecturer job title changed to an instructor title. The Chair shall forward the request to the Dean along with their recommendation, whereupon the Dean will send a letter indicating their recommendation to the Provost by May 1st. If the Provost agrees to convert the lecturer job title to instructor, the Provost will inform the candidate, chair, and Dean of the decision by June 1st of each year. The candidate must be evaluated through the APT process described below, according to the Academic Affairs Personnel & Academic Calendar for the following academic year.
If SUNY Brockport decides not to covert a lecturer line to instructor line, the incumbent lecturer may remain in the position, contingent on conditions of appointment, review, and reappointment.
The academic rank title of instructor carries with it a teaching load of 4/4 and the potential for the holder to gain continuing appointment after seven years of service in an academic rank title. SUNY policy states: “An Assistant Professor, Instructor, Senior Assistant Librarian or Assistant Librarian shall not be eligible for continuing appointment at any of these ranks prior to the completion of a total of seven years in a position or positions of academic rank.” Per SUNY policy, years spent as a lecturer or in any qualified academic rank job title do not count towards the seven years needed for continuing appointment.
To fill an assistant professor position―also an academic rank―resulting from the conversion of a full-time lecturer line, the department must conduct a national search. Candidates interested in pursuing this option should begin by having a conversation with their chair.
Process for the department and faculty considerations
To initiate the job title change, the candidate must submit an application by the deadline set by the Provost’s Office and go through the appointment process.
- Departments must revise their Appointment, Promotion, and Tenure (APT) guidelines and specify the qualifications for appointment to the academic rank title and criteria for subsequent reappointments.
- The department will review the application for job title change using the criteria specified in the APT document. The departmental recommendation will be forwarded to the chair, then to the Dean, and subsequently to the Provost for final determination; each administrative review shall also include a recommendation and rationale supporting that recommendation.
- If the incumbent is successful in the appointment process, they assume the academic rank job title of instructor at the beginning of the following academic year.
- If the incumbent is not successful in the appointment process, they will finish their current contract.
- As an instructor, the incumbent will be required to abide by specifications in the APT document of the department.
- As an instructor, the incumbent will have the opportunity to secure continuing appointment after successful periodic reviews and the required years of service.
Components of Review File (subject to change by direction of the Provost)
- A letter from the candidate to the APT Committee seeking appointment to the academic rank title of Instructor
- Current vita.
- Copies of the most recent six annual reports with chair’s comments.
- Copies of personal statements (teaching, scholarship/creative activity & service), consisting of reflective and objective descriptions/assessment of accomplishments in each area under review (teaching, and service to the College and the profession).
- IAS summary table for the most recent five years
- After the candidate’s file is reviewed by the APT committee, the following will be added: Copies of the current APT review letter (after notification), the Department vote – numerical tally, Chair review letter (after notification), Dean’s review letter (after notification) and any response statements from the candidate
- A change of appointment personnel form will be completed
- This information will be forwarded to the Provost for a final decision
- The Provost will confer with the President and then notify the applicant regarding the decision and copy the Chair and Dean
- Human resources will be notified of the final decision and will process and send the applicant a formal letter from the President.
The following chart lists basic requirements for each option. Departments need to develop departmental APT documents following these general guidelines, no later than the end of the Spring 2023 semester. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/master-plan/ | I. Introduction & Brief History of the AMP Effort at Brockport
Academic Master Planning (AMP hereafter) plays an important role in academic affairs’ more general strategic planning efforts. It is used to simultaneously review and assess all academic programs and to gauge the overall “health” of programs. An essential intent of AMP efforts is to align resources (e.g., fiscal, staffing, facilities, etc.) with a university’s academic priorities, and here at Brockport, such efforts are an important objective related to Goal 1 of the University’s Strategic Plan - To be a Great Place to Learn. AMP is also encouraged by Middle States Accreditation. It differs, however, from the Periodic Program Review (PPR) process which assesses a certain number of programs every five years.
There have been several iterations of academic master planning at Brockport. Early efforts included the formation of an academic priorities committee which was in existence from 1999 to 2005. More recently, in 2015, Provost Mary Ellen Zuckerman assembled a committee consisting of two co-chairs who represented the arts and sciences and the professions (Greg Garvey & Cathy Houston-Wilson) to lead the university through its first, full review of all academic programs at Brockport. The initial committee consisted of individuals from the then five schools (Pam Beach, Denise Copelton, Susan Sites-Doe, Peter Veronesi & Doug Wilcox). Although Provost Zuckerman left the university, Interim Provost Jim Haynes continued to support the process. During this time, the committee reviewed the literature on AMP, attended trainings and contacted a number of colleges and universities who had undergone the process. Members of the committee also worked with Institutional Research on types of data that could be used to support the process. In addition, the committee hosted several open forums with the campus community to get their input on shared values which informed university-wide priorities. From that work, an academic master plan template for guiding programs’ self-studies was created and field tested by a number of programs across the university that represented small, medium, and large programs in terms of enrollment and complexity. The reports submitted were reviewed and scored by the committee with a subsequent follow-up meeting to discuss what worked well and areas that needed further adjustments or clarifications.
In 2018-2019, Provost Heyning arrived at Brockport and spent her first year conducting listening sessions to learn more about the university. In 2019-2020, she met with the co-chairs of the committee to continue the process. Due to COVID, the process was paused and in the Fall of 2020 the process was resumed. In this rendition, the Provost expanded the scope of the effort by forming an overall steering committee and two task forces: our group, the Program Review Task Force, co-chaired by Cathy Houston-Wilson and Jeff Lashbrook, and an Innovation Task Force. The University’s three Schools were represented with the following members of our committee: Paul Moyer, Eric Monier, Jennifer Ramsay, Pam Neely, Jackie Slifkin, Paula Barbel, Patti Follansbee, Christian Wilkins and graduate student representative Kathleen Phillips.
II. Overview of the Process
a. Charge
In 2019 Provost Heyning charged the committee with the following:
Using updated and revised AMP Template review all undergraduate and graduate programs on campus. Using supplied data (from IE, Budget, SUNY and other sources), each department or program coordinator will respond to prompts related to:
- Centrality and Consistency with University Mission and Strategic Plan
- Internal Demand
- External Demand
- Instructional and Curricular Efficiency
- Quality of Inputs
- Productivity and Outcomes
b. Methods and Procedures
Our task force met nearly every week in spring 2021. The following summarizes the most important decisions/activities in our work this semester:
- Studied some of the recommended AMP literature and reviewed previous AMP efforts so this new group was brought up to speed and what AMP involves
- Decided to review only undergraduate programs this semester due to time constraints and the work involved in review process. In addition, we realized there are some significant differences between undergraduate and graduate programs which meant the template and the data supplied for programs’ self-studies likely needs revisiting.
- Requested each program send us the contact information for the person who would be responsible for submitting the completed template for each program. Distribution lists were created from this information.
-
Revised template slightly to include the following criteria for programs’ self-studies (See Appendix A for a copy of the template):
- Program Alignment with and Contribution to University Priorities
- Internal & External Demand
- Program Inputs
- Program Outcomes and Accomplishments
- Financials
- Developed and conducted training via MS Teams for program writers and/or department chairs to help them understand what was being asked for in response to the criteria above. The training was also taped and available for anyone who could not attend the meeting.
- Created an MS Team for program submissions and to facilitate access amongst committee members
- Divided program submissions among pairs of committee members for review. Each pair was from a different school and no one reviewed a program in which there could be a perceived conflict of interest or bias. Each pair reviewed programs independently and summarized strengths, challenges and opportunities for each criterion.
- Pairs also then provided a “summary of their summaries” as well as recommendations on the process to help the co-chairs write the final report for the task force.
- For the substantive findings in this report, co-chairs reviewed each team’s “summary of summaries,” their reviews of individual programs, and every program self-study. See IV for more details on these findings.
III. General Overview of the Findings
Programs’ self-studies addressed the five criteria listed earlier and organized in the following. This section summarizes general findings based on the Task Force’s evaluation of programs’ responses to each of these criteria.
Program alignment and contribution to University priorities: Generally, programs professed close alignment with the University’s Mission, Vision, and Values and outlined substantial contributions to its strategic plan goals, not surprisingly, most of all Goal #1—“To be a Great University at which to Learn.” Programs tend to be very student-centered, engaging students through a variety of high impact practices for student success inside and outside of the classroom. Moreover, stemming from their own particular expertise and strengths, programs also contributed to other goals, particularly Goal #2—“To be a University engaged with its Community.” For instance, besides the University providing an important pipeline of people who live, work, and serve in our local community and beyond, many programs engage in their own unique types of outreach into the community (e.g., Computer science students engaged in service learning projects for local organizations; Art hosting exhibitions and workshops by local and national artists; multiple programs providing internships for students to in the local community, enabling the students to develop valuable skills while helping these organizations). Programs also reported on their own immediate strategic plans and most had clearly identified and achievable concrete objectives.
Program demand: There are (at least) two ways to think about “demand”—internal and external. Internal demand can be framed from the perspective of the institution by asking about the institutional need for this program. Number of majors is a common metric for internal demand but another central question is, to what degree is your program interconnected with other institutional programs, whether that takes the form of contributions to the University’s General Education (Gen Ed) curriculum or program courses are recommended or required in some fashion by other programs (e.g., pre-requisite, co-requisite, etc.)? These academic interconnections might be the most obvious, but we also could ask: are there other ways your program serves other areas of the university, i.e., are there other institutional claims on the program’s resources or services?
Before examining programs’ demand-related data, it is necessary to discuss the larger enrollment picture at the university. Significantly, UG enrollment has dropped 5.6% between falls 2015 and 2019 (N=7,069 to 6,673), but it fell most sharply for incoming transfer students compared to entering freshmen (-22.2% vs. -5.7%). In absolute numbers, the biggest decline was between 2018 and 2019 (-384 students). Our evaluation of enrollment data did not include fall 2020 due to the highly unusual situation the world found itself in due to the pandemic (but, surprisingly [and unfortunately], we duplicated that loss again in fall 2020 [UG N=6,289]). It is too early to tell exactly what the impact of the past one and a half years will be on longer trends, but we know the trend for the traditional university-going age demographic is troubling.
Despite the university experiencing this overall UG enrollment drop, some programs actually increased their number of majors. The following numbers are based on data for UG student headcount by 1st and 2nd majors posted on our Institutional Research & Analysis site (IRA). Partly because this IRA report captures historical information, it does not match exactly the number of programs completing self-studies for this AMP review as there have been some changes recently in academic offerings (e.g., program creation, some programs have moved to be graduate only, etc.). It provides a good snapshot, however, and allowed us to import programs’ figures into an Excel table and calculate their respective change in headcount between falls 2015 and 2019. The table (See Appendix B) shows that 12 programs showed increases in the 2015-2019 time period. Another half-dozen held virtually steady, while the rest experienced some loss (N=28). We note that “undecided” increased by 13%. (Note: Technically, three other programs registered positive growth, but these were for programs that did not actually exist in 2015. We also call attention to the fact that number of majors, and practically all of the other quantitative metrics used in the AMP review, often exhibit a fair degree of variability year to year. For summary trends like these, we are simply comparing 2015 numbers to 2019. Moreover, we chose a Delta of +/- 5% as our threshold for categorizing whether majors increased, decreased, or stayed the same because it approximates the 5.6% drop in total UG enrollment noted above.)
Turning to other indicators of internal demand, many programs contribute significantly to the Gen Ed curriculum and/or provide service to other programs in the form of pre- or co-requisites and/or electives. Mostly, STEM, humanities, and social science majors are the biggest contributors in both ways. The traditional professional programs (e.g., business, education) are modest contributors to Gen Ed. Within some departments that offer multiple majors, their courses often are needed by more than one of them (e.g., School of Business departments, Earth Sciences, KSSPE).
The key question for external demand is: which programs do students seek? Recent reports provide a glimpse into what students might be looking for as they come to university and choose their majors. According to the 2019 Freshman Survey, done by the Higher Education Research Institute at UCLA, the five most popular intended general major fields were: biological sciences, business, health professions, engineering, and social science. However, it is important to keep in mind that when asked their intended specific major, the largest percentage chose “undecided” (7%—a small share in absolute terms, but there were nearly 100 options from which to choose). External demand might also be gleaned from employment projections for the fastest-growing occupations. A report from the Bureau of Labor Statistics lists what are projected to be the fastest growing occupations between 2019-2029 (those projected to grow 20% or more in this time period). Major areas include jobs related to alternative energy production; STEM and related occupations, including computer science-related jobs and various types of data analysis jobs; and health-related occupations. Of course, national projections may not always match more local labor markets, and it is true that several jobs predicted to grow do not require a four-year degree (e.g., home health aides, derrick operators). However, closer to home, here in New York, demand for K-12 teachers has been on the rise and is projected to continue through this decade, a development quite relevant for SUNY Brockport given the university’s strong history of teacher preparation.
Based on these data, which were made available to programs for their self-studies, many programs estimate moderate to strong demand in the near future. Some, like nursing and computer science/information systems, obviously tie directly to potential job growth in those areas, while others may link more indirectly (e.g., research and data analysis skills taught in our social science disciplines). While their direct connection to particular occupational fields may be less obvious, virtually all of our other programs tout important, general career-readiness skills (e.g., critical thinking, intercultural fluency, teamwork, and more). Some of these are “discovery” programs, attracting students once they get here and who then learn more about them through initial exposure (e.g., taking an introductory course). Such programs are particularly important for “undecideds,” not to mention those students who fail to get into one of our “gatekeeping” programs with strict admission requirements (e.g., Nursing, Social Work). If they simply choose to go elsewhere, then we have lost their tuition dollars.
Looking at admissions data is another way to address external demand, specifically, number of applications to programs. Here too, we look at trends in these numbers between falls 2016 and 2019. Based on a quick survey of the absolute changes in these numbers, we found that demand increased for 16 programs, held steady for approximately as many (18), and declined for a dozen.
Virtually all programs suggest ways they might generate more demand, be it through establishing majors, minors, concentrations, certificates, or other programmatic offerings. Some programs have suggested partnering with one another in the university to create interdisciplinary offerings (e.g., Anthropology and Criminal Justice partnering to create a Community Justice Major and initial efforts to create a minor in sustainability), while others have plans for establishing partnerships with other institutions (e.g., Physics negotiating with other universities to develop 3+2 programs in engineering). Moreover, many programs cite the need for university assistance in their promotion to potential students through better marketing.
Program inputs: Faculty/staff are thoroughly committed to the success of our students. Faculty are experts in their fields; nine-in-ten of our full-time tenured/tenure-track faculty have terminal degrees (2019-20 Key Performance Indicators). Program self-studies report extensive faculty-student engagement through a variety of practices in and outside of the classroom (e.g., mentoring, supervising internships, faculty-student collaboration in conducting research or fashioning creative projects). The extent and scope of faculty support for student success is impressive, but many programs called attention to the increasing difficulty of continuing such efforts in a climate of “doing more with less.” Indeed, it can exact a toll on staff as one program noted the emotional labor that comes with such intensive involvement, especially with marginalized student populations. It often involves more than just discussing coursework or academic advising, but, sometimes, life counseling.
While some programs stated they had adequate staffing for their programs, a majority seek new or simply replacement staffing, which, in part, programs argue could also help them develop new avenues for increasing demand. A rough count finds that almost two-fifths of the programs (N=19) explicitly noted they need more faculty for multiple reasons (e.g., fill vacancies due to recent or impending retirements and/or other faculty turnover, hire new faculty with particular expertise currently lacking could advance creating new opportunities for student demand). Programs’ review of the adequacy of their facilities follows a similar pattern. Some see no issue with available facilities or may have even experienced recent upgrades (e.g., planetarium upgrade for Physics), but several other programs have facilities needing improving/expanding (e.g., science lab space) or resources for other material needs, especially the sciences (e.g., lab supplies, equipment, maintenance) and performing arts (e.g., practice spaces, performance areas, and other support areas [costume and scene shops for Dance and Theater respectively]). Other reports noted that while their program-specific facilities/equipment were fine, the buildings that house them definitely are not (e.g., Cooper, Holmes, Tower, Tuttle), reflective of their 1960s-70s origins.
Regarding student input, again, in the interest of providing context, we first note university-wide patterns. Here though, student quality trends are more difficult to interpret because different indicators show different patterns. Our entering freshmen (regardless of admit status) came in with a high-“B” average (between 88 and 89) for each of the 2016-2019 cohorts, but their average class percentile rank has fallen slightly from 66 to 62. SAT scores (new exam) also essentially held steady for the 2017 to 2019 cohorts (1110 to 1105). Transfer GPA is also consistently just over 3.00 for the past four entering cohorts. Although we cannot state unequivocally that we are witnessing a decline in student preparation based on these data, self-studies often mentioned challenges due to students’ university-ready abilities (e.g., students are challenged in math “heavy” programs, writing abilities among journalism students to name just two examples).
Program outcomes and accomplishments: Although teaching is our faculty’s priority, it is clear that Brockport instructors are heavily invested in scholarship and creative activities and service to the university and beyond. Indeed, our faculty exemplify the teacher/scholar model in higher education. All departments reported data from our faculty activity recording system, and the scholarship/creative and service output is impressive. Many faculty have also received awards of various types. There is simply too much to summarize adequately here. Access to all data is available via Activity Insight.
Other program quality indicators are accreditation and student accomplishments. Fourteen of our programs are accredited, which, to the best of our knowledge, represents most of those which are eligible for accreditation. Programs also report significant student accomplishments. Here, too, there is too much to summarize but includes things like: co-authoring publications with faculty, presenting at conferences (e.g., NCUR), winning awards, artwork accepted by juried exhibits, and more.
Two traditional measures of student success are the 1st year retention of students and their graduation rates within 150% time. Our university monitors these outcomes for both our first-time and transfer students, but just those full-time in both cases. Once again, providing university-wide figures puts program-specific numbers in context. Among first-time, full-time students, retention has fallen slightly from 82% for the 2015 entering cohort compared to 74% for those starting in 2018 (again, we are not including fall 2020 figures for the reason previously stated). We have retained three-quarters of our full-time transfer students for each of the past four applicable cohorts (77% for the 2018 cohort). Turning to graduation rates within 150% of “expected time,” we have graduated two-thirds of our freshmen students in each of the past three cohorts for whom such a metric is applicable (66% within six years for the 2014 entering cohort). In turn, 60% of our transfer students graduated within 150% time (three years) in each of the past four applicable cohorts.
It is difficult to summarize program trends in retention and graduation rates for a number of reasons. First, because these calculations use the entering cohort size as the divisor, many programs’ Ns are too small to generate meaningful analyses. Second, like with program headcount mentioned earlier but even moreso, year-to-year variability in figures makes conclusions tentative at best. To illustrate with just one example chosen largely at random, here are the retention rates for Computer Science freshmen cohorts entering in falls 2015-2019: 85%, 91%, 72%, 64%, 79%. Finally, and possibly of most concern, these rates are currently calculated for the university, not the program. In other words, using retention as the example, the analysis is for students who came back to the university for year two, notwithstanding whether or not they are still in the same program. This begs the question of whether we are looking at truly program outcomes. With that said, and only looking at a few programs with large enough Ns, retention largely mirrors the university pattern (i.e., slight dip), while others’ retention is holding steady. Graduation rates exhibit similar patterns.
How do our students fare upon graduation from their programs? Data on our alumni show that virtually all who respond to our in-house First Destination Survey are “placed.” Typically, they go on to decent-paying jobs and/or continue their education in graduate school. Other data on graduates’ wages collected by SUNY show that, five years out from earning a BA/BS degree at Brockport, our alums’ median salary is $45.5K. Of course, there is some variability by program as majors may be more conducive to some particular occupational pathways than others, and market forces shape pay (e.g., computer science versus social service-type careers).
Program financials: Administration and Finance staff carried out initial financial analyses of programs’ revenues and expenses, resulting in the calculation of a summary ratio indicating whether the program was a net revenue generator, neutral, or was operating “at a loss.” This type of analysis is a complex nut to crack, and from the start there were confounding data issues. Most notably, the unit of analysis is not necessarily the program since budget and staffing are tied to the academic department in SUNY HR databases. Yet we have a few instances of one department offering two or more programs. That said, 22 of 31 departments (71%) for which data were available generated a surplus, three were cost neutral, and six showed losses according to these calculations.
We believe these financial analyses must be seen as only preliminary. Besides the fundamental “data” issue just noted, there are several other concerns in the methodology used that warrant serious caution in drawing conclusions on exactly what these analyses show. We return to this point towards the end of this report and offer some recommendations for going forward.
IV. Specific Overview of the Findings
We move now to provide a more specific review of programs’ responses to template criteria. We included additional prompts with each criterion to guide program responses. It would be extraordinarily difficult to summarize all of this material, not to mention it would make this report unnecessarily lengthy. Moreover, evaluation of some criteria is made more difficult because they were answered solely in narrative fashion, and there were no data to review. Hence, in the following, we concentrate on those template criteria for which we can offer more specific evaluation—Demand (both internal and external) and Program Inputs, specifically adequacy of staffing and facilities/equipment to meet program needs.
Demand
1. ENROLLMENT TRENDS
In terms of Internal Demand, Appendix B provides information on program enrollment trends from 2015 to 2019. As noted above, program enrollment trends may have fluctuated from one year to the next, but our analysis presents overall enrollment trends over the five year span. Below presents program trends, using categories from the same thresholds as mentioned in our general summary from earlier in this report.
CHANGE IN MAJOR HEADCOUNT (INCLUDES 1ST AND 2ND) BETWEEN FALLS 2015 AND 2019
Increased
- African and African American Studies
- Art
- Biology
- Chemistry
- Childhood Inclusive Education
- Earth Science
- English
- Interdisciplinary Arts for Children
- Political Science
- Nursing
- Physical Education-Teacher Education
- Sport Management
Held Relatively Steady
- Adolescent Education
- Geology
- Kinesiology
- Physics
- Psychology
- Theatre and Music Studies
Declined
- Accounting
- Anthropology
- Biochemistry
- Business Admin
- Communication
- Computer Information Systems
- Computer Science
- Criminal Justice
- Dance
- Environmental Science
- Exercise Science
- Finance
- French
- History
- International Studies
- Journalism and Broadcasting
- Lberal Studies
- Marketing
- Math
- Medical Technology
- Meteorology
- Philosophy
- Recreation and Leisure Studies
- Social Work
- Sociology
- Spanish
- Water Resources
- Women and Gender Studies
In some cases, programs were overenrolled and could not handle capacity so requirements were changed to manage numbers (e.g., Exercise Science). In another unique situation, students majored in Health Science with concentrations in Alcohol and Substance Abuse and Healthcare Administration, but the department split in 2015 to the new Healthcare Studies Department, and those in the concentration were never switched to majors so the numbers for both Alcohol and Substance Abuse and Healthcare Administration are not a true reflection of total majors. See Appendix C for accurate information on these majors. Other factors that have contributed to overall declines in enrollments can also be attributed to declines in community college enrollments and overall demographics of college age students.
New programs where comparison data is not applicable at this time include International Business & Economics.
Next, we present results from our examination of trends in applications to programs. Admittedly only a preliminary analysis, we looked at “change” in absolute terms here and used a change of over +/- 10 “apps” to indicate that demand for that program “increased” or “declined” respectively. (Note: Education programs are not included in this analysis because students cannot declare their interest in these programs as part of their initial application to the university.)
CHANGE IN APPLICATIONS BETWEEN FALLS 2016 AND 2019.
Increased
- Art
- Biology
- Business Admin
- Earth Science
- English
- History
- Interdisciplinary Arts for Children
- Journalism & Broadcasting
- Kinesiology
- Math
- Nursing
- Physical Education-Teacher Education
- Political Science
- Psychology
- Sociology
- Sport Management
Held Relatively Steady
- African & African-American Studies
- Anthropology
- Computer Information Systems
- Computer Science
- Criminal Justice
- Dance
- Finance
- French
- International Studies
- Marketing
- Philosophy
- Physics
- Public Health Education
- Recreation, Therapeutic Recreation, & Tourism
- Spanish
- Theatre and Music Studies
- Water Resources
- Women & Gender Studies
Declined
- Accounting
- Biochemistry
- Chemistry
- Communication
- Exercise Science
- Geology
- Health Science
- International Business
- Liberal Studies
- Medical Technology
- Meteorology
- Social Work
2. General Education
The following provides a snap shot of the extent to which programs contribute to the university’s General Education curriculum. Our analysis used the online course schedule from Fall of 2019 and focused on course prefixes. Not all programs have a distinguishing prefix, however, so the data is based on the prefix associated, in most cases, with departments. The tally is broken down into high, medium and low contributors to general education. The tally represents total number of sections offered to meet general education requirements, and the course may cover more than one general education requirement.
PROGRAM (DEPARTMENT) CONTRIBUTION TO GENERAL EDUCATION CURRICULUM—FALL 2019.
High (10 or more classes)
- African and African American Studies
- Anthropology
- Art
- Biology
- Communication
- Dance
- English
- History
- Journalism and Broadcasting
- Math
- Philosophy
- Political Science
- Psychology
- Public Health and Health Education
- Sociology
- Spanish
- Theatre and Music Studies
- Women and Gender Studies
Medium (5-9 classes)
- Business
- Chemistry
- Earth Science
- Environmental Science
- French
- Geology
- Physics
- Social Work
Low (4 or less classes)
- Accounting
- Childhood/Adolescent Education
- Computer Information Systems
- Computer Science
- Criminal Justice
- Healthcare Studies
- Nursing
- KSSPE
- Recreation, Therapeutic Recreation, & Tourism
3. Service Courses
The following provides a listing of programs/majors that offer courses that support other majors or programs, known as Service Courses. The tally is broken down into high, medium and low service course contributors. The tally represents the number of programs served. The tally is only specific to majors not minors. Some departments also offer electives that support other majors or that are free electives that aid in students obtaining credits in order to graduate, however, those were not included in the tally either.
PROGRAM SERVICE TO OTHER PROGRAMS—FROM PROGRAM REPORTS.
High (4 or more programs)
- Biology
- Business
- Chemistry/Biochemistry
- Computer Information Systems
- Computer Science
- Healthcare Administration/Healthcare Studies
- International Business
- Math
- Physics
- Psychology
- Sociology
Medium (2-3 programs)
- Accounting
- Earth Science
- Finance
- French
- History
- Marketing
- Public Health & Health Education
- Spanish
Low (0-1 programs)
- Adolescent Inclusive Education
- African & African-American Studies
- Alcohol & Substance Abuse
- Anthropology
- Art
- Bachelors of Liberal Studies
- Childhood Education
- Communication
- Dance
- English
- Environmental Science
- Exercise Science
- Geology
- International Studies
- Kinesiology
- Medical Technology
- Meteorology
- Nursing
- Philosophy
- Physical Education-Teacher Education
- Political Science
- Recreation, Therapeutic Recreation, & Tourism
- Social Work
- Sport Management
- Theater & Music Studies
- Water Resources
- Women & Gender Studies
Program Inputs
1. STAFFING
Staffing needs are broken down into adequate and inadequate. Those programs that identified the need for one or more faculty or staff members are identified as inadequate. While most programs stressed concern over the cutting of adjuncts and/or the reassignment of some faculty to administrative roles across the university, only those programs that identified a specific need are included as inadequate.
Staffing Adequacy (from program reports).
Adequate
- Accounting
- African and African American Studies
- Alcohol and Substance Abuse
- Anthropology
- Bachelor’s in Liberal Studies
- Biology
- Chemistry/Biochemistry
- Computer Information Systems/Computer Science
- Earth Science
- Exercise Science
- Finance
- French
- Geology
- Healthcare Studies/Healthcare Administration
- History
- International Business
- International Studies
- Kinesiology
- Meteorology
- Nursing
- Physics
- Public Health-Health Education
- Recreation
- Therapeutic Recreation & Tourism
- Social Work
- Sociology
- Spanish
- Water Resources
Inadequate (need additional lines)
- Adolescent Education/Childhood (Special Education, Field Experience Office)
- Art
- Business
- Communication
- Criminal Justice
- Dance
- English (World Literature)
- Environmental Science
- Interdisciplinary Arts for Children
- Marketing
- Math
- Medical Technology
- Philosophy (Ethics)
- Physical Education-Teacher Education
- Political Science
- Psychology
- Sport Management
- Theatre & Music Studies
- Women & Gender Studies
2. Facilities
Facility needs are also broken down into adequate and inadequate. Those programs that identified any concerns related to office space, the learning environment for students (classrooms, students lounge, labs) or their main building (Cooper, Holmes, Tower, Tuttle) are categorized as “inadequate.”
ADEQUACY OF FACILITIES (FROM PROGRAM REPORTS).
Adequate
- Adolescent Education/Childhood
- African and African American Studies
- Bachelor’s in Liberal Studies
- Chemistry/Biochemistry
- Computer Information Systems/Computer Science
- Earth Science
- English
- Exercise Science
- French
- Geology
- Healthcare Studies/Healthcare Administration
- History
- Interdisciplinary Arts for Children
- International Studies
- Kinesiology
- Meteorology
- Nursing
- Philosophy
- Physics
- Political Science
- Public Health-Health Education
- Recreation, Therapeutic Recreation & Tourism
- Social Work
- Sociology
- Spanish
- Women & Gender Studies
Inadequate
- Accounting
- Alcohol & Substance Abuse
- Anthropology
- Art
- Biology
- Business
- Communication
- Criminal Justice
- Dance
- Environmental Science
- Finance
- International Business
- Marketing
- Math
- Medical Technology
- Physical Education-Teacher Education
- Psychology
- Social Work
- Sport Management
- Theatre & Music Studies
- Water Resources
V. Recommendations for Future AMP Process
In the course of our work, the committee identified several issues for consideration going forward with AMP processes:
- Identification of programs to be evaluated: There will need to be consensus on just what constitutes a program. The Committee strongly encourages evaluation of programs university-wide since, at least according to one definition from a leading authority on such work, a program “is any activity or collection of activities…that consumes resources (dollars, people, space, equipment, time)” (Dickeson, 2010, p. 56).
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Financial analysis: Both task force members and self-studies raised a number of concerns, at least one of which was mentioned earlier in this report. Another serious limitation is that revenues were limited to tuition from the number of majors a program had, but only “1st” majors. “2nd” majors ought to be figured into the calculation too. While some adjustment was made for programs’ general “service” through their contributions to the University’s Gen Ed curriculum, a more thorough understanding of the methodology used is needed. Moreover, Gen Ed offerings are not the only “service” that programs provide. There is a fair degree of interdependency across programs since many majors need their students to take courses offered by other programs (e.g., as pre-requisites, co-requisites, or elective choices). Finally, other limitations included inaccurate data on staffing (e.g., more than a few departments saw faculty included in their expenses despite that person no longer being at the University, people having joint appointments) and the exclusion of grant money brought in as a part of a department’s revenues.
Ultimately, other methodologies need exploring to enhance this initial effort with the aim of producing the most valid financial analysis of academic programs possible. While tuition from majors is certainly one element to be included, a more robust methodology likely needs to consider revenue based on student credit hours.
- Reporting fatigue: If the AMP process is to continue, we also strongly recommend some strategizing be done in an attempt to minimize the reporting burden on programs/departments. While they do have different purposes, there is considerable overlap between AMP and PPR reporting. Department annual reports may figure into this too.
- Data needs for AMP: There is need for additional data and some summary statistical calculations to aid the evaluation of programs. A partial list would include: comparison of number of incoming students declaring a particular major with number of degrees granted by same; trends in faculty/staff (Ns and FTE) and faculty/student ratios; instructional activity, including number of sections, seats, student credit hours (SCHs), SCHs by faculty FTE, class fill rates; data for Gen Ed contributions (some of the same just listed for instructional activity more generally); retention in program (pool data across years to build larger Ns for small programs); calculate trend figures such as percent change in number of majors between T1 & T2; calculate means/medians/standard deviations where applicable; provide contextual information where possible for comparison (e.g., similar to what was done in our discussion of the UG enrollment trend earlier in this report). Importantly, we also encourage senior leadership to give sustained thought to potential data needs so we/they have the most relevant information for this process.
- Timeline and staffing for AMP: After this initial review process, the Task Force’s plan is to review graduate programs and any other not in this first round (e.g., Delta College), but no specific targeted timeline has been set as of this writing. Relatedly, how often do programs get reviewed? Also, for the committee itself, it is not clear what term lengths would be for members. We recommend a kind of staggered membership so there are always some people familiar with the process on the committee in any given year.
- Training/orientation: This would include training for those doing self-studies and for new Program Review Task Force members, the former to help guide programs regarding what is being looked for and the latter to enhance inter-rater reliability.
VI. Conclusions
This report attempted to summarize a process that occurred over an extended period of time. The work was stalled for a variety of reasons and then was conducted over a very short period of time (one semester). We believe that what we have here is a collection of data that must be viewed as one piece of the puzzle in an attempt to understand program (majors) strengths, challenges and opportunities. While it has been clear from the beginning that the intent of an academic master plan is to gauge the health of the academic programs at Brockport and to determine resource allocation, it has never been clear how exactly this data will be used to make those decisions. Although we obtained full participation in the process, there was a great deal of trepidation and a degree of distrust in the process. Committee members, all of whom are faculty members, remained committed to the process because we felt it is far better for programs to tell their “stories” and to provide recommendations about their programs because they are in the best position to do so. We respectfully request that a clear and articulate plan of action be developed and communicated to faculty on the next steps in the process.
The Co-Chairs of this committee would like to extend our sincere thanks to all those who took part in the training and subsequent development of their program reports as well as our committee members whose commitment to this process never wavered. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/meeting-minutes/ | Academic Innovation Taskforce Academic Innovation Task Force: November 20, 2020 Academic Innovation Task Force: November 6, 2020 Academic Innovation Task Force: October 23, 2020 Academic Innovation Task Force: October 14, 2020 AMP Guiding Committee Academic Master Planning: November 16, 2020 Academic Master Planning: November 9, 2020 Academic Master Planning: November 2, 2020 Academic Master Planning: October 26, 2020 Program Review Task Force Program Review Task Force: November 17, 2020 Program Review Task Force: November 10, 2020 |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/newsletter/ | 2023-11-16: 2023-10-03: Volume 2, Issue 3
Student Success Equity Initiative, Departments on the move, Educational Facilties, Career Services, Final Thoughts
2023-10-03: Volume 2, Issue 2
Update on Academic Affairs Strategic Planning
2023-09-05: Volume 2, Issue 1
A Great Start to the New Year, What’s Next, Concluding Thoughts
2023-03-31: Volume 1, Issue 10
Spring Calendar, Faculty Scholarship Accounts, National Survey of Student Engagement, Academic Affairs Strategic Planning, Student Accessibility Services, Career Services Joins the Academic Division, Final Thoughts
2023-03-02: Volume 1, Issue 9
Center for Excellence in Learning and Teaching, Eagle Care - Support for Students, Religious Observances, Final thoughts
2023-01-25: Volume 1, Issue 8
Graduate Enrollment, New Academic Programs, Academic Advising, Lecturer Conversion, General Education, IAS, and Other Matters
2022-12-14: Volume 1, Issue 7
Institutional Research, Faculty Participation in Recruitment, Graduate Enrollment, Looking To the Future
2022-11-30: Volume 1, Issue 6
IAS Evaluations, First Friday
2022-11-18: Volume 1, Issue 5
General Education, Enrollment Initiatives, Chair’s Compensation, Counseling Walk-In Clinic
2022-10-19: Volume 1, Issue 4
Institutional Research, Spring 2023 Commencement, Lecturer Conversion, Bookstore and Course Materials, Transition to Brightspace
2022-10-01: Volume 1, Issue 3
General Education, Academic Affairs Strategic Plan, Enrollment & Retention
2022-09-02: Volume 1, Issue 2
Academic Convocation, Traditional First-Year Students, Transfer Opportunities & Adult Learners, Retention, Graduate Programs, International
2022-07-18: Volume 1, Issue 1
New Instructional Assessment System (IAS), General Education Requirements, Academic Strategic Plan, Strategic Planning Assessment, Enrollment Management |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/reimbursement-information/ | Follow the instructions provided carefully. A separate form is required for each transaction. Incomplete/incorrect forms will be returned. Should you have questions, consult your administrative assistant or School Dean’s Office.
All Federal, New York State, and SUNY Brockport guidelines related to purchasing and procurement must be adhered to. If you have questions related to these guidelines, please visit the Office of Procurement & Payment Services website or call (585) 395-2351, or your department secretary.
Instructions
- Each full-time faculty is eligible to receive $750 annually. Managed by each School Dean’s office, these funds reimburse eligible expenses associated with scholarly and creative activities or faculty professional development, consistent with the faculty’s departmental APT document. All pre-approval requests for the use of FSA funds must be submitted by May 30, 2023. Requests submitted after this date will not be considered or approved.
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Expenses must be relevant to your scholarship plan. A detailed explanation of how the travel /purchase advances your scholarship must be included on the Faculty Scholarship Account form.
Eligible Expenses: FSA reimburses approved expenses associated with a wide range of professional activities, such as:
- Travel to present or attend a conference or workshop, do an artistic performance, or conduct research, justified based on scholarly or professional expectations described within the departmental APT document.
- Purchases of lab or studio supplies, research documents, data, or software that cannot be funded through other means, or shipment of artwork to an exhibit. Faculty will be asked to provide vendor quotes for comparison.
- Other academic uses deemed appropriate by your School Dean (i.e. partial reimbursement for publications that meet open access requirements).
- Ineligible Expenses: Professional membership, journal subscriptions, curriculum development costs, computer equipment and technology available through other campus sources, and books.
-
Use our online form if you are:
- Requesting PRE-APPROVAL from your Dean’s Office is required for a scholarly- related purchase or travel. If funds are pre-approved and you do not use the funds (e.g. cancels trip), Dean’s office must be notified. All faculty must submit FSA pre-approval forms by May 31, 2023. Reimbursements will not be approved if pre-approval has not been submitted and approved.
-
Requesting REIMBURSEMENT from your Faculty Scholarship Account.
- If requesting reimbursement for travel expenses, you must attach a New York State Travel Voucher (and Statement of Automobile Travel form, if applicable); or a NYS Purchase Requisition and Standard Voucher. Forms are available online. Consult your department secretary for assistance with these forms.
- Supporting documentation must be attached to the form. For travel to a conference or workshop, you must provide proof of attendance (e.g., proof of registration and an original conference brochure or agenda), and original receipts.
-
Requesting REIMBURSEMENT to a departmental account for expenditures previously made.
- Original documentation showing proof of expenditure must be attached to the form (e.g., credit card receipt and invoice). Tax paid on purchases cannot be reimbursed. It is highly recommended you obtain prior approval and work with your department secretary to make purchases using the University’s Tax Exempt number.
- Fill in the form completely and sign. Signatures must be obtained from your department chair. Department Administrative Assistants should forward the form with all supporting documentation attached to your School Dean’s Office. Incomplete or incorrect forms will be returned. |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/strategic-plan-2021-2022/ | SUNY BROCKPORT PROGRAM REVIEWS:
The initial impetus for academic program reviews at SUNY Brockport began during the tenure of Provost Dr. Mary Ellen Zuckerman who constituted a committee in 2015 to commence program reviews for the purpose of assisting with resource allocations. After her tenure, this work was again undertaken while Dr. Katy Heyning served as Provost and with the establishment of an Academic Master Plan Committee in 2018, reportedly at the President Macpherson’s request. During these intervening years, templates were designed, piloted, and reviewed by the involved faculty with three different provosts. With my arrival as Interim Provost in June of 2021, much initial work had already been accomplished, especially for undergraduate programs. Nonetheless, there was the need to establish a timetable for program review completions and bring this long process to fruition.
Thus, in August of 2021, I changed the emphasis from “academic master planning” to “academic strategic planning” with the older Academic Steering Committee renamed as the Academic Strategic Planning (ASP) Committee. I subsequently published a schedule for the completion of the undergraduate and graduate program reviews begun years earlier. The initial work of the ASP involved the classification of undergraduate programs into one of four categories (described below) with the proposed timetable providing multiple opportunities for involvement and review of the initial work by relevant parties in academic affairs. Opportunities were provided for the College Senate, Department Chairs and the faculty, and Deans to give their recommendations with their own commentary on program classifications and needs to the Provost.
The College Senate constituted an Ad Hoc Study Team on Academic Program Classification which provided its report to the Senate (Attachment A) on November 1, 2021. Among its recommendations were: development of a clear communication plan about the process (my weekly campus reports); communication of the specific goals for academic strategic planning at SUNY Brockport (resource allocation and enrollment stabilization); the development of clear and measurable goals for the ASP (please see above 12 items); publish a clear process for future academic strategic planning at Brockport (in development now with the PPR as the basis for academic strategic planning); and adjust program classifications through shared governance and collaboration (ongoing process with departmental faculty, chairs, and deans for respective programs within their purview). During the two months the College Senate reviewed this task, the emphasis placed was on the process involved rather than outcomes. My formal response to their recommendations is also attached as the last page of Attachment A. Their recommendations are part of my ongoing responsibilities and, as such, will be communicated to the incoming permanent Provost.
In the fall of 2021 with the emphasis on academic strategic planning, there were 69 undergraduate programs and majors, 58 undergraduate minors, and 60 tracks and concentrations with the program portfolio at SUNY Brockport. The use of tracks or concentrations within academic programs has precluded the need to formally change some majors given the State of Education rule that 30% of a major program can be altered without State level review. Attachments B and C to this report comprise enrollment data for six years that were used by the Committee during their deliberations. Attachment B provides and Institutional Enrollment summary; and Attachment C provides a summary of undergraduate first and second majors by academic program within Schools as well as for graduate students which will be used in Part II of this report.
Three cautionary notes are necessary when examining the attached data from Institutional Research. First, large percentage changes may indicate little since small numbers exaggerate gain, i.e., moving from 2 to 4 majors is reflected as a 100% gain yet the number of enrolled students remains very few. Second, since overall institutional enrollment has declined during the preceding six years (Attachment B with the exception being graduate enrollment) there is some expectation that the number of majors also may decline proportionately. However, this has not been true across all programs so care must be exercised when examining enrollment data for each academic program. And third, some programs have been classified in the “growth” or “augmentation” categories with little student enrollment growth reflected in the program’s institutional data. In this third instance, the lack Page 6 of 62 of growth has been constrained by, for example, lack of laboratory space, insufficient external placement and field settings, or unavailable faculty (including adjuncts) to teach more students seeking admission to specific programs.
The Academic Strategic Planning (ASP) Committee consisted of thirteen voting members:
- Dr. Monica Brasted, Associate Dean, School of Arts and Sciences
- Dr. Eileen Daniel, Vice Provost; Mrs. Frances Dearing, Director of Assessment
- Dr. Linda Delene, Interim Provost and VPAA
- Michael Harrison, Director of the Center for Graduate Studies
- Dr. Lerong He, Associate Dean of the School of Business Administration
- Dr. Alisa James, Associate Dean of the School of Education and Health and Human Services
- Dr. Jeffrey Lashbrook, Sociology
- Dr. Kathleen Peterson, Chair of Nursing
- Dr. Darson Rhodes, Public Health
- Cathy Houston-Wilson- KSSPE
- Mr. Brad Schreiber, Advancement
- Taneika Thompson, Institutional Research
The Committee was well served with the ex-officio addition of Dr. Crystal Hallenbeck and Ms. Rachel Killion from the Budget office — both of whom provided valuable data and explanations of Brockport’s budget over time. This ASP Committee met throughout the fall semester and into the spring semester, discussing and advising me about academic programs at SUNY Brockport. On Friday, January 28, 2022, the Committee met for five hours, reviewing each program and voting (9 positive votes required) on the classification for each program with discussion. Attachment D represents the various levels of the review process and the outcomes at each successive review.
Before reading the summary of recommendations, it could be helpful to review the four categories into which programs were classified. This classification stems from a 2x2 matrix decision tool that is often used when data are a blend of quantitative and qualitative information, and when constraints confine alternative actions. The four categories and their definitions used during this process were as follows, and with the related factors outlined (pp. 2-5 above) and considered as well by those involved in this work.
- GROWTH: there is substantial student demand and interest in the program by the number of qualified individuals who seek program entry; and/or by external partners who ask for and hire the program’s graduates. Usually, growth programs require additional resources to support program expansion and such resources must be offset by expected enrollment revenue. This balancing of student demand and program costs is usually fraught with difficulty since demand may be cyclical and costs may not be able to be forecasted accurately due to uncontrollable, external variables.
- AUGMENTATION: this is a program where faculty, facility, or other material resources are needed to respond to unmet or expected demand for program graduates. Often such programs will have an expected growth pattern (for example, licensure changes, certification requirements, emerging national consciousness about needed programs, technology developments) that can, with some certitude, be forecasted. One key question is whether the demand will be adequate to cover the costs necessary to upgrade or strengthen the program – and over what time period.
- RECONFIGURATION: in this category, academic programs could examine their entry requirements; their proliferation or scarcity of elective courses; course sequencing; the associated titles of courses and course material for the mid-21st century; and shifting relationships with other disciplines and external social change, for example, the proliferation of social media and data analytics into every aspect of our life. It is clear that some departments have seriously reviewed their programs from PPR recommendations while others, from earlier and repetitive PPR’s, have largely ignored improvement suggestions. A curricular program must be accurate, timely, and identify knowledge paths for student success with the investment of their time and energy. Without that minimal reflection in program material, few students will engage in a languishing program that needs updating and renewal into contemporary terms.
- DISCONTINUATION: there is insufficient demand and student interest in the program (despite its quality or depth) to continue to offer the program, especially with low and/or declining student enrollment for years and scarce resources. This is a painful category for everyone and particularly for those who have devoted their lives to the pursuit of knowledge in the discipline or area involved. Of course, academic programs will be continued until students currently enrolled have finished their degree requirements. Tenured faculty will retain their positions although perhaps with different tasks.
This is an important time for SUNY Brockport**.** It is taking a thorough and careful look at its academic programs with multiple review stages that have clarified issues ahead. It represents a positive initiative undertaken by this organization to make decisions about future growth and enrollment prospects. Thus, the many, many individuals who worked on this initiative have positioned SUNY Brockport in a more positive situation which reflects its vitality and energy while facing an uncertain future. Although it may take three to four years for results to be apparent, this academic program review was the necessary first step in facing our future together.
Linda M. Delene, Ph.D., Interim Provost and Vice President for Academic Affairs- March 1, 2022
Undergraduate Recommendations:
- Undergraduate Cover Letter
- Undergraduate Final Report (available upon request)
Graduate Recommendations: |
academics | academic-affairs | https://www2.brockport.edu/academics/academic-affairs/suny-prodig/ | The SUNY PRODiG Fellowship program (Promoting Recruitment, Opportunity, Diversity, Inclusion and Growth) is a collaborative program of the thirteen comprehensive colleges in the SUNY system aiming to increase the representation of faculty members who understand, and have overcome, race-and gender-based barriers and biases is important to building a community for success and well-being of our students.
Three Prong Approach to Increase Campus Faculty Diversity:
- Introduces early-career diverse faculty that might not otherwise have considered our type of institution to the advantages of a SUNY comprehensive university.
- Provides outstanding mentorship and support to increase future success and retention.
- Increases opportunities for existing faculty and students to work with WSTEM and URM early career faculty, thus enriching each comprehensive university campus and creating a collaborative network across New York State.
Program Benefits:
- PRODiG Fellows will receive a two-year non-renewable contract
- Meaningful mentorship- on campus pairing with senior faculty member and participant as part of the SUNY PRODiG cohort.
- Competitive Salary and Summer Research Stipend
- Campus support for professional development
- Manageable teaching load
- Support for ABD fellows in finishing their degree
- Support for postdoc fellows in research, writing, and publishing
- Moving expenses and travel allowances
Eligibility:
- Applicants must be enrolled in an accredited doctoral program in the U.S. or have completed an accredited doctoral program, and be authorized to work in the U.S.
- Applicants must have an approved dissertation proposal and have advanced to candidate status at their home institution (or have completed their dissertation). Post-doctoral applicants are also encouraged to apply.
- Successful candidates will show evidence of outstanding academic achievement and promise as teachers and scholars. Candidates should have a capacity to respond in pedagogically productive ways to the learning needs of diverse students attending a comprehensive university.
Meet the Fellows:
Call for Applications: SUNY Brockport is accepting PRODiG Fellows applications for the 2023-2025 PRODiG Fellowship Cohort. See the full list of program majors and minors we offer Academics: SUNY Brockport
To Apply: For more information, including how to apply, please visit SUNY’S PRODiG Website
Deadline: Applicants are encouraged to submit applications by March 10, 2023 for best consideration.
Any questions about the program may be addressed to: prodigfellows@oswego.edu
In my first year of the SUNY PRODiG Fellowship, I have already gained invaluable hands-on teaching experience through course design and delivery in multiple topics, with the right balance to also allow me to make progress on my research and dissertation. The faculty and staff at SUNY Brockport have been exceedingly friendly and supportive towards me, helping me to grow professionally while making me feel valued and honored to receive this opportunity.
Hannah Stokes, Department of Political Science SUNY Brockport
SUNY PRODiG Fellow (2021-2023)
The SUNY PRODiG Fellowship has allowed me to return to my alma mater to complete my dissertation and teach classes emphasizing the importance of diversity, inclusion, and equity on campus. In addition, as a fellow, I have the unique opportunity to establish a foundation for introductory courses, design upper-level courses which align with my research and engage with students inside and outside of the classroom. Throughout this fellowship, faculty and staff have provided mentorship and support, ensuring I feel welcomed and appreciated on campus as a fellow.
Mariel Rivera, Department of Anthropology
SUNY PRODiG Fellow (2022-2024) |
academics | null | https://www2.brockport.edu/academics/accounting/ | You are surrounded by a dynamic world of intricate financial systems. Embark on a path in accounting, economics, or finance to navigate it and shape the future.
Accounting
Pursue a career in public, private, or government accounting. Manage and analyze financial documents, prepare tax returns, and grow incomes.
Every year, we’re visited by 25+ CPA firms at our annual Accounting Recruitment and Networking Event (ARNET) — a mini-job fair tailored towards our accounting students.
At ARNET, you can:
- Apply for internships
- Explore career paths
- Job search
Economics
Beyond gaining an understanding of money, develop a powerful lens to see how choices fit together into patterns, both good and bad, that no one intended.
Did you know we’re one of only 150 schools in the world to have a Bloomberg Financial Markets Lab? Enroll in our Bloomberg-certification course that covers economics, currencies, fixed income, and equities.
Finance
Banking, stocks, insurance, consulting. Choose from countless paths while learning how to assess the market and plan for long-term financial health.
While earning credits towards your degree, you can participate in overseeing our Wade Investment Fund, enabling you to further develop your financial acumen, deepen your understanding of securities valuations, and build expertise in asset allocation.
My Brockport Experience
Video
The Debt Ceiling: An Economist’s Analysis
Economics Professor Dr. Cameron Harwick explains government debt, the debt ceiling, and what it means when we hit it. |
academics | advisement | https://www2.brockport.edu/academics/advisement/ | We provide services and resources to enhance learning inside and outside of the classroom. Your academic and personal success however you define it is important. We want you to get the most out of your experience at Brockport.
We provide services and resources to enhance learning inside and outside of the classroom. Your academic and personal success however you define it is important. We want you to get the most out of your experience at Brockport. |
academics | advisement | https://www2.brockport.edu/academics/advisement/academic-recovery-program/ | The Academic Recovery Program is an academic program for students who are not in good academic standing at SUNY Brockport. Meaning, the student does not have the required Brockport GPA and is not making progress toward their undergraduate degree. Academic Standing is determined by the Academic Probation and Dismissals process.
The Academic Recovery Program is designed to provide guidance and advisement to students who have below a 2.0 GPA. Our advisors regularly meet with students to provide skill development and academic interventions. Hazen Health Center & Counseling, ASC Tutoring, and Student Accessibility Services are near the advisors therefore they can make referrals easily when necessary. In addition to academic skill development, students are exposed to time management, decision-making, problem solving and organization with their Academic Recovery Program advisor. |
academics | advisement | https://www2.brockport.edu/academics/advisement/advisement/ | Declaring your Major
ADVISORS WILL BE ASSIGNED WHEN YOU FORMALLY DECLARE YOUR MAJOR.
If you declare a second major, minor, or are accepted into a teacher certification program, you are assigned an advisor from each program.
A major is a concentration of courses in an approved academic area or discipline and makes up approximate 1/3 of the 120 credits needed to earn a baccalaureate degree.
Many majors can be declared during the application process or during your freshman year. Other majors are more restrictive and/or competitive. Those majors often require a set of courses (prerequisites) to be successfully completed before accepted into that major.
For the following majors, you will declare an ‘Intent to Major’:
- Accounting
- Business Administration
- Dance
- Exercise Science
- Finance
- International Business & Economics
- Marketing
- Nursing
- Social Work
- Teacher Certification Programs
Meeting Your Advisor
You are required to take an Academic Planning Seminar (APS) during your first semester.
THE SEMINAR’S INSTRUCTOR WILL BE YOUR ACADEMIC ADVISOR UNTIL YOU CHOOSE A MAJOR. ONCE YOU DECLARE A MAJOR, YOU WILL BE ASSIGNED AN ADVISOR FROM THAT DEPARTMENT.
The GEP course you take is dependent on your Admission type. The credits vary from 1-3, and you do not have an option in the course you take.
- Traditional Program—GEP 100
- Honors College—Honors GEP 100
- Educational Opportunity Program—GEP 120
- Emerging Scholar Program—GEP 125
- Fannie Barrie Williams Scholars—GEP 125
- Exceptional Talent Program—GEP 125
This course provides an initial orientation to university life, learning skills, careers, and the information and ideas necessary to plan an overall academic program.
Advisement FAQ
Your advisor’s approval is required for course registration and is demonstrated by a signature on the Undergraduate Advisement Form (for in-person registration) OR use of your advisement key number (for web registration) before registering for any course for the upcoming semester.
What happens if you choose to take different courses than those you and your advisor have agreed upon? You advisor is solely offering advice. However failure to follow that advice could add time to your degree. All classes taken must be applicable to your degree in order for them to be financial aid-eligible.
Undecided on a Major?
Visit the Office of Career Services
Center for Student Services
211 Dailey Hall
SUNY Brockport
Brockport, NY 14420
Once you have declared a major, you will be assigned an appropriate advisor from your new major department.
State Financial Aid Eligibility
From a financial standpoint, declaring a major by your junior year is required by the State Education Department to remain eligible for TAP or any other New York state financial aid. However, the policy does not preclude a subsequent change of major. |
academics | advisement | https://www2.brockport.edu/academics/advisement/degree-audit/ | DegreeWorks allows you and your advisor to plan future coursework.
- DegreeWorks is a web-based tool to monitor your academic progress toward degree completion by reviewing a degree audit.
- DegreeWorks reorganizes your coursework into categories, easily identifying courses you have completed and what courses you still need in order to fulfill your degree requirements.
- For TRANSFERS, your initial degree audit report shows only your transfer courses, and projects your transfer status, assuming that you successfully complete all course work in progress.
What DegreeWorks is Not
- It does not replace an advisor, it is a tool meant to assist both you and your advisor.
- It reduces mechanical record-keeping tasks and gives advisors more time to interact with students.
- It is not a transcript.
- It is not intended to report student achievement to outside parties.
- DW audits cannot be released by the University without your consent.
Help Using and Understanding Your DegreeWorks Audit
-
Web Banner
- View/Print your DW Report
- Registration & Records DegreeWorks
For All Students (Admitted, Deposited, or Current)
- Go to Web Banner
- Log in with your user ID (Banner ID #) and your password.
- Click on “Student Services”
- Click on “Student Records”
- Click on “Degree Audit”
- Click on “Submit an Audit.” You will get a link that says: GO TO DEGREEWORKS
- Choose Brockport from the list of SUNY campuses.
- You will be taken to the SUNY login page. Use your NET ID and password to log into the SUNY DW system.
For Faculty and Staff
- Go to Web Banner
- Log in with your user ID (Banner ID #) and your password.
- Click on the link on the main page that says “Faculty Services”
- Under “Advisement Information,” click on the last link, titled “View Student Degree Audit.”
- Click “Submit an Audit” Choose the current term and click submit
- Select the student whose DW you wish to access by entering either his or her Banner ID or name
- Verify that this student is correct by clicking “Submit ID” at the bottom of the page. If the student is a Summer 2014 or later accept, you will be taken to the SUNY login page. Please use your NET ID and password to log into the SUNY DW system. You will need to insert the student Banner ID number again.
- If you need a DW audit for more than one student, put in the new Banner ID # in the upper left corner and hit enter.
If you have any trouble with the directions listed above, please contact the Office of Academic Advisement at (585) 395-2711 or by email at advise@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/directory/ | Gena Acciaio
- Academic Advisor
- (585) 395-5403
racciaio@brockport.edu
Jake Bensley
- Peer Mentor Coordinator
- jbens4@brockport.edu
-
Thomas Chew
- Director of Academic Success Center
- (585) 395-2311
tchew@brockport.edu
Office: Brown Building 176
-
Ryan Dipaola
- Academic Success Coordinator (Advisement & Engagement), Adjunct Lecturer (Mathematics)
- (585) 395-5878
rdipaola@brockport.edu
Office: Brown Building 182
-
Afeez A Hazzan, MSC, Ph.D
- Associate Professor (Healthcare Studies)
- (585) 395-5909
ahazzan@brockport.edu
Office: Hartwell Hall 16D
-
Markus M. Hoffmann, Ph.D
- Professor (Chemistry and Biochemistry)
- (585) 395-5587
mhoffman@brockport.edu
Office: Smith Hall 222
-
Alex Hopkins-Ives
- Assistant Director of New Student Programs, Assistant Director for New Student Orientation
- (585) 395-5404
aives@brockport.edu
Office: Brown Building 159
Jianna C Howard
- Academic Success Coordinator
- (585) 395-5405
jhoward@brockport.edu
Office: Brown Building 166
-
Dr. Sara Kelly
- Vice President for Enrollment Management
- (585) 395-2772
skelly@brockport.edu
Office: Allen Admin 626
Tia Kennedy
- Adjunct Lecturer (Healthcare Studies), Academic Advisor (Advisement)
- (585) 395-2643
tkennedy@brockport.edu
Office: Hartwell Hall 23
-
Katie Kloepfer
- Senior Academic Advisor and Sap Coordinator
- (585) 395-2711
kkloepfer@brockport.edu
Office: Brown Building 164
Sarah Mahar
- Peer Mentor Coordinator
- smahar1@brockport.edu
-
Amanda Maldonado
- Academic Advisor
- (585) 395-5297
amaldonado@brockport.edu
Office: Brown Building 163
Kassidy Mullins
- Peer Mentor Coordinator
- kmull5@brockport.edu
-
Erin Rickman
- Associate Director of Academic Success Center
- (585) 395-5439
erickman@brockport.edu
Office: Brown Building 175
-
Maria Scipione
- Lecturer (Theatre & Music Studies)
- (585) 395-2902
mscipion@brockport.edu
Office: Tower 103 E
-
Pamela Setek
- Senior Academic Advisor
- (585) 395-2711
psetek@brockport.edu
Office: Brown Building 165
Shellie Tucker
- Academic Advisor
- (585) 395-5435
stucker@brockport.edu
Office: Brown Building 158
-
Susan Wielgosz
- Associate Chair (KSSPE)
- (585) 395-5358
swielgosz@brockport.edu
Office: Tuttle North B353 |
academics | advisement | https://www2.brockport.edu/academics/advisement/faculty-staff/ | Advisor Best Practices
General Advisement Handbook
- Respect student confidentiality rights regarding personal information.
-
Practice with an understanding of the institution’s interpretation of applicable laws such as the
Federal Educational Rights and Privacy Act (FERPA).
-
Seek access to and use student information only when the information is relevant to the advising
process. Advisors enter or change information as relevant to the advising process. Advisors
enter or change information on students’ records only with appropriate institutional
authorizations to do so.
-
Document advising contacts adequately to meet institutional disclosure guidelines and aid in
subsequent advising interactions.¹
- Establish and adhere to reasonable weekly office hours, be available for advising appointments, and expand hours during registration and add/drop periods.
- Understand the mechanics and deadlines of enrolling students, such as preparing course schedules, adding and dropping classes, closed-class options, special enrollment forms, and knowing the contacts in the Registrar’s Office
- Understand how to read a degree audit report.
- Understand University grading and Probation/Dismissal policies.
- Be familiar with the variety of University degree and program offerings, departmental and University requirements, as well as General Education requirements (as explained in the SUNY Brockport Undergraduate Studies Catalog).
- Share information about opportunities in their major and intended career field (e.g., internships, practicums, volunteer and service-learning opportunities).
¹From the Exposition of National Academic Advising Association C
Additional Information
Student Policies
National Academic Advising Association (NACADA)
National Clearinghouse for Academic Advising |
academics | advisement | https://www2.brockport.edu/academics/advisement/faq/ | Helpful Suggestions
FAMILIARIZE YOURSELF WITH THE UNDERGRADUATE STUDIES CATALOG
It describes the graduation requirements for your program. If that program changes while you are enrolled at Brockport, you will be given the option of keeping the requirements in effect at the time of your most recent matriculation or completing the new requirements of the program. If you withdraw from Brockport and are later readmitted, you will be required to follow the program in effect at the time of your readmittance. Also, familiarize yourself with the academic regulations, university policies, resources, and student rights listed in the Student Policies Web Site.
THROUGHOUT THE SEMESTER, INVEST TIME IN GETTING TO KNOW YOUR ADVISOR.
Your relationship with your advisor will benefit immensely from the investment of time essential to developing trust and concern. Your advisor cannot help you to reach a particular goal if he or she does not know you have one! Write down your advisor’s name, office number, e-mail address, and phone number so that you may contact him or her when you have questions.
BE SURE YOU UNDERSTAND ALL GRADUATION REQUIREMENTS.
All degree programs at Brockport have a General Education component as well as courses specific to each major. The courses you select to fulfill the General Education requirements give you a broader base for your education and opportunities to explore major or career areas that may be new to you.
BE SURE YOU UNDERSTAND THE REQUIREMENTS FOR YOUR MAJOR.
For example, you may need to take a number of prerequisite or corequisite courses. These courses provide a broad base of knowledge in support of your major even thought they may not be in the major area of study. Requirements for majors and specific degree programs can be found in the Undergraduate Studies Catalog. Work closely with your advisor to ensure you’re on track!
FAMILIARIZE YOURSELF WITH YOUR DEGREE AUDIT REPORT (DEGREEWORKS) PERIODICALLY DURING THE SEMESTER.
Don’t simply rely on your advisor. Remember that you are ultimately responsible to see that you meet all degree requirements. Also, check to make sure that any courses you’re transferring in have articulated the way you believe they should. If not, speak to your advisor or Academic Advisement; you may need to have departments review specific courses for additional or different credits.
LEARN HOW TO COMPUTE YOUR GRADE POINT AVERAGE
If any semester GPA is below 2.0, make an immediate appointment with your academic advisor before or during the add period of the following semester. Make plans to repeat the same courses in which you received your low grades. NOTE: Before you sign up to repeat any course, check guidelines regarding repeat of courses and State Financial Aid eligibility
ALL STUDENTS WITH FINANCIAL AID SHOULD KEEP IN CLOSE COMMUNICATION WITH THE FINANCIAL AID OFFICE REGARDING APPLICATION DATES, REQUIREMENTS, ACADEMIC PROGRESS, AND ACADEMIC STATUS.
Warnings
DON’T ASSUME ALL TRANSCRIPTS HAVE BEEN RECEIVED.
You must request them from every source from which you obtained credit. Your transfer credits will not be finalized until all transcripts have arrived and been evaluated. If you transferred with an associate’s degree, but your transcripts are not in, you will be not be able to register as a junior and will have to wait to register with freshmen, since you will have no transfer credits on your Brockport record.
WHEN DROPPING FROM FULL-TIME TO PART-TIME STATUS, REMEMBER TO CONSIDER IMPLICATIONS FOR YOUR FINANCIAL AID.
You could jeopardize both state (TAP) and federal (Title IV) aid. Check with Financial Aid.
REPEATING A COURSE AT ANOTHER COLLEGE OR UNIVERSITY WILL NOT REMOVE THE PREVIOUS GRADE EARNED AT BROCKPORT.
Courses may transfer, but grades don’t. Old grades are figured in your GPA. If you want that grade removed, retake the course at Brockport, not at another college.
DON’T MAKE ASSUMPTIONS ABOUT TRANSFER CREDITS OR REQUIREMENTS BASED ON OTHER TRANSFER STUDENTS.
While this may work in some cases, each student’s transfer credits must be considered an individual package since decisions regarding credits are dependent on such variables as the semester the course was taken - and where - and date of matriculation at SUNY Brockport.
KNOW THE ADVANTAGES OF YOUR PARTICULAR MAJOR OR PROGRAM.
Some majors/programs have preregistration opportunities (referred to as “majors reservation”) that allow you to register for departmental courses before full registration begins. If you do not preregister, you may end up registering for whatever is left at final registration as opposed to what you need. Contact your major department or Academic Advisement to find out which programs allow preregistration.
DON’T DROP A COURSE WITHOUT FORMALLY NOTIFYING THE OFFICE OF REGISTRATION AND RECORDS.
If you simply stop attending a course without formally dropping it, you will probably end up with a failing grade.
VERIFY THE “TRANSFERABILITY” OF A COURSE BEFORE SIGNING UP FOR SOMETHING AT ANOTHER COLLEGE.
First of all, make sure you have not exceeded the maximum number of transfer credits. You can transfer only a maximum of 64 credits from a two-year college, and 90 credits from a four-year college or university. Secondly, make sure you fill out a Student Course Approval form with the Office of Academic Advisement to ensure that the course will transfer into Brockport.
DON’T WAIT TO REPEAT COURSES WITH AN “E” GRADE; IT’S THE FASTEST WAY TO RAISE YOUR GPA.
Since the most recent grade replaces the first, repeating immediately is the easiest way to avoid academic difficulty and to raise your GPA. As mentioned before, however, make sure you know the rules regarding repeating a course.
TAKING A COURSE ON AN “S/U” BASIS (SATISFACTORY/ UNSATISFACTORY) TO “SAVE YOUR GPA”.
If you think you may just “squeak by” in a course and you don’t want to risk your GPA on a low grade, a Satisfactory/Unsatisfactory can be helpful, but be aware of the rules and ramifications! You can only take a S/U grade in a course if it does not fill a major or General Education requirement. Also, know that it may not entirely help you, depending on what the intent of the courses is. If you earn the equivalent of a “C-” or “D” in the course, you will earn a “U,” which is failing. It won’t hurt your GPA, but it won’t help you graduate either.
DON’T JUST ASSUME YOUR DEGREE AUDIT/DARS IS ACCURATE; READ IT CRITICALLY!
Never simply assume that your Degree Audit/DARS report is always accurate. Read it carefully, and discuss any questions with your advisor, or stop in the Office of Academic Advisement. Course substitutions and waivers have to be entered manually and need to be reflected on the Degree Audit/DARS report. You also want to be sure all of your information is displayed accurately.
KNOW THAT IF YOU LEAVE THE University FOR AN EXTENDED PERIOD OF TIME, YOUR REQUIREMENTS MAY NOT BE THE SAME WHEN YOU RETURN.
Under a Leave of Absence, students are allowed three semesters to earn no credit in which they are still an active student; if you do not return in or by the fourth semester, you are made Inactive. If you choose to return after that fourth semester has lapsed, your requirements will be those in place at the time you return, NOT at the time you left. If you are planning to separate from the University, whether temporarily or permanently, familiarize yourself with the Leave of Absence/Separation policy.
USE YOUR ELECTIVES WISELY.
Approximately a third of the 120 credits required for graduation are electives. How you use these electives is what customizes your degree, and will significantly affect your degree’s worth in the marketplace. A second major, minor, or teacher certification comes from your electives. Study overseas, take an internship, study at another school as a visiting student, or look into other ways to maximize use of your electives. |
academics | advisement | https://www2.brockport.edu/academics/advisement/first-generation/ | First-Gen Mentor Network
Brockport’s First-Gen Mentor Network creates an opportunity for you to connect with individuals who understand the unique experiences of first-generation university students.
BeFirst@Bport Resources
Our campus resources can provide you with important tools to succeed and earn your degree. We encourage you to utilize these resources throughout your academic career at Brockport.
Campus Lingo
Learn the terminologies, acronyms, and locations that are commonly used across campus.
Student Testimonials
Hear from our campus community members who were the first in their families to earn a bachelor’s degree and what it means to be a a first generation student.
As a first-generation university student at SUNY Brockport, you are joining a diverse community with many students, faculty, and staff who were the first in their families to earn a bachelor’s degree. This is an exciting time for you and your family, and you should be proud of your accomplishments! We understand that this new experience may come with moments of uncertainty and numerous questions.
BeFirst@Bport provides support, resources, and opportunities to ease your transition to Brockport. We encourage you to take advantage of these valuable tools, including our First-Gen Mentor Network, throughout your academic career. Whether you are preparing for your first semester, applying for an exciting internship, or getting ready to walk the stage at commencement, we are proud to be part of your journey as you BeFirst@Bport! |
academics | advisement | https://www2.brockport.edu/academics/advisement/first-generation/lingo/ | ACADEMIC SUCCESS CENTER (ASC)
This campus resource is home to several student services including Advisement & Retention, ASC Tutoring, and Student Accessibility Services. You can learn more about the ASC here.
-
Advisement & Retention
- Provides academic advisement and developmental programming for all undergraduate students to strengthen and improve their academic, social, personal, and career development.
- Services include, but are not limited to: general advisement, academic coaching, major declaration, and academic compliance
-
ASC Tutoring
- Provides tutoring and academic support for students within content areas as well as writing, and study skills.
-
Student Accessibility Services
- Provides support and assistance to students with medical, physical, emotional, or learning disabilities; as well as students with temporary injuries/impairments.
BLACKBOARD
Our campus course management system, where you will receive course syllabi, class announcements, and emails from your professor. You can access Blackboard from the Quick Links menu on any Brockport page, using your NetID and password to log in.
BSG (BROCKPORT STUDENT GOVERNMENT)
A student group that can help you explore the various options that this university has to offer. It gives you ways to develop as a student, learn to balance your university life, and discover the connections and experiences you’ve been waiting for.
BROWN BUILDING
The Albert W. Brown Building is #25 on our campus map. This building houses several faculty offices for academic departments, as well as the Academic Success Center.
DEGREEWORKS
A web-based tool used to monitor your academic progress toward degree completion. DegreeWorks reorganizes your coursework into categories, easily identifying courses you have completed and what courses you still need in order to fulfill your degree requirements. You can access DegreeWorks through Web Banner.
EAGLESUCCESS
An early alert communication tool that supports student success. This system allows instructors to raise concerns, offer praise, or refer students to student support resources. You can access EagleSUCCESS from the Quick Links menu on any Brockport page, using your NetID and password to log in.
FAFSA (FREE APPLICATION FOR FEDERAL STUDENT AID)
The FAFSA is the first step to determine eligibility for federal and state financial aid programs. Contact the Office of Financial Aid to learn more.
FERPA (FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974)
Grants certain rights, privileges and protections to students concerning educational records maintained by the University. The law requires that the institution shall protect the confidentiality of student educational records. You can find more information under our Student Policies.
LAB (LIBERAL ARTS BUILDING)
Building #57 on our campus map. This building is home to five academic departments in the School of The Arts, Humanities and Social Sciences: History, English, Modern Languages and Cultures, Philosophy and Women and Gender Studies.
EDI (EQUITY, DIVERSITY, AND INCLUSION)
Brockport is committed to principles that foster integrity, civility, & justice. We welcome individuals from diverse backgrounds and our community strives to provide an environment that is inclusive and equitable for all.
MYBROCKPORT
Your one-stop shop for student involvement on campus. You can access this system from the Quick Links menu on any Brockport page, using your NetID and password to log in.
NETID (NETWORK ID)
Your NetID is the first letter of your first name, followed by the first four letters of your last name, followed by a number. Your NetID is the username you will use to access campus network resources including Wi-Fi, computer labs, printing, File City (Cloud storage), and software downloads.
RA (RESIDENT ASSISTANT)
A student leader who works in residence halls. RAs assist students through personal contact, referral to appropriate campus services, and providing co-curricular engagement to encourage community development.
RD (RESIDENT DIRECTOR)
A professional staff member who works in residence halls. RDs supervise RAs and provide student support to all residents through personal contact, referral to appropriate campus services, and co-curricular engagement.
RAKOV
Rakov Center for Student Services is building #23 on our campus map. The following offices are located in this building: Undergraduate Admissions, Arthur O. Eve Opportunity for Higher Education Program (EOP), Career Services, Financial Aid, Veteran’s Affairs, Registration and Records, and Student Accounts and Accounting.
TAL (TEMPORARY ACADEMIC LEAVE)
An approved complete withdrawal from a semester, or a period of approved semester(s) off.
THE SERC (SPECIAL EVENTS RECREATION CENTER)
Building #54 on our campus map. This 138,000 square foot, three-story building serves as the home for Campus Recreation and SUNY Brockport’s Golden Eagles Track and Field programs.
THE UNION
Seymour Union is building #22 on our campus map. The Union is home to Barnes and Nobles Bookstore, Jitterbugs, The Square, study areas, the Center for Women and Gender, WBSU campus radio station, the Stylus newspaper, and more!
WEB BANNER
The system houses all of your student records. You will log into Banner to accept financial aid, register for classes, view final grades, pay your bill, and more. You can access Web Banner from the Quick Links menu on any Brockport page, using your NetID and password to log in.
WEBMAIL
Brockport uses Office 365 to provide email to students. Your email address and login is your NetID@brockport.edu. You can access Webmail from the Quick Links menu on any Brockport page. |
academics | advisement | https://www2.brockport.edu/academics/advisement/first-generation/mentor-network/ | This network includes current students, faculty, and staff who were the first in their families to earn a bachelor’s degree. Our mentors are here to support you by listening to your story, sharing their experiences, and providing guidance along your journey to earning a degree. Connect with a mentor by submitting a request form below. |
academics | advisement | https://www2.brockport.edu/academics/advisement/first-generation/resources/ | ACADEMIC SUCCESS CENTER
Home to several student services including:
-
Advisement & Retention
- Provides academic advisement and developmental programming for all undergraduate students to strengthen and improve their academic, social, personal, and career development.
- Services include, but are not limited to: general advisement, academic coaching, major declaration, and academic compliance.
-
ASC Tutoring
- Provides tutoring and academic support for students within content areas as well as writing, and study skills
-
Student Accessibility Services
- Provides support and assistance to students with medical, physical, emotional, or learning disabilities; as well as students with temporary injuries/impairments.
BASC DINING SERVICES
Provides and manages dining services, the bookstore, debit card program, laundry services, and campus ID services.
BOOKSTORE
Provide a convenient option for purchase of textbooks, apparel, gifts & accessories, and supplies & electronics.
CAREER SERVICES
Assists with career development through internships, job and graduate school search, and major/career exploration.
COLLEGIATE SCIENCE & TECHNOLOGY ENTRY PROGRAM (CSTEP)
This program provides for the special needs of students who are either low-income or members of a historically underrepresented minority group and are interested in the fields of math, science, health professions, or technology programs that lead to licensure.
EQUITY, DIVERSITY, AND INCLUSION
The Office of Equity, Diversity, and Inclusion promotes the integration of diversity-related instruction and research into ongoing Brockport initiatives to enhance academic excellence. The various areas covered include professional development, recruitment and retention, policy review and procedures, and bias reporting.
FINANCIAL AID
Advises and facilitates the financial aid application process, distribution of funds, alternate aid sources and budgeting.
GETTING INVOLVED – STUDENT ACTIVITIES
Promotes campus engagement through clubs, organizations, community service, campus recreation, and much more!
HAZEN CENTER FOR INTEGRATED CARE
Provides holistic health and counseling services to support students’ mind, body, and spirit.
LIBRARY, INFORMATION & TECHNOLOGY SERVICES
Manages access and support for technology needs of the University community (i.e. BANNER, email, Blackboard).
LIVING OFF CAMPUS & COMMUTER STUDENTS
Provides information, resources, advice, and support for commuter students, students living off campus, and those considering such a move.
MCNAIR PROGRAM
This program is designed to prepare low-income, first-generation, and students from traditionally underrepresented groups for doctoral study.
PARKING AND TRANSPORTATION SERVICES
Provides safe and adequate parking facilities, issues parking passes, and assists with jump-starts, lockouts, and low tires.
RESIDENTIAL LIFE & LIVING LEARNING COMMUNITIES
Fosters an inclusive and interactive on-campus community through LLCs, RA programming, and Student Conduct.
REGISTRATION AND RECORDS
Oversees registration, course scheduling, processing of transcripts, and verifying enrollment.
STUDENT ACCOUNTS
Collects and accounts students’ educations charges, processes and distributes aid funds, and administers plans.
STUDENT POLICIES
All students enrolled at SUNY Brockport are expected to adhere to University policies and procedures, including the Code of Student Conduct.
UNIVERSITY POLICE
Committed to providing a safe and secure campus for students, faculty, staff, and visitors.
VETERANS AFFAIRS
Provides information about educational benefits available to veterans and children of veterans who plan to attend the University. |
academics | advisement | https://www2.brockport.edu/academics/advisement/first-year/ | The Academic Success Center is here to support students during their first year experience. Through our programs, we help get students connected to the campus and community, so that they may get the most out of their time at Brockport!
Helpful Resources for Students and Families
Career Services
Hazen Center for Integrated Care
Residential Life
Registration and Records
Student Activities
Student Handbook
Contact Us
Email: orientation@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/gpa-help/ | Where am I?
This is where you can get an answer to a question about the GPA calculator. Many common questions are answered and links to specific topics are here.
I need specific information about something.
Here is a list that can take you to information regarding:
Many of your problems can be solved here.
Those didn’t help me at all. What else can I do?
Continue downward in this document and see if you find a solution to your problem.
What is a GPA?
Your Grade Point Average is a weighted average that represents your overall performance at SUNY Brockport. It is a number between 0 and 4, with 4 being the highest performance.
What are my cumulative credits?
For figuring a GPA, your cumulative credits are all the credits you have received from SUNY Brockport.
I’m typing in something that is definitely correct but the GPA calculator doesn’t work.
Sometimes students will type in grades that SUNY Brockport does not issue. Check to see if your grades are acceptable by the GPA calculator.
What’s a course?
A course appears on your schedule. Each course has a name. For example, BIO 101 or CSC 486 are courses offered at SUNY Brockport.
What does this column do?
Use this column to type in the name of your courses.
What’s the text box for?
Each text box found in the column labeled Course is a place where you can label the classes you are entering grades for. It is for your use. If you prefer, you don’t have to type anything in the box.
What’s a grade?
A grade is usually a letter that is symbolic of your performance in a course. Commonly, SUNY Brockport will issue you a letter grade. Letters appearing at the beginning of the alphabet represent the best performance.
What does this column do?
The Grade column is where you give your grades to the GPA calculator. Type them in the text box next to the course name.
What grades can I use?
It depends on how your course is evaluated. Many courses are evaluated on a letter grade system. The grades SUNY Brockport will issue you for courses using this system are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E.
What is an E doing there?
A grade of “E” is a failing grade. SUNY Brockport will issue you an “E” for a course you have failed.
What happened to F?
SUNY Brockport will not issue a grade of “F.” For failed courses a grade of “E” is used.
Where is the A+?
SUNY Brockport’s highest letter grade is an “A.” “A+” is not used.
What if my course is evaluted on a pass/fail basis?
These credits are not included in your GPA. If you enter them, the GPA calculator will not give you an error.
I withdrew from a course. What do I do now?
A grade of “W” can be entered into the GPA calculator. What happens is this course is ignored, and your GPA is calculated for all of your other courses as if you never registered for the course.
I repeated a course. How do I calculate this?
Click here for information about repeated courses, and how to calculate your GPA in these situations.
What happens if I receive an “I” for a course?
A grade of “I” means that your course instructor has not issued you a grade, usually because a big requirement of your course is missing. A grade of “I” is not considered in your GPA calculation. Your GPA will reflect all of your other courses.
What are credits?
Credits are used to measure the weight of a course when calculated in your GPA. The more credits a course has, the more it will have an effect on your GPA.
What does this column do?
Use the Credits column to tell the GPA calculator how many credits each of your courses have.
My course has no credits. Now what?
A course with zero credits will have no effect on your GPA. The GPA calculator will still accept courses with zero credits. Just type “0” in the box where the GPA calculator asks for them.
What do I enter for cumulative credits?
If you are calculating your semester GPA, then leave your cumulative credits blank.
If you want your cumulative GPA then enter the total SUNY Brockport GPA hours from the bottom of your transcript.
What is a repeated course?
A repeated course is a course you have taken more than once, perhaps to get a better grade. What is very nice about repeating a course is the last grade you receive replaces the first. The last grade is factored into your GPA.
What does this column do?
The Repeat column is used to tell the GPA calculator that you have repeated a course.
How do I tell the GPA calculator that I repeated a course?
Click on the checkbox in the course’s row. Then type in the grade you received the first time you took the course in the textbox next to it on the right.
What is a cumulative GPA?
A cumulative grade point average is the grade point average (GPA) of all of the courses you have taken at SUNY Brockport.
So what is it? A letter or a number?
A cumulative GPA as with any GPA is a number that is usually rounded off to one or two decimal places. For more help, go to the Help Key
Where do I get my cumulative GPA?
You can access your Academic Transcript thrugh the Student Information System. For purposes of calculating a GPA, your cumulative GPA is your Total SUNY Brockport GPA.
Where can I get advice to do well at SUNY Brockport?
SUNY Brockport provides many services for students who wish to do well. Take a look at the Academic Support Services website for a listing of services that the university offers.
I need help in a class. What can I do?
Academic Success Center Tutoring offers tutoring services for students for several subjects. It is located the Albert W. Brown Building. |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/ | About The Handbook, 2021 - 2022
The purpose of the General Advisement Handbook is to provide information on recommended General Education courses, academic majors, and professional programs for advisors and/or students who are planning the first two years of a college program. The requirements stated in the Handbook are those in effect for students entering the University in Fall 2021 or Spring 2022. For important dates and deadlines, visit the academic calendar. The academic majors and professional programs are in alphaphabetical order and can be found to the left.
Introduction
- Academic Success Center Staff and Programs
- Assignment of Advisors for New Students
- The Academic Major
Chairpersons & Advisement Coordinators
- Directory Listing by Major
General Education
- Requirements for transfers with less than 24 credits
- Requirements for transfers with 24 or more credits and have not completed SUNY GE requirements
- Requirements for transfers who have completed SUNY GE requirements
- Local General Education Requirements
Grading System
- Grading Table
- GPA Calculator
- Midterm Grades
- Quality Point Chart |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/arts-for-children-major/ | Arts For Children, Art Speciality
The recommendations below are for the Art Specialty only within the Arts for Children Major. For other specliaties, please see appropriate page.
Students with an affinity for all arts, a particular interest in one of five art forms (visual art, dance, literary arts, music or theatre), and an interest in working with children are invited to declare Interdisciplinary Arts for Children (IAC) as their major. Students should indicate an Arts for Children specialty area of art, dance studies, literary arts, music or theatre. Upon matriculation, students are assigned an advisor by the IAC advisement coordinator.
There is no portfolio requirement for entry to the Art Specialty, but students are required to meet with the IAC Program Director during their first semester at Brockport for an interview, to create a course outline toward graduation, and to discuss the Childhood Inclusive Certification option.
Students should not take advanced coursework in the major until completing prerequisite coursework in
ART 210 (or ART 221), as well as DNS 115, MUS 105 and THE 281, followed by IAC 280.
Required Courses in the Freshman Year
Recommended Courses
General Education courses which also fulfill requirements for Childhood Inclusive Certification including HST 211 or 212, NAS 273 and GEP 115.
NOTE: Art Specialty students fulfill G and O requirements with ARH 201 (sophomore year) so should not schedule other courses to fulfill these requirements.
Required Courses in the Sophomore Year
*Prerequisite: introductory courses in art, dance, music, theatre
The degree in Arts for Children can be combined with certification in elementary education. Admission to this program, offered through the Department of Education and Human Development, requires a separate application usually prior to entering the junior year. Specific advisement is needed for both the Arts for Children Interdisciplinary Major and the teacher education certification program. It is important to meet with the IAC Program Director as soon as possible to discuss pre-requisite course sequences for both programs.
Consult the Course catalog or website (www .brockport .edu/afc) for the complete listing of arts for children core, Art specialty and required courses in other arts disciplines.
Grade Requirement
This major/program requires a grade of C or above in all courses used to fulfill major requirements. Courses with C- CANNOT be applied and must be repeated. |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/contact/ | This list is in alphabetical order by major. If the administering department has a different name, it is noted beneath the major. Most departments have overall advisement coordinators. If there are multiple majors housed in a department, there may be additional coordinators specific to that major. MAJOR CHAIRPERSONS ADVISEMENT COORDINATORS Accounting(Accounting, Economics & Finance) Dr. James CordeiroHartwell Hall 115 B x5793jcordeir@brockport.edu Mrs. Sarah Unger100C Hartwell, x2776 sunger@brockport.edu African and African American Studies Dr. Douglas Thomas 204 Hartwell Hall, x2470 dothomas@brockport.edu Dr. John K. Marah201A Hartwell, x5571jmarah@brockport.edu Alcohol and Substance Abuse Studies(Healthcare Studies) Dr. Patti Follansbee23A Hartwell Hall, x5483pfollans@brockport.edu Ms. Kerrie Gianvecchio32 Hartwell Hall, x2529kgianvec@brockport.edu Anthropology Dr. Jennifer Ramsay C15 Cooper Hall, x5706 jramsay@brockport.edu Dr. Jennifer Ramsay C15 Cooper Hall, x5706 jramsay@brockport.edu Art Mr. Christian Carson204D Tower, x5280 ccarson@brockport.edu Mr. Christian Carson204D Tower, x5280 ccarson@brockport.edu Arts for Children(Interdisciplinary Specialties: Art, Dance, Dance Studies, Literary Arts, Music or Theatre) Dr. Natalie Sarrazin106 Tower, x5256 nsarrazi@brockport.edu Fall 2019 Mr. Christian Carson204D Tower, x5280 ccarson@brockport.edu Spring 2020 Dr. Natalie Sarrazin106 Tower, x5256 nsarrazi@brockport.edu Athletic Training(Kinesiology, Sport Studies, and Physical Education) Dr. Cathy Houston-WilsonB215 Tuttle North, x5352chouston@brockport.edu Dr. Timothy Henry260 Tuttle South, x5357 thenry@brockport.edu Biology Dr. Michel Pelletier19B Lennon Hall, x5765 mpelleti@brockport.edu Dr. Laurie Cook217 Lennon, x5757 lcook@brockport.edu Biochemistry Dr. Markus Hoffmann 222 Smith, x5589 mhoffman@brockport.edu Dr. Joshua Blose229 Smith, x5875 jblose@brockport.edu Business Administration Dr. Joon Yong Seo 117 C Hartwell, x5532 jseo@brockport.edu Ms. Sarah Unger 100C Hartwell, x2776 sunger@brockport.edu Chemistry Dr. Mark Heitz 228 Smith, x5586 mheitz@brockport.edu Dr. Carly Reed231 Smith, x5588creed@brockport.edu Communication Dr. Matthew Althouse211 Holmes, x5203malthous@brockport.edu Dr. Christopher Thomas 203 Holmes, x2511csthomas@brockport.edu Computer Information Systems Dr. Mehruz Kamal 116 Brown, x2179 mkamal@brockport.edu Mr. Daniel F. Rogers 108 Brown, x5762drogers@brockport.edu Computer Science Dr. Mehruz Kamal 116 Brown, x2179 mkamal@brockport.edu Mr. Daniel F. Rogers108 Brown, x5762drogers@brockport.edu Criminal Justice Dr. Moonsun Kim 225 Brown, x2915 mkim@brockport.edu Dr. Joseph Cochran 234 Brown, x5695 jcochran@brockport.edu Dance Benoit Beauchamp, Director 141B Hartwell Hall, x5300 bbeaucha@brockport.edu Mr. James Hansen144B Hartwell, x2062 jhansen@brockport.edu Earth Sciences Dr. Scott Rochette327 Lennon, x5717srochett@brockport.edu Dr. Mark Noll 327 Lennon x5717 mnoll@brockport.edu English Dr. Miriam Burstein232 Liberal Arts Bldg, x5827mburstei@brockport.edu Dr Stefan Jurasinski Liberal Arts 218, x5714 sjurasin@brockport.edu Environmental Science and Ecology Dr. Jacques Rinchard117 Lennon, x5750 jrinchar@brockport.edu Dr. Jacques Rinchard117 Lennon, x5750 jrinchar@brockport.edu Exercise Science(Kinesiology, Sport Studies and Physical Education) Dr. Cathy Houston-WilsonB215 Tuttle North, x5352 chouston@brockport.edu Dr. Craig Mattern 308 Tuttle North, x5343cmattern@brockport.edu Finance(Accounting, Economics & Finance) Dr. James CordeiroHartwell Hall 115 B x5793jcordeir@brockport.edu Mrs . Sarah Unger 100C Hartwell, x2776 sunger@brockport.edu French(Modern Languages and Cultures) Dr. Andrea Parada 136 Liberal Arts Bldg, x5840aparada@brockport.edu Dr. Donna Wilkerson-Barker137 Liberal Arts Bldg, x5842 dwilkers@brockport.edu Geology(Earth Sciences) Dr. Scott Rochette321 Lennon, x2603srochett@brockport.edu Dr. Mark Noll 327 Lennon x5717 mnoll@brockport.edu Healthcare Administration(Healthcare Studies) Dr. Patti Follansbee23A Hartwell Hall, x5483pfollans@brockport.edu Ms. Kelly Cary16C Hartwell Hall, x5354kcary@brockport.edu History Dr. Anne Macpherson327 Liberal Arts Bldg, x5683amacpher@brockport.edu Dr. Morag MartinLiberal Arts Bldg, x5690mmartin@brockport.edu International Business(Business Administration) Dr. Lerong He115D Hartwell, x5781lhe@brockport.edu Ms. Sarah Unger100C Hartwell, x2776 sunger@brockport.edu International Studies(Political Science and International Studies) Dr. Steven Jurek207C Hartwell, x5677 sjurek@brockport.edu Dr. Erik French 209A Hartwell, x5948 efrench@brockport.edu Journalism and Broadcasting (Journalism, Broadcasting and Public Relations) Dr. Marsha Ducey225 Holmes, x5835mducey@brockport.edu Professor Virginia Orzel228 Holmes, x5733 vorzel@brockport.edu Kinesiology(Kinesiology, Sport Studies and Physical Education) Dr. Cathy Houston-WilsonB215 Tuttle North, x5352 chouston@brockport.edu Dr. Melanie Perreault B212 Tuttle North, x5299mperreault@brockport.edu Kinesiology, Sport Studies and Physical Education(Kinesiology, Sport Studies and Physical Education) Dr. Cathy Houston-WilsonB215 Tuttle North, x5352 chouston@brockport.edu Mrs. Susan WielgoszB353 Tuttle North, x5358 swielgosz@brockport Liberal Studies Dr. Janie Hinds 247 Liberal Arts, x5712 jhinds@brockport.edu Dr. Janie Hinds 247 Liberal Arts, x5712 jhinds@brockport.edu Marketing(Business Administration) Dr. Joon Yong Seo 117 C Hartwell, x5532 jseo@brockport.edu Ms. Sarah Unger 100C Hartwell, x2776 sunger@brockport.edu Mathematics Dr. Rebecca Smith122 Brown Building, x5183rnsmith@brockport.edu Math Placement Coordinator Ms. Stephanie Wisnowski 130 Brown Building, x5188 swisnows@brockport.edu For Majors and Minors Only Dr. Rebecca Smith122 Brown Building, x5183rnsmith@brockport.edu Medical Technology(Biology) Dr. Michel Pelletier19B Lennon Hall, x5765 mpelleti@brockport.edu Dr. Michel Pelletier19B Lennon Hall, x5765 mpelleti@brockport.edu Meteorology(Earth Sciences) Dr. Scott Rochette 321 Lennon, x2603srochett@brockport.edu Dr. Scott Rochette321 Lennon, x2603srochett@brockport.edu Nursing Dr. Kathy Peterson106D Lathrop, x5319 kpeterso@brockport.edu Dr. Uletha Jones 109 Lathrop, x5311 ujones@brockport.edu Philosophy Dr. Georges Dicker124 Liberal Arts Bldg, x5222gdicker@brockport.edu Dr. Gordon Barnes120 Liberal Arts Bldg, x5222gbarnes@brockport.edu Physical Education Teacher Education(Kinesiology, Sport Studies and Physical Education) Dr. Cathy Houston-WilsonB215 Tuttle North, x5352 chouston@brockport.edu Dr. Christine Hopple 327B Tuttle North, x5075 chopple@brockport.edu Physics Dr. Eric Monier120 Smith, x5589emonier@brockport.edu Dr. Eric Monier120 Smith, x5589emonier@brockport.edu Political Science (Political Science and International Studies) Dr. Steven Jurek207C Hartwell, x5677 sjurek@brockport.edu Dr. Steven Jurek207C Hartwell Hall, x5677 sjurek@brockport.edu Public Health and Health Education Dr. Jennifer Boyle-Wittman23 Hartwell, x2764jboyle@brockport.edu Dr. Joshua FegleyHartwell 50, x5538 jfegley@brockport.edu Psychology Dr. Amanda Lipko-Speed135 Holmes, x5082alipko@brockport.edu Dr. David Abwender120 Holmes, x5559dabwende@brockport.edu Recreation and Leisure Studies Dr. Jennifer Boyle-Wittman23 Hartwell, x2764jboyle@brockport.edu Dr. Ya-Ling Chen 21A Hartwell, x5482 ychen@brockport.edu Social Work Dr. Pam Viggiani262 Brown, x2625pviggian@brockport.edu Brad A. Snyder, MPA Room 267 Brown, x 2324 bsnyder@brockport.edu Sociology Dr. Denise Copelton203 Hartwell, x5668 dcopelto@brockport.edu Dr. Denise Copelton203 Hartwell, x5668 dcopelto@brockport.edu Spanish(Modern Languages and Cultures) Dr. Andrea Parada 136 Liberal Arts Bldg, x5840aparada@brockport.edu Dr. Andrea Parada136 Liberal Arts Bldg, x5840aparada@brockport.edu Sport Management(Kinesiology, Sport Studies and Physical Education) Dr. Cathy Houston-WilsonB215 Tuttle North, x5352 chouston@brockport.edu Dr. Robert SchneiderB342 Tuttle North, x2587 rschneid@brockport.edu Theatre Ms. P. Gibson1101 Tower Fine Arts, x5265pralph@brockport.edu Mr. Frank Kuhn104 Tower Fine Arts, x5258fkuhn@brockport.edu Water Resources Dr. Scott Rochette321 Lennon, x2603srochett@brockport.edu Dr. James Zollweg221 Lennon, x2352 jzollweg@brockport.edu Women and Gender Studies Dr. Milo Obourn118 Liberal Arts Bldg, x2034 mobourn@brockport.edu Dr. Milo Obourn118 Liberal Arts Bldg, x2034 mobourn@brockport.edu Important Non-Major and Special Programs Program Chairpersons Advisement Coordinators 3+3 Doctor in Physical Therapy Program Majors:BiologyExercise Science Dr. Eileen Daniel618 Allen Administration Buildingedaniel@brockport.edu Delta College Ms. Melanie Riley (Interim)H8 Cooper, 5473 mriley@brockport.edu Ms. Melanie RileyH8 Cooper, 5473 mriley@brockport.edu Education and Human Development Dr. Christian Wilkens212 Brown Building, x5548cwilkens@brockport.edu Ms. Buffie Edick213B Brown Building, x2326bedick@brockport.edu Honors College Dr. Austin BuschDirector132 Albert W. Brown Building, x5829abusch@brockport.edu Dr. Pamela BeachAssociate Director134 Albert W. Brown Building, x5054pbeach@brockport.edu N/A Intercollegiate Athletics Mr. Erick Hart, DirectorB208 Tuttle North, x2579ehart@brockport.edu N/A Military Science MAJ Cassandra CrosbyC29 Cooper, x5372 CPT Frank RamirezCooper Hall, x2249 framirez@brockport.edu Pre-med/ Pre-dentistry/Pre-veterinary, etc. Advisement Committee comprisedof six faculty members from theDepartments of Biology, Chemistry & Biochemistry, Psychology, and Physics Laurie B. Cook, Ph.D., Director 123 Smith Hall, x5727 Preprofhealth@brockport.edu Pre-Law(Political Science and International Studies) Dr. Susan Orr209C Hartwell, x2584 sorr@brockport.edu Dr. Susan Orr209C Hartwell, x2584 sorr@brockport.edu Undeclared N/A Ms. Tia Kennedy163 Brown Building, x5297tkennedy@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/general-education/ | Direct Entry/Transfers with less than 24 credits prior to matriculation Transfers with 24 or more credits who have not completed SUNY GE requirements prior to matriculation Transfers who have completedthe SUNY GE requirementsprior to Matriculation— considered done except local requirements Math (required) (M) Math (required) (M) Math (required) (M) Basic Communication(required) (Q) Basic Communication(required) (Q) Basic Communication(required) (Q) Natural Science (N or L) Natural Science (N or L) Any 5 of the following 8: Natural Science (L) Social Science (S) Natural Science (N or L) Social Science (S) Humanities (H) Social Science (S) Social Science (S) Fine Arts (F or P) American History (V) Humanities (H) Foreign Language (111 level) (R) Western Civilization (G) Humanities (H) Fine Arts (F or P) Fine Arts (F or P) Humanities (H) Fine Arts (P) Fine Arts (F or P) Foreign Language (111 level) (R) Foreign Language (111 level) (R) At least 30 credits At least 30 credits At least 30 credits Local Requirements Local Requirements Local Requirements Contemporary Issues (I) Contemporary Issues (I) Contemporary Issues (I) Perspectives on Gender (W) Perspectives on Gender (W) Perspectives on Gender (W) Oral Communication (Y) Oral Communication (Y) Oral Communication (Y) Diversity (D) orOther World Civ. (O) Diversity (D) orOther World Civ. (O) Diversity (D) orOther World Civ. (O) Effective Fall 2011 |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/grading-system/ | SUNY Brockport uses the grading system found in many colleges and universities, awarding a letter grade of “A” through “E” to indicate the level of accomplishment in each course for which a student is registered. Each of these letters carries quality points, which are the basis for computing the semester index and cumulative index, often referred to as grade point average (GPA). The letter grades and their associated quality points are as follows:
Quality points are awarded for each credit of work taken. A three-credit course in which a letter grade of an “A” is received earns twelve quality points (3 credits x 4 quality points).
When calculating GPA, keep two things in mind. First, when courses are taken on a Satisfactory/Unsatisfactory basis they do not affect the index at all, because they carry no quality points. Second, both semester and cumulative index at SUNY Brockport are based solely on work at this institution. Credits earned at other accredited institutions are frequently transferable to Brockport and may count toward the degree, but they do not have any effect on the GPA.
To Calculate GPA
Any course taken at Brockport on the “letter grade” option contributes to the semester/cumulative index.
The only exception to this is the course that is repeated, in which case the last grade earned is the one that contributes to the index. (All courses taken remain on the transcript, however, whether repeated or not.) For easy and efficient calculation of the GPA, access the GPA Calculator.
With these grades for a semester, a student would earn a semester index of 2.12, which is the result of dividing the total number of quality points earned (34) by the number of credits completed (16), to attain the average quality points per credit. To figure a cumulative index, follow the same process for all courses taken at Brockport.To be absolutely certain, consult with the Office of Registration and Records, which enters the index on official student transcripts each semester.
Predicting the Future
An advisor may want to help a student figure out what s/he may need to achieve a certain index. Let’s say the student wants to reach a cumulative index of 3.0 by the end of the next semester and has a 2.8 based on 40 credits right now. If the student plans to take 15 credits next semester, s/he is going to have to end up with an average of three quality points for every one of those 55 credits, or a total of 165. Right? And right now s/he has 112 (40 credits x 2.8). That means the student needs to accumulate 53 more with those 15 credits. That means s/he has to manage a 3.53 (53 divided by 15). Maybe s/he’ll decide to get there in two semesters, or maybe s/he’ll decide s/he can really pull off that 3.53. But that’s the way to figure it out.
Midterm Grades
Instructors in each class will provide mid-semester grades. These grades should reflect progress toward the completion of the course requirements, and serve as an evaluation of the quality of work to date. Mid-term grades are simply a progress report—they do not become a part of the student’s permanent record. |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/introduction/ | Academic Advisement For Undergraduate Students
DIVISION OF ENROLLMENT MANAGEMENT AND STUDENT AFFAIRS
The Office of Academic Advisement and Student Retention has moved to the main floor of the Albert Brown Building. Academic Advisement and Student Retention provides students with information and advice concerning academic policies and procedures, coordinates the degree audit system (Degree Works), coordinates all advisement and registration programs for new students, and provides information and advice concerning academic eligibility for financial aid.
*The evaluation of transcripts from other institutions to determine SUNY Brockport credit now falls under The Office of Undergraduate Admissions and will remain on the main floor of Rakov.
Programs:
- 3-1-3
-
First-Year Experience
- New Freshman Registration
- Second-Year Experience
-
Transfer-Year Experience
- New Transfer Registration
- EagleSUCCESS
- Golden Eagle Orientation
- Good Academic Standing
- Major/Minor Declaration
- Steps to Eliminate Probationary Status
- Temporary Academic Leave
- Veteran Resources
Assignment of Advisors for New Students
All undergraduate students are assigned an advisor.
- For entering freshmen and transfer students with fewer than 24 credits, the advisor is the instructor of the Academic Planning Seminar, the Educational Mentor-Tutorial Seminar, Intro to Honors, or Self, University and Career.
- Students in special programs such as 3-1-3 and EOP are assigned an advisor who may or may not be one of their current instructors.
- Students transferring to the University with 24 or more credits who have not selected a major are assisted by a general advisor in the Academic Success Center and are also advised to visit the Office of Career Services for assistance.
- Students, both native and transfer, who declare their major, are assigned an advisor from their major department.
First-Semester Freshman Students
Freshman students in their first semester MUST obtain their advisor’s signature (see above) before adding, dropping or withdrawing from a course.
The Academic Major
- The academic major is an undergraduate concentration of 30-70 credits in an approved academic area.
- The University offers 49 academic majors as well as the Contractual Liberal Arts Major (CLAM).
- Students are advised to select and declare an academic major as soon as possible. Most students declare their major during their sophomore year. For students to be eligible to receive TAP, they must have declared a major by the time they have completed 54 college credits.
- The major indicated by a student on the admission application automatically shows as the student’s major upon paying their tuition deposit. If a student decides to change their major after paying their tuition deposit, they must file the Major Declaration form with the Advisement Coordinator or Chair of the major department.
- TAP (state aid) recipients must have the correct major in Banner and make progress towards their chosen major to recieve state aid.
Advisor’s Approval Required for Registration
All undergraduate students are required to consult with their academic advisor before registering for the
following semester. This means that in order to register for any course for the succeeding semester, the student must present proof of advisement. |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/notes-updates/ | What’s new this year?
Childhood Education is no longer a teaching certificate that pairs with an academic major. Instead, it is it’s own major. Students interested in Childhood Inclusive Education as a major have two options. See handbook major pages for more details.
- Childhood Inclusive Education Major (BS) - Bilingual/Multicultural Track
- Childhood Inclusive Education Major (BS) - Multidisciplinary Education Track |
academics | advisement | https://www2.brockport.edu/academics/advisement/handbook/pre-law/ | Pre-Law
The Undergraduate Program
The pre-law program at SUNY Brockport is not a degree-granting major. We have made a conscious decision not to institute a major in pre-law for several reasons. The most important is that in our discussions with Deans of Admissions from various law schools we have learned that law schools do not want students to major in pre- law. Not unreasonably, law schools believe that teaching students about the law is a job best done by the law schools themselves. What law schools do want is for student to major in fields that stress reading comprehension, analytical skills, logic, critical thinking, and writing and oral communication. Nearly every major at SUNY Brockport will provide exactly that kind of instruction. In addition, SUNY Brockport believes that you should have the flexibility of choosing any major that excites you as you prepare for law school. Students perform better when they major in fields that interest them and maintaining a high grade point average is key to getting into the law school of your choice.
What the pre-law program at SUNY Brockport does is introduce students to law, the legal profession, and help develop key foundation skills, enabling them to make a more informed choice about a legal career. In addition, the program helps students prepare so they have a better chance of being accepted into law school and of succeeding in their legal studies and career.
Recommended Courses
- PLS 320 Introduction to Legal Studies
- PLS 324 Constitutional Law I
- PLS 326 Constitutional Law II
- PLS 320 Law and Legal Process
- PLS 490 Moot Court Seminar
- CRJ 305 Adjudication Process
- CRJ 311 Criminal Law
- CRJ 455 Legal Traditions
- CRJ 475 Legal and Justice Research Methods
- CRJ 495 Law and Evidence
- BUS 375 Business Law I
- BUS 376 Business Law II
- ENL 305 Advanced Composition
- PHL 104 Critical Thinking
- PHL 202 Logic (This class will help sharpen critical thinking and writing skills, which are essential for law students and lawyers)
Legal Internship: Every student in the pre-law program will participate in a legal internship program. This experiential requirement is designed to insure that students gain insights into the practice of law. Before committing yourself to law school you should have a realistic understanding of the requirements of a legal practice.
Co-curriculum Activities
SUNY Brockport negotiated a special reduced-cost fee with Kaplan for our students. In addition, the Provost and Dean of Letters and Sciences have each agreed to rebate $100 dollars to students who take the Kaplan class and meet certain requirements. This campus-wide effort to ensure that students are able to afford preparatory classes is evidence of the deep commitment of SUNY Brockport to insure that those of our students who wish to go to law school are able to do so.
Law Related Social Activities
The pre-law social activities include events such as our annual Law Day celebration. Although events vary from year to year, a typical Law Day includes visits from Brockport alumni who are currently practicing attorneys and others who are in law school. We have also had panels with Deans of admissions from various law schools and representatives from the many law offices where we place interns. Other social activities include our new “Court TV in the Dorms” nights in which professors and students get together to view an episode of Court TV and discuss the proceedings. We also have an active pre-law club run by students.
Campus Pre-Law Advisor
SUNY Brockport has a campus Pre-Law Advisor who will be available to assist you throughout your entire undergraduate experience. If you plan to visit school and would like to set up a meeting with the pre law advisor send an email to Dr. Chadsey at mchadsey@brockport.edu, or contact me at (585) 395-2320. Check out our pre- law web site here.You should feel very confident that in choosing SUNY Brockport you are selecting a university that will do an exceptional job of preparing you for law school. |
academics | advisement | https://www2.brockport.edu/academics/advisement/happi/ | Make an Appointment with a Pre-Health Advisor
EXPLORE Health Related Majors & Minors at Brockport
- Addiction & Behavioral Health Major/Minor
- Aging Studies Interdisciplinary Minor
- Biochemistry Major (BS)
- Biology (BS/MS) Combined Degree
- Biology (BS/PharmD) Combined Degree
- Biology Major/Minor
- Chemistry Major/Minor
- Disability Studies Minor
- Exercise Science Major (BS)
- Forensic Science Minor
- Healthcare Administration Major (BS)
- Health and Society Major (BS)
- International Studies Major/Minor
- Kinesiology Major/Minor
- Long Term Care Minor
- Medical Technology Major (BS)
- Nursing Major (BSN)
- Nursing RN-to-BSN Fast Track (BSN)
- Physical Education Teacher Education Major (BS)
- Pre-Professional Health Minor
- Psychology (BS/MA) Combined Degree
- Psychology Major/Minor
- Public Health Major (BS)
- Recreation & Consumer Health Accelerated Degree Program
- Second Degree Nursing (BS to BSN)
- Social Work Major (BS)
- Therapeutic Recreation (BS)
Helpful Career Tools
WHAT CAN I DO WITH A MAJOR IN…
This website will help you connect majors to careers. Learn about typical career areas and types of employers that hire people with each major, as well as strategies to make you a more marketable candidate!
FOUR STAGES OF CAREER PROGRESSION
Stages of career development for a college student do not always follow a linear pattern, as students are able to return to any stage if needed. This webpage looks at the four stages of career progression. Remember, no matter what stage of career progression you are working on, Career Services can assist you. Online modules created and shared by the University of South Florida, Career Center. While there are references to USF, this is a great tool to work your way through career progression.
Online Career Tools
Access our services to:
- Search full- and part-time jobs and internships
- Learn about career-prep events
- Prepare for an interview
- Find career matches
- Research industries and companies
O*NET
O*NET is the nation’s primary source for occupational information. The database covers thousands of occupations with specific descriptions about those occupations. This is a great tool for Career Exploration! Search for careers based on growth outlook, level of education/training, industry and more.
Contact
ACADEMIC SUCCESS CENTER
Pre-Health Advisor:
Office: Albert W. Brown Building
Phone: (585) 395-2711
Email: advise@brockport.edu
CAREER SERVICES
Office: Dailey Hall 2nd Floor
Phone: (585) 395-2159
Email: career@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/mission/ | Mission
We are committed to complementing the recruitment of quality students who will persist with their academic, social, personal and career development.
Student success is our highest priority in achieving higher retention through excellent advisement services provided by an outstanding staff and
We are committed to creative endeavors and service that benefit the University community, our graduates and the greater society by supporting staff involvement in cutting edge advisement forums, governance activities and committee work.
Unit Overview
- Coordinating the University’s faculty-based advisement system
- Providing students with information and advice concerning academic policies and procedures
- Evaluating transcripts from transfer institutions to determine and apply Brockport credit
- Coordinating the Degree Works Audit System and Degree Audit Reporting System (DARS)
- Coordinating all advisement and registration programs for incoming freshman and new transfer students
- Providing information and advice concerning academic eligibility for financial aid
- Conducting the University’s probation and dismissal program
Goals
- Provide complete & accurate transfer articulations to new transfers as early as possible.
- Educate new transfer students and make them aware of transfer policies
- Ensure that new students have an appropriate schedule for the 1st semester
- Familiarize new transfers with the campus information system
STRATEGIC GOALS
Academic Quality & Engagement
- Provide the best available advisement to all student populations
- Cultivate relationships with area feeder institutions
- Provide students their degree requirements based on a new potential major |
academics | advisement | https://www2.brockport.edu/academics/advisement/registration/ | First-Year Students
Share your preferences for your first semester of classes by following the steps below:
Once your First-Year Advisement Form is filled out:
- You will receive a Math & English placement
- Your advisor will begin making your first semester course schedule! It’s that easy. |
academics | advisement | https://www2.brockport.edu/academics/advisement/satisfactory-academic-progress-compliance/ | Compliance for Satisfactory Academic Progress
Federal and State Financial Aid has guidelines that requires students to make progress toward their degree in order to continue to receive financial aid. These requirements are called Satisfactory Academic Progress (SAP). Students are measured academically upon the guidelines after the Fall and Spring Semester and Summer Sessions.
POLICIES & GUIDELINES
Federal Financial Aid, Satisfactory Academic Progress Undergraduate Level
Federal Financial Aid, Satisfactory Academic Progress Graduate Level
New York State Financial Aid, Satisfactory Academic Progress
APPEALS & WAIVERS
In the event a student is out of compliance and they have a mitigating circumstance that can be supported by documentation; a student can appeal for Federal Financial Aid and/or complete a New York State Aid Waiver (see below).
Federal Financial Aid Appeal (Graduate & Undergraduate)
ACADEMIC PLAN OF STUDY
If an appeal and/or a waiver has been approved, the student may need to complete an Academic Plan of Study. This means that the student would need to meet the terms of the plan in order to be eligible for Federal Financial Aid.
Fall 2023 Academic Plan of Study
Spring 2024 Academic Plan of Study
For more information, questions or concerns please reach out to the Academic Compliance Officer:
Katie Kloepfer-Mazzaferro
compliance@brockport.edu
Academic Success Center
Albert W. Brown Building, #164
585-395-2711 |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/ | Second Year Success
Learn about resources, both on and off campus that will help you through your second year at Brockport. Follow this guide, and you’re sure to be successful!
Events & Workshops
Get involved! Whether on campus or in the community, a research opportunity, or a leadership program. These experiences may help you figure out what you want to do, create lifelong relationships, and develop your strengths.
Peer Mentor Program
Our Second Year Peer Mentors are here to provide valuable, relatable insight into your journey through the 2nd year. Meet our mentors and learn how to get involved.
Supporting a Second Year
If you’re a family member to a second year student, or faculty and staff — learn about how to best support these students and encourage their success. |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/champions/ | What is a Second Year Champion?
A second year champion is an individual who has mentored, inspired, motivated, challenged, and supported a student during their journey in their second year at SUNY Brockport. Whether big or small, known or unknown, these individuals have made a difference in our student’s journey to success. Our champions are nominated by a current Brockport student, The Second Year Experience program would like to take a moment to recognize the following individuals for the 2020-2021 Second Year Champion class.
Second Year Champion class of 2020-2021:
- Dr. Andrea Ciliotta-Rubery
- Dr. Christopher Norment
- Diana Klkenberg
- Heather DiFino
- Coach John Feeney
- Major Jose Ledezma
- Dr. Laurel McNall
- Dr. Mark Chadsey
- Dr. Mark Noll
- Dr. Michel Pelletier
- Dr. Susan Lowey
- Dr. Susan Orr
- Vanessa Taylor
Second Year Champion class of 2019-2020:
- Mary Tiede-Koszuta
- Dr. Laurel McNall
- Thomas Chew
- Chaynna Colon
- Dr. Chris Norment
- Dr. Katie Amatangelo
- Dr. Ismael Souto Rumbo
- Michael Krickmire
- Dan Kandris
- Dr. Peter Hager
- Dr. Kathleen Peterson
- Melanie Riley
- Dr. Steve Jurek
- Amy Aiezza
- Michaela Luedke
- Frank Noll
- Devin McDermott
- Kathryn Warren
- Lieutenant Price
- Megan Henry
- Zaula Kennedy
- Michael Chojnowski
- Dr. Meredith Roman
- Dr. Sara Kelly
- Monique Rew-Bigelow
- Dr. Kiera Duckworth
- Stephanie Learn
- Darlene Schmitt
- Dr. Althea Tait
- Dr. Jennifer Ratliff
- Gena Wilis
- Jess Rodriguez
- Melissa Pierce
- Dan Askey
- Dr. Laurie Cook
- Karen Podsiadly
- Dr. Amanda Lipko-Speed
- Dr. Caitlin Abar
- Dr. Jeffery Snarr
- Dr. Craig Waleed
- Ruth Childs
- Jennifer Chesebro
- Dr. Joshua Fegley
- Dr. Courtney McDaniel
- Dr. Jessica Sniatecki
- Gary Metz
- Dr. James Cordeiro
- Dr. Trang Thai
- Dr. Carol Wade
- Dr. Mark Chadsey
- Sarah Scott-Demmin
- Chloe Vazzana
- Dr. Adam Rich
- Heather DiFino
- Dr. James Spiller
- Pam O’Keefe
- Vanessa Taylor
- Dr. Andie Graham
- Dr. Cameron Harwick
- Mariah Maloney
- Brittany Profit-Reinwald
- Dr. Kim Haines
- Darrell Deas
- Ryan Giglia
- Sarah Scott-Demmin
- Danielle Drews
If you see these individuals around campus be sure to thank them for their dedication to our student’s success! |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/events/ | Events are currently being planned for the 2023-2024 academic year. Check back for updates, or reach out to rdipaola@brockport.edu for more information!
Events & Workshops
There is a world of opportunity outside of the classroom!
There is a world of opportunity outside of the classroom!
Events are currently being planned for the 2023-2024 academic year. Check back for updates, or reach out to rdipaola@brockport.edu for more information! |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/peer-mentor-description/ | APS Peer Mentors—Fall 2023
Position Description
Peer mentors are representatives of SUNY Brockport who collaborate with the Second Year Experience Coordinator to support first-year students with their transition to Brockport through participation in the Academic Planning Seminar (APS) course. They play a vital role in mentoring incoming students through the classroom, Welcome Week and additional programs throughout the semester.
Minimum Qualifications
- A continuing Brockport student who will be matriculated in the Fall of 2023.
- In good disciplinary (conduct) and academic standing (minimum cumulative GPA of 2.5).
Preferred Qualifications
- Professional and personable
- Commitment to educate, understand, and respect one another in a safe, inclusive, and diverse environment
- Knowledgeable of campus resources, policies, campus life, and activities
- Creative and open to new ideas
- Reliable, organized, and empathetic
- Strong time management and communication skills
- Intrinsically motivated and collaborative
- Ability to follow through to complete tasks
Position Responsibilities
-
Spring
- Attend one Peer Mentor training session at the end of the spring semester
-
Summer
- Attend training the week before classes begin
-
Fall
- Facilitate the first APS group meeting during Fall 2023 Welcome Week
- Attend APS class and Peer Mentor class weekly
- Send weekly informational emails and answer questions from mentees
- Facilitate group discussions during APS class
- Meet two times throughout the semester, once with the Second Year Experience Coordinator and once with a Peer Mentor Coordinator |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/peer-mentor/ | Peer Mentors are representatives of SUNY Brockport who collaborate with the Second Year Experience Coordinator to support incoming students with their transition to Brockport through participation in the Academic Planning Seminar.
Peer Mentors play a vital role in mentoring, communicating, and serving as a resource to incoming students, through their role in the classroom, Welcome Week and additional programs throughout the semester.
New Peer Mentors earn two credits for their participation in the program and successfully completing GEP 398.
Read the Peer Mentor Job Description
Peer Mentor Application
Applications to be a Fall 2023 Peer Mentor are open until February 24th, 2023.
For more information, reach out to Ryan DiPaola at rdipaola@brockport.edu
Peer Mentor Coordinators
Peer Mentor Coordinators are student leaders who work alongside the SYE Coordinator and serve as a mentor and point of contact for the Peer Mentors Program.
These individuals have served in the role of Peer Mentor in the past and are looking to advance their leadership role in the program. Peer Mentor Coordinators also work on advancing the Second Year Experience program at Brockport.
BELLA MARKARIAN
- Majors: Women’s Studies, Sociology
- Minors: Disability Studies, English
EMILY MEISSNER
- Major: Recreation and Leisure
- Minors: History, Theatre
BREANNA POPOVICI
- Major: Psychology
- Minors: Interdisciplinary Social Research, Forensic Science |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/resources/ | The second year is the time to set new goals, find your niche, and immerse yourself in the Brockport experience. Whether you have your path mapped out or you are still exploring your interests, your sophomore year marks the point in your academic career where you are in the driver’s seat.
Second Year Success List
Are you up for the challenge? Check out our second year our to-do list! Check off items as you journey into and out of your second year. Fellow Golden Eagles who have been where you are now, have shared their suggestions on what makes Brockport so unique with this list. We hope that you will rise to the challenge!
Second Year Champions
Know someone that has mentored, inspired, motivated, challenged and supported a second year student in their journey here at Brockport? Nominate them to be recognized as a Second Year Champion. Students, want to thank a faculty or staff member who has served as your second year champion? Fill out this form to show your appreciation and thanks for those that have helped you on your journey to success.
Second Year Resources
ACADEMIC CALENDAR
Wondering when classes begin or when breaks are? Be sure to stay up to date on the important need to know deadlines for the academic year.
ACADEMIC CATALOG
Investigating a major or minor? Learn more about degree requirements, course descriptions and requirements for programs of study.
BROCKPORT AUXILIARY SERVICE CORPORATION (BASC)
Rated as one of the top SUNY schools for food, check out the many different options and facilities that BASC has to offer students here on campus. Learn more about managing your meal plan, to navigating nutritional information and even employment opportunities by checking out their site.
CAREER SERVICES
Able to assist you in your exploration of self, majors, minors, student employment (on and off campus), internships, careers, professional documents, interview prep and even a professional wardrobe!
CAMPUS LIVING
With so many options available to suit your needs, learn more about on campus living including Living and Learning Communities. Considering being an RA? Check out more information on how you can get more involved with your home here at Brockport. Are you a nonresidential or commuter student? Learn more about the available resources to you regardless of where you call home.
FINANCIAL AID
Your decision to attend Brockport is a significant investment in your future. Let the Financial Aid office answer your questions and provide an opportunity for you to take hold of your finance. In addition, this office helps with navigating the Excelsior Scholarship as well as other scholarships, grants, loans and financial literacy.
HAZEN CENTER FOR INTEGRATED CARE
Provides a holistic approach to student health and wellness, and supports students’ mind, body, and spirit throughout their Brockport experience. Counseling, Prevention and Outreach and the Health Center are all a part of this facility.
INFORMATION TECHNOLOGY (IT)
Need help with something tech related? Check out the IT website. With a convenient walk in support in Drake Library, be sure to have your questions answered today.
REGISTRATION AND RECORDS
Registration can be tricky and this office is here to help answer your questions. Be sure to check this site for important information, forms, dates and resources including requesting a transcript. It also provides resources for registration and tracking a student’s progress towards graduation through Degree Works.
STUDENT ACTIVITIES
With so many happenings around campus, Student Activities can assist you as you learn more about student clubs and organizations, leadership development, service and volunteerism, campus recreation and athletics. There is something for everyone here at Brockport!
STUDY ABROAD
With more than 100 programs in more than 35 countries on all 7 continents, you can be sure there is a program out there for you! Learn more about the available opportunities abroad.
PARKING & TRANSPORTATION
Responsible for issuing parking passes, parking enforcement, coordination of visitor parking, and providing shuttle services, carsharing and rideshare. |
academics | advisement | https://www2.brockport.edu/academics/advisement/second-year/support/ | For Faculty & Staff
SECOND YEAR EXPERIENCE ADVISORY COMMITTEE
The Second Year Experience Advisory Committee is a small working group comprised of faculty and staff members from across the University. This group provides a place to learn about best practices, helps in identifies university-wide concerns, and creates targeted initiatives to improve the retention of and opportunities for second-year students. Contact Ryan DiPaola for more information at rdipaola@brockport.edu.
For Families
A students second year is both an exciting and challenging time as many have left behind the first year jitters, but may not have found their rhythm at Brockport. At this point students have a better sense of what college is about, and it is sophomore year when students typically feel they can take more ownership in creating their own experience.
It may also be a time when students experience the “sophomore slump”. After the excitement of the first year has worn off, the reality, routine, and pressures of college set in. Students may feel anxious about major and career decisions, struggle with motivation, multitasking or a feeling of belonging.
So what can you do? Stay positive, let your student know that this is a normal feeling/experience for many students navigating their college journey. Just knowing they are not alone may help.
- Refer them to the Second Year Experience Coordinator who is available as a resource and advocate for your student.
- Encourage your student to seek out campus resources or supports that may help them make progress on their academic journey including the Academic Success Center, Career Services or their Advisor. Talking with someone who can offer assistance, guidance and answers can help them work through their struggles.
- Offer suggestions on ways to get involved on campus. Being active and meeting new people can help get students back on track. Have them look at all the events and activities Brockport has to offer, there is something for everyone!
- Most importantly, listen. Your student is developing their own voice and sense of life purpose and sometimes just need a supportive outlet! |
academics | advisement | https://www2.brockport.edu/academics/advisement/talon-academy/ | About the Talon Academy
The Talon Academy was created to support and guide Underrepresented/Underserved students in their pursuit of personal and academic success. The mission of the Talon Academy is to enhance the graduation and success rates for Brockport’s student population through academics, enrichment, and encouragement. The core values of the Talon Academy are:
- Self-Affirmation
- Academic Achievement
- Exploration and Exposure
- Civic Engagement
- Leadership and Excellence
- Graduation
Starting in Fall 2020, current first and second year students will be able to participate in this cohort-based program. Interested students are encouraged to register now.
Program Goals
- Academic Success: Define and increase the academic success and persistence for our underrepresented/underserved student population through engagement, support and intentional programming.
- Mentoring: Improve sense of belonging and support systems for underrepresented/underserved student population on campus and within the local community.
- Leadership Development: Increase access and participation in high impact practices that are associated with increased satisfaction, learning, sense of belonging, and persistence to successful goal completion including graduation
First Year Program
Key features of the First Year Program include:
- Mentoring connections with alumni, faculty, staff, or upper-class students
- Participation in the Leadership Development Program
- Participation in student organizations, campus events, and community service
- Personalized academic support (study groups, advisement, and tutoring)
First-Year NACE Competencies
The following NACE Competencies will be used to guide programs and co-curricular activities:
- Critical Thinking/Problem Solving
- Leadership
- Teamwork/Collaboration
- Oral/Written Communications
Second Year Program
Key features of the Second Year Program include:
- Individualized career advising and planning
- Connections with alumni and employers in career areas of interest
- Mentoring connections with alumni, faculty, staff, or upper-class students
- Participation in the Leadership Development Program
- Personalized academic support (study groups, advisement, and tutoring)
Second-Year NACE Competencies
The following NACE Competencies will be used to guide programs and co-curricular activities:
- Career Management,
- Professionalism/Work Ethic
- Leadership
- Critical Thinking/Problem Solving
- Oral/Written Communications
Third Year & Beyond
- Professional development opportunities
- Career advising and planning (resume writing, mock interviews, and graduate school preparation)
- Opportunities to serve as a peer mentor
- Personalized academic support (study groups, advisement, and tutoring) |
academics | advisement | https://www2.brockport.edu/academics/advisement/temporary-academic-leave/ | Are you thinking about taking a Temporary Academic Leave?
If your answer is, yes, please consider the following:
- You will have a full semester of “W” grades on your transcript. What would this mean for your future academics? Other schools who would be reviewing your transcript?
- How withdrawing from the semester could impact your financial aid?
- If you are struggling in a couple classes, can you withdraw from a couple classes instead of all of them?
- If you have circumstances beyond your control, you may request your instructor to assign you a grade of Incomplete and complete an Incomplete contract with your instructor. The decision to grant an Incomplete is solely the instructor’s and should be based on incomplete work, not failed exams or poor attendance.
Temporary Academic Leave Process
- Contact the Academic Success Center at 585-395-2711 or visit the 1 st floor of the Albert W. Brown Building to meet with an advisor.
- Discuss the TAL process with an advisor, review the form and submit together.
- Connect with appropriate departments (i.e. financial aid, student accounts, etc.) to understand how the leave process will impact your status at SUNY Brockport:
- SAP Compliance- Academic Success Center, compliance@brockport.edu or 585-395-2711
- Housing- West Wing of Thompson Hall, Housing@brockport.edu or 585-395-2122
- BASC- Brockway Hall, services@basc.org or 585-395-2272
- Parking- Conrad Welcome Center, park@brockport.edu or 585-395-PARK
- Student Employment- Dailey Hall 2 nd Floor, studentemployment@brockport.edu, 585-395-5815
- Financial Aid- Rakov 1 st Floor, faid@brockport.edu or 585-395-2501
- Student Accounts- Rakov 2 nd Floor, bursar@brockport.edu or 585-395-2473
4. Complete the Temporary Academic Leave form with your advisor or ASC staff member.
The purpose of the Temporary Academic Leave will allow students to interrupt enrollment at SUNY Brockport without having to apply for re-enrollment to the institution and without changing conditions or requirements of their academic program.
The Temporary Academic Leave form must be completed and submitted to the Academic Success Center prior to week 14 of the current semester. Any forms received after week 14 will be processed at the conclusion of the semester and grades will be assigned to the student.
All matriculated undergraduates will be granted a Temporary Academic Leave upon withdrawing except:
- students who are in their first semester back after an academic dismissal, or
- students who have been reinstated following a dismissal.
A Temporary Academic Leave is good for a maximum of three consecutive semesters. A Leave for part of a semester counts as one semester. Please be aware that students who earn no credits at Brockport for three consecutive semesters (by any combination of not enrolling, failing, or withdrawing) and are not registered in the fourth semester will be separated from the University, and will need to reapply through Admissions.
Note: These forms are for matriculated undergraduate students only. If you are a graduate student, contact the The Center for Graduate Studies. Non-matriculated students should contact Registration and Records.
When students are absent from classes exceeding one week for extenuating circumstances beyond the student’s control, the student may notify the secretary in the Office of the Vice President for Enrollment Management and Student Affairs at (585) 395-2772. The administrative assistant will then notify the faculty members of the absence in writing. This notification is not an excuse nor does it obligate the faculty member in any way, nor does this relieve the student from his or her obligation to complete assignments.
Leaving Brockport or Withdrawing From All Courses Before Graduation and Returning Policy |
academics | advisement | https://www2.brockport.edu/academics/advisement/transfer-year/ | The Academic Success Center holds your success at Brockport as the highest priority and looks forward to assisting you in being successful at the University.
Transfer Student Checklist
Golden Eagle Orientation
Orientation is required for all incoming transfer students.
Transfer and first-year students joining us for the Spring 2024 semester are required to attend one of our half-day sessions. Golden Eagle Orientation is when our new students get ready to “take flight” at SUNY Brockport! Students will have the opportunity to hear from some of the campus offices dedicated to your success, including:
- Academic Success Center (advising and scheduling, accessibility services, tutoring)
- Brockport Auxiliary Services Corporation (dining and meal plan, bookstore)
- Hazen Center for Integrated Care (counseling and health)
- Student Union, Leadership and Activities
- Title IX
- Parking and Transportation
You will also meet other new students, and our Orientation Leaders, who are so excited to welcome you to the Nest!
Following the program, campus tours will be offered, and you will have the opportunity to meet with advisors in the Academic Success Center about your schedule.
Register for your half-day session:
A confirmation email with directions to campus will be sent one week prior to program.
Transfer Academic Planning SeminarTau Sigma Honor Society Transfer Peer Mentor Program
Other Helpful Resources:
Student Accessibility Services
Contact Us:
Academic Success Center
Phone: 585-395-5404
Email: orientation@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/transfer-year/peer-mentor/ | What is a Peer Mentor?
Transferring to a new college can be overwhelming. The purpose of our Transfer Peer Mentor program is to pair incoming transfer students with a peer on campus who has gone through the transfer process, to help make the transition to Brockport easy and enjoyable. Mentors serve as resources to students for information about academic policies and programs, provide encouragement for academic success, and offer information about organizational programs, campus life and events. Peer Mentors play a vital role in helping new transfer students feel comfortable in our campus community.
Benefits to becoming a Peer Mentor:
• Develop practical leadership skills
• Build your resumé
• Expand your social and professional network
• Improve communication skills
• Serve as an advocate for others
• Obtain a sense of fulfillment
Qualifications for Consideration:
Preference will be given to candidates who meet the following preferred qualifications:
- Current transfer student who has been through the transfer process
- Full time, matriculated student in current semester, with a flexible co-curricular schedule
- In good disciplinary and academic standing (minimum cumulative GPA of 2.0)
- Involved in co-curricular activities
- Hard-working, flexible and have a sense of humor
- Exhibit excellent communication skills (especially public speaking) and leadership capabilities
- Possess outstanding organizational skills
- Ability and desire to work with students, faculty and staff
- Have a strong commitment to SUNY Brockport and the philosophy behind the Peer Mentoring Program.
- Have a positive, motivated attitude.
Interested in becoming a Peer Mentor?
Applications are available here. Please share questions with the Academic Success Center, asc@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/transfer-year/taps/ | Transfer students with 24 or more credits who are looking for an opportunity to earn an upper-division credit while becoming more familiar with SUNY Brockport may register for GEP 300, Transfer Academic Planning Seminar (TAPS).
Goals
- Provide regular contact with a faculty or staff member.
- Help student make best use of the faculty advisement system.
- Help student develop a supportive peer group.
- Help student navigate Blackboard, Banner and other University systems.
- Introduce student to the services available at the Career Services Office.
- Introduce student to the services available at the Student Learning Center.
- Help student understand how to use the University Library.
- Help student improve note taking, textbook reading and examination taking skills.
- Help student manage their time.
- Help student understand the Brockport General Education program.
- Inform student about drop/add, withdrawal and registration policies.
Students with fewer than 24 credits are required to participate in an extended orientation to college through a one-credit course called GEP 100 Academic Planning Seminar (APS) and will be automatically registered for APS during freshmen registration. |
academics | advisement | https://www2.brockport.edu/academics/advisement/transfer-year/tau-sigma/ | Tau Sigma is an academic honor society designed specifically to “recognize and promote the academic excellence and involvement of transfer students.”
“I am very pleased that SUNY Brockport, traditionally one of the most transfer-friendly colleges in the state, has established a chapter of Tau Sigma. I look forward to the upcoming induction ceremonies, which will recognize students for their outstanding academic achievements.”
-Dr. Kenneth O’Brien, Chapter Advisor
Objectives of the Beta Chi Chapter of Tau Sigma
- Recognize the outstanding academic achievement of transfer students
- Provide motivation for the academic excellence of all incoming transfer students
- Enhance the reputation of all transfer students
- Provide a common bond among transfer students
- Promote the involvement of transfer student in the college or university to which they transfer
- Form a group of student who can help the college or university address and meet the needs of incoming transfer students
Qualifications
- 15 credits earned at SUNY Brockport
- GPA 3.5 or higher
- One-time (lifetime) dues payment of $45
Service Component
The charter members of Tau Sigma at SUNY Brockport identified Operation International Children as an organization that would benefit from their support. Since 2009, members have been collecting school supplies which are then sent to US military troops stationed all over the world for disbursement to children in need. If you are interested in helping:
OIC SCHOOL SUPPLY KIT:
- One pair of blunt-end scissors
- One 12-inch ruler with metric markings
- 12 new pencils with erasers
- One small pencil sharpener
- One large eraser
- One box of colored pencils (crayons melt in the Iraqi summer heat!)
- One package of notebook paper
- One composition book
- Three folders with inside pockets
- One zippered pencil bag
If you have any questions or would like to help please email transfers@brockport.edu |
academics | advisement | https://www2.brockport.edu/academics/advisement/undecided/ | An estimated 75% of college students will change their major at least once before graduation. If this is you, you’re not alone.
ARE YOU UNDECIDED ABOUT WHAT MAJOR TO PURSUE?
No worries. At Brockport, you have the option to declare your major after enrolling. Take your time to explore and find what best fits your career interests.
The SUNY General Education requirements allow you to sample courses from a variety of departments and disciplines, all while still meeting requirements for a degree.
Undeclared students have the opportunity to take advantage of individual academic and career advising, as well as career-focused workshops to help you make your major decision. In addition, students have the ability to share common residential and learning experiences with others who are exploring through the (Academic Exploration) ACE Living Learning Community.
Undecided FAQ’s
HOW MANY MAJORS DOES BROCKPORT OFFER?
With nearly 50 majors, SUNY Brockport has something for everyone.
I THINK I KNOW WHAT I WANT TO STUDY, BUT I AM NOT SURE WHAT I CAN DO WITH THAT MAJOR?
SUNY Brockport offers resources and support to help you explore the vast variety of career options for your field of study. Career Services, the Academic Success Center and your faculty are all a wonderful resource to help you on your journey. Remember a major doesn’t always equal a career, career paths are not always linear.
WHEN SHOULD I START THINKING ABOUT THIS TOPIC?
The sooner the better! While you don’t have to have it all figured out from your first day, it is important to begin exploring subjects you enjoy and excel in, as well as areas that you may find challenging. Reflecting on your high school experiences, activities, hobbies, career aspiration, etc. all play a vital role in the puzzle.
WHEN DO I NEED TO DECLARE A MAJOR?
Most students declare their major during their sophomore year. However, at 54 college credits, you will need to declare your major. You can check your degree audit to learn how many credits you have.
HOW DO I DECLARE MY MAJOR?
You can declare your major by filling out the online Major Declaration Form. Once it is filled out, your request will be sent to that department for processing. You will receive an email with more information and/or confirmation. If approved, you will then be assigned an advisor. You will know this process is complete as this information will be updated in your degree audit. Some programs require acceptance into them, be sure to check out the individual major(s) you are considering to better understand their requirements.
WHAT IF I NEED HELP DECIDING WHICH MAJOR TO DECLARE?
The Academic Success Center and Career Services are here to help! We encourage students to set up an appointment to speak with an advisor or counselor to help you make your decision. Check out their websites for more information and resources for you to help you in your declaration process including self assessments, and the What Can I Do With A Major In resource!
CAN I HAVE MORE THAN ONE MAJOR?
Yes! You can have up to two majors. You will want to connect with each department you are considering to learn more about the individual requirements you will need to successfully complete them. |
academics | african-american | https://www2.brockport.edu/academics/african-american/ | Your world. Your story. Your future. From the continent of Africa to the cities of America, join a program rooted in telling the world why Black Lives Matter.
Flexible Coursework
Deepen your understanding of African history and its impact on today’s society. Complete your major with only four required core courses and eight electives of your choice. Our core courses draw on critical issues that continue to shape Black experiences today, such as institutional racism, and the aftermath of the abolition of slavery in 1865.
Double Majoring
Our flexible coursework makes it easy for students to select a second major that rounds out their education and better positions them to make a difference in their careers. Want to become a better activist? Double major in Sociology or Criminal Justice. Want to continue to tell the stories of Africans and African Americans? Double major in History or English. The opportunities are almost endless.
Travel to Ghana
Through an academic partnership with the University of Ghana at Legon, students can immerse themselves in that nation’s rich culture. The experience can range from lasting three weeks to a semester to a full year. |
academics | african-american | https://www2.brockport.edu/academics/african-american/careers/ | Organizations & Agencies that Typically Hire an AAS Major
- Civil Rights Agencies
- Market Research Firms
- Community Agencies
- Newspapers/Magazines/Journals
- Educational Institutions
- Social Service Agencies
- Government Agencies
- Volunteer Organizations
- Law Firms
- Youth Organizations
Possible Careers & Environments in Which an AAS Major may be Employed
These suggested job titles are representative of the career areas appropriate for this major. However, in assessing his or her particular skills and abilities, a student may choose to apply an academic major to a variety of other career areas. Contacting an Office of Career Development staff member is advised when decisions of this type are considered.
- Community Action Worker
- Paralegal and Civil Services Agencies
- Community Agency Worker
- Broadcaster
- Foreign Service Officer
- Public Relations Worker
- City Planner
- Law Firms
- Teacher (Certification Required)
- Educational Institutions
- Personnel Worker
- Utility Companies
- Counselor (College, Career Planning, Employment, Rehabilitation, etc.)
- Media Corporations (Employment, Rehabilitation, etc.)
- Advertising Agencies
- Attorney
- Federal and State Governments
- Anthropologist
- National and International Corporations
- Social Work Aide
- Foreign Correspondence: News and Media Agencies
- Researcher
- Social Service Agencies
- Writer, Editor
What Transferable Skills Will I Learn from this Major?
- Ability to appreciate other perspectives
- Ability to relate to varying backgrounds
- Ability to communicate/express oneself
- Good listening, questioning, and responding skills
- Appreciation for other cultures
- Interest in different cultures/societies
Internships
- Crestwood Children’s Center
- Urban School Systems
- Hillside Family Agencies
- Community Medical Centers
- United Way
- Social Service Agencies
- Action for Better Community
- Urban Police Departments
- Urban League |
academics | african-american | https://www2.brockport.edu/academics/african-american/directory/ | -
Michael Boston, Ph.D
- Associate Professor + Interim Chair
- (585) 395-5573
mboston@brockport.edu
Office: Hartwell Hall 202 C
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Dawn Kurtz
- Administrative Assistant 1
- (585) 395-2584
dkurtz@brockport.edu
Office: Hartwell Hall 211 A
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John K. Marah, EDD
- Professor
- (585) 395-5571
jmarah@brockport.edu
Office: Hartwell Hall 201 A
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Dwayne Nash, Ph.D
- Adjunct Lecturer
- (585) 395-2470
dnash@brockport.edu
Office: Hartwell Hall 204
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Karen Podsiadly
- Director (Student Union, Leadership, and Activities), Adjunct Lecturer (African & African-American Studies)
- (585) 395-5646
kpodsiad@brockport.edu
Office: Seymour Union 203
-
Douglas Thomas, Ph.D
- Associate Professor
- (585) 395-5823
dothomas@brockport.edu
Office: Hartwell Hall 202 B
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William Turner, Ph.D
- Assistant Professor
- (585) 395-5574
wturner@brockport.edu
Office: Hartwell Hall 202 A |
academics | african-american | https://www2.brockport.edu/academics/african-american/ghana/ | Cultural & Political Change in Africa
Overseas Program in Ghana
Students can earn six upper division credits. For more information about joining the Ghana experience contact the Office of International Education.
Program Objectives
- To introduce participants to various aspects of life in Africa as seen in the history, economy, the arts, culture, social changes and political developments in the country or countries visited.
- To enable professionals and students interested in African affairs to pursue their interests through direct contact with the mother continent of all humanity.
- To offer a non-traditional educational experience as the best means of dispelling some, if not all, the stereotypes developed in Western societies about life and culture of Africans.
- To provide an educational alternative for realizing personal growth and accepting the responsibility of a member of the human race.
- A critical term paper of not less than 12 typed pages on any topic of the student’s choice. (Must be related to Ghana- See Academic Content below.)
Academic Content
- There are three parts to this course. The first part consists of a field trip to Ghana, West Africa, which includes visits to areas of cultural, political, educational, social, and historical significance to students, scholars, researchers and other members of the academic community. Participants in this course will also, in Ghana, participate in lectures from African Africanists from various departments of the University of Ghana at Legon.
- Most of the lectures will be presented in the mornings; the afternoons will be devoted to discussions, meetings,field trips and social affairs, giving seminar participants ample opportunity to interact with Ghanaian citizens and other denizens of our world’s second largest continent.
- The participants’ second part of the course consists of summaries of Devine and Braganti’s African Customs and Manners (pp. 65-80), Appiah’s In My Father’s House, and Whitaker’s How Can Africa Survive? These summaries must note the significant cultural, political, economic and technical forces currently impinging on Africa in general and Ghana in particular.
Seminars & Lectures
- Land and Economic Development
- The Evolution of Modern Africa
- The Economy and Education of Ghana
- The Social Structure of Ghana
- Drumming and Dancing in Ghana
- Change and Continuity in Africa
- Politics in Africa 1945 to 2008
- And more!
Cultural, Historical & Social Activities
- Sightseeing- University of Ghana campus and the immediate environs
- Visit to WE.B. DuBois Centre for Pan-African Culture
- Trip to Cape Coast and Elmina Castles
- Visit Kakum Reserve Forest
- Visit to Akosombo and Terna
- Trip to Kumasi and environs (towns and centres)
- Audience with Asantehene
- Visits to Kente: carvings, arts and crafts, etc. |
academics | african-american | https://www2.brockport.edu/academics/african-american/major-minor/ | What You’ll Learn
Critical thinking. Cultural competence. Global perspectives. Our program gives you the skills and background to prepare you for life and work.
We combine intellectual rigor with a tradition of social activism in the mold of Harriet Tubman, Frederick Douglass, Martin Luther King Jr., and Nelson Mandela. Choose studies that make a difference.
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Curriculum
Complete your major with four courses from our basic core, along with eight more courses from a wide range of electives. Our students take courses in history, literature, dance, sociology, political science, legal studies, and more – all from an Africana perspective. Study abroad, internships, and service-learning. They’re all possible in our program.Curriculum & Learning Outcomes
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Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
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Double Your Value with a Double Major
With only 12 required courses, AAS makes an excellent double major with many other departments: history, philosophy, criminal justice, English, sociology—almost anything! Graduating with a second major is a great way to make your qualifications stand out in a competitive job market.
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Career Outlook
Our students have gone on to careers in law, community action, education, counseling, communications, anthropology, social work, research, and business. Career options are as varied as each student, so meet with an advisor to explore opportunities that the African and African-American Studies degree could open up for you.
What’s Next?
Find Out More
Get personalized information about your area of interest.Request Info
Come for a Visit
We offer tours all year long, but February and March are our busiest months.Schedule a Visit
Start Your Application
Ready to start your application? We can’t wait to hear from you.Apply Now |
academics | african-american | https://www2.brockport.edu/academics/african-american/major-minor/sample-four-year-degree-plan/ | This four-year plan serves as a
sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. African & African American Studies Major
First Year
Fall Semester
Course
Credits
GEP 100
3
ENG 112 English Composition
3
AAS 100 Intro to African American Studies
3
Gen Ed Natural Science (N)
4
AAS 113 Intro to African-Amer History
3
Total
16 Spring Semester
Course
Credits
General Ed Humanities (AAS 235 African American Literature
3
AAS 203 Ancient Africa or AAS 215 Caribbean History
3
AAS/WGS 271 Gender, Race, and Class
3
General Elective
3
General Elective
3
Total
15
Second Year
Fall Semester
Course
Credits
General Ed Humanities (AAS 235 African American Literature
3
AAS 203 Ancient Africa or AAS 215 Caribbean History
3
AAS/WGS 271 Gender, Race, and Class
3
General Elective
3
General Elective
3
Total
15 Spring Semester
Course
Credits
AAS specialization elective
3
General Elective
3
General Elective
3
General Elective
3
General Elective
3
Total
15
Third Year
Fall Semester
Course
Credits
AAS specialization elective
3
Gen Ed Humanities (AAS 331 Birthing Hip-Hop)
3
General Elective
3
AAS specialization elective
3
Gen Ed Fine Arts with Performance ( African Music and Drumming)
3
Total
15 Spring Semester
Course
Credits
General Elective
3
General Elective
3
Required Upper Division AAS elective
3
Required Upper Division AAS elective
3
General Elective
3
Total
15
Fourth Year
Fall Semester
Course
Credits
General Elective
3
AAS specialization elective
3
Required Upper Division AAS elective
3
Independent Study
3
General Elective
3
Total
15 Spring Semester
Course
Credits
General Elective
3
AAS specialization elective
3
Required Upper Division AAS elective
3
Independent Study
3
General Elective
3
Total
15
Concentration Specific Elective Courses (African American Specialization)
Course
Credits
AAS 307- Exploring the Black Experience
3
AAS 315 Contemporary Black Woman
3
AAS 305 Urban Sociology
3
AAS 332 Urban Economic Problems
3
AAS 359 The Black Church
3
AAS 360 Africa Today
3
AAS 416 African American Issues
3
Total Credits Needed
12
Total: 120 Credits |
academics | african-american | https://www2.brockport.edu/academics/african-american/martin-luther-king-jr/ | February 23, 2023
7pm in McCue Auditorium, Liberal Arts Building
Imani Perry, PhD
Hughes-Rogers Professor of African-American Studies at Princeton University
Dr. Imani Perry is the Hughes-Rogers Professor of African American Studies at Princeton University and a faculty associate with the Programs in Law and Public Affairs, Gender and Sexuality Studies and Jazz Studies. She is a scholar of law, literary and cultural studies, and a National Book Award winning author of creative nonfiction. She earned her Ph.D. in American Studies from Harvard University, a J.D. from Harvard Law School, an LLM from Georgetown University Law Center and a BA from Yale College in Literature and American Studies. Her writing and scholarship primarily focuses on the history of Black thought, art, and imagination crafted in response to, and resistance against, the social, political and legal realities of domination in the West. She seeks to understand the processes of retrenchment after moments of social progress, and how freedom dreams are nevertheless sustained.
The lecture is sponsored by the Department of African and African-American Studies, Brockport Student Government, and the Office of Equity, Diversity, and Inclusion.
About the Lecture
The purpose of the Dr. Martin Luther King, Jr. Memorial Lecture is to bring a scholarly examination of some aspect of the African-American experience to Brockport and the surrounding community. Typically, the subject relates to King’s vision of the “beloved community,” in which all persons must be able to live harmoniously, brotherly, and sisterly. In our contemporary global village, this concept of the beloved community must necessarily be extended to include cultural, psycho-social, and intellectual diversities.
To this effect, the annual Dr. Martin Luther King, Jr. Memorial Lecture series has invited to the Brockport campus activists, academicians, and public and private intellectuals to critically examine the meanings of the beloved community from their own eclectic backgrounds and proclivities. |