category
stringclasses 12
values | subcategory
stringclasses 115
values | url
stringlengths 27
131
| data
stringlengths 278
172k
|
|---|---|---|---|
academics | english | https://www2.brockport.edu/academics/english/adolescence-english-inclusive-major/ | What You’ll Learn
The English Major Adolescent Education Inclusive Generalist Track prepares students to teach English in grades 5-12 and students with disabilities as a Generalist 7-12. You complete a full English degree as part of this track, whether in Literature or Creative Writing.
Our English major opens up many exciting prospects for exploring literature and creative writing. Apply to study abroad in the Oxford Scholar’s Program, attend readings at the Writers Forum, or join the English Club and help produce their magazine, Jigsaw.
-
Curriculum
Our department offers an exciting range of courses on literary traditions from around the globe. We further offer courses on career preparation and professional writing to help students explore their future options.
The English Adolescence Inclusive Generalist Education program leads to initial dual certification in:
- Adolescence English Grades 5-12; and
- Students with Disabilities, Grades 7-12
-
Admission Requirements
We recommend submitting first-year applications in October or early November. We decide your admission once you complete your application.
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
Explore Your Interests
You can pursue your special interests in reading and writing by studying abroad in Oxford , participating in the English Club and Jigsaw, or attending the nationally-renowned Writers Forum.
- Oxford Scholar’s Program
- Writers Forum
- English Club and Jigsaw
-
Career Outlook
This track prepares students to teach English at the secondary level.
Our English majors have also pursued fields such as journalism, business, medicine, law, and administration.
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 | english | https://www2.brockport.edu/academics/english/adolescence-english-inclusive-major/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. English Adolescence Inclusive Generalist Education Major
Creative Writing Concentration
First Year
Fall Semester
Course
Credits
Gen Ed: ENG 112, College Composition
3
Math 111
3
Foreign Language 111
3
Social Studies Cognate (S)
3
Gen Ed: Science with Lab
4
Gen Ed: GEP 100 Academic Planning Seminar
1
Total
17
Spring Semester
Course
Credits
ENG230 Brit Lit pre-1800 (H)
3
ENG 210: Creative Writing (F)
3
History Cognate (V or O)
3
Gen Ed: Math 112
3
Foreign Language 112
3
Total
15
Second Year
Fall Semester
Course
Credits
Gen Ed: US History and Civic Engagement (V) or World History and Global Awareness (O)
3
ENG 303: Introduction to Literary Analysis
3
ENG 305: Poetry Workshop
3
Science (cognate)
3
EDI 459: Adolescence Development & Learning
3
EDI 331: Adolescence Classroom Management
1
Total
16
Spring Semester
Course
Credits
ENG 3xx World Literature
3
ENG 304, 306: Fiction Writer’s Workshop OR Nonfiction Writer’s Workshop
3
Diversity, Equity, Inclusion, Social Justice (D)
3
EDI 413: Introduction to Special Education
3
EDI 430: Education and Society
3
Total
15
Third Year
Fall Semester
Course
Credits
Major Elective
3
ENG 478: History of English
3
ENG 491-3: Advanced Workshop
3
EDI 431: Teaching Literacy in Middle & High School Content Areas
3
EDI 445: Inclusive Middle Level Teaching in English
3
PRO 430: Adolescence Field Experience
1
Total
16
Spring Semester
Course
Credits
ENG 495: Writers Craft
3
ENG 328-47: American Literature
3
EDI 432: Teaching Literacy in Middle/High School Content Area II
3
EDI 465: Methods of Teaching Secondary English
3
PRO 431: EHD Adolescence Field Experience 2
1
ENG 397: Young Adult Literature
3
Total
16
Fourth Year
Fall Semester
Course
Credits
Major Elective
3
EDI 419: Assessment for Special Education
3
EDI 414: Methods in Special Education
3
EDI 471
3
PRO 432: Adolescence Field Experience 3
1
Total
13
Spring Semester
Course
Credits
PRO 433: Practicum in Adolescence Inclusive Education
9
EDI 464 Seminar in Adolescence Inclusive Education
3
Total
12
English Literature Concentration
First Year
Fall Semester
Course
Credits
Gen Ed: ENG 112, College Composition
3
Gen Ed: Math 112
3
Foreign Language 111
3
HST 202: Modern World (O)
3
Gen Ed: Science with Lab
4
Gen Ed: Academic Planning Seminar
1
Total
17
Spring Semester
Course
Credits
ENG 230 Brit Lit pre-1800
3
Gen Ed: Fine Arts
3
Gen Ed: Diversity, Equity, Inclusion, Social Justice
4
Gen Ed: Math 112
3
Foreign Language 112
3
Total
16
Second Year
Fall Semester
Course
Credits
Gen Ed: Social Studies (S)
3
ENG 303: Introduction to Literary Analysis
3
ENG 323-24: Shakespeare
3
History Cognate (O)
3
EDI 459: Adolescence Development & Learning
3
EDI 331: Adolescence Classroom Management
1
Total
16
Spring Semester
Course
Credits
ENG 308: British Literature Before1800
3
ENG World Lit
3
Science (cognate)
3
EDI 413: Introduction to Special Education
3
EDI 430: Education and Society
3
Total
15
Third Year
Fall Semester
Course
Credits
ENG 321-22, 376, 378: British Literature after 1800
3
ENG 478: History of English
3
ENG 397: Young Adult Literature
3
EDI 431: Teaching Literacy in Middle & High School Content Areas 1
3
EDI 445: Inclusive Middle Level Teaching in English
3
PRO 430: Adolescence Field Experience
1
Total
16
Spring Semester
Course
Credits
ENG 401-71: Seminar (American Literature after 1900)
3
ENG 320, 360-69: World Literature
3
EDI 432: Teaching Literacy in Middle & High School Content Area II
3
EDI 465: Methods of Teaching Secondary English
3
PRO 431: EHD Adolescence Field Experience 2
1
EDI 471
3
Total
16
Fourth Year
Fall Semester
Course
Credits
ENG 401-471: Seminar
3
ENG 300+: Major Elective
3
EDI 414: Methods of Special Education
3
ENG 419: Assessment for Special Education
3
PRO 432: Adolescence Field Experience 3
1
Total
13
Spring Semester
Course
Credits
PRO 433: Practicum in Adolescence Inclusive Education
9
EDI 464 Seminar in Adolescence Inclusive Education
3
Total
12 |
academics | english | https://www2.brockport.edu/academics/english/adolescence-english-major/ | What You’ll Learn
The English Major Adolescent Education Track prepares students to teach English in grades 5-12. You complete a full English degree as part of this track, whether in Literature or Creative Writing.
Our English major opens up many exciting prospects for exploring literature and creative writing. Apply to study abroad in the Oxford Scholar’s Program, attend readings at the Writers Forum, or join the English Club and help produce their magazine, Jigsaw.
-
Curriculum
Our department offers an exciting range of courses on literary traditions from around the globe. We further offer courses on career preparation and professional writing to help students explore their future options.
The English Adolescence Education program leads to initial single certification in English Adolescence Education Grades 5-12.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
Explore Your Interests
You can pursue your special interests in reading and writing by studying abroad in Oxford , participating in the English Club and Jigsaw, or attending the nationally-renowned Writers Forum.
- Oxford Scholar’s Program
- Writers Forum
- English Club and Jigsaw
-
Career Outlook
This track prepares students to teach English at the secondary level.
Our English majors have also pursued fields such as journalism, business, medicine, law, and administration.
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 | english | https://www2.brockport.edu/academics/english/adolescence-english-major/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. English Adolescence Education Major
Creative Writing Concentration
First Year
Fall Semester
Course
Credits
ENG 112: College Composition
3
Math
3
Foreign Language 111
3
ENG 210: Creative Writing
3
Natural Sciences
4
Academic Planning Seminar
1
Total
17
Spring Semester
Course
Credits
ENG 223: Modern World Literature (Humanities)
3
US History and Civic Engagement
3
World History and Global Awareness
3
Social Science
3
Foreign Language 112
3
Total
15
Second Year
Fall Semester
Course
Credits
Gen Ed: Diversity, Equity, Inclusion, Social Justice
3
ENG 303: Introduction to Literary Analysis
3
ENG 305: Poetry Workshop
3
EDI 430: Education and Society
3
EDI 459: Adolescence Development & Learning
3
EDI 331: Adolescence Classroom Management
1
Total
16
Spring Semester
Course
Credits
ENG 328-347, 359, 380-394: American Literature
3
ENG 304, 306: Fiction Workshop OR Nonfiction Workshop
3
Major Elective
3
EDI 409: Teaching Students with Special Needs Across the Curriculum
3
Total
12
Third Year
Fall Semester
Course
Credits
ENG 495: Writers Craft
3
ENG 478: History of English
3
ENG 491-3: Advanced Workshop
3
EDI 431: Teaching Literacy in Middle & High School Content Areas
3
EDI 445: Inclusive Middle Level Teaching in English
3
PRO 430: Adolescence Field Experience
1
Total
16
Spring Semester
Course
Credits
ENG 397: Young Adult Literature
3
ENG 308, 321-27, 370-78: British Literature
3
EDI 432: Teaching Literacy in Middle/High School Content Area II
3
EDI 465: Methods of Teaching Secondary English
3
PRO 431: EHD Adolescence Field Experience 2
1
Major Elective
3
Total
16
Fourth Year
Fall Semester
Course
Credits
EDI 471
3
General Elective
3
General Elective
3
General Elective
3
General Elective
3
Total
15
Spring Semester
Course
Credits
PRO 433: Practicum in Adolescence Inclusive Education
9
EDI 464 Seminar in Adolescence Inclusive Education
3
Total
12
English Literature Concentration
First Year
Fall Semester
Course
Credits
ENG 112 Composition
3
Gen Ed: Math 112
3
Foreign Language 111
3
Gen Ed: Fine Arts
3
World History and Global Awareness
3
Gen Ed: Academic Planning Seminar
1
Total
16
Spring Semester
Course
Credits
ENG 223: Modern World Literature (Humanities)
3
US History and Civic Engagement
3
Gen Ed: Natural Science
4
Gen Ed: Social Science
3
Foreign Language 112
3
Total
16
Second Year
Fall Semester
Course
Credits
Gen Ed: Diversity, Equity, Inclusion, Social Justice
3
ENG 303: Introduction to Literary Analysis
3
ENG 323-24: Shakespeare
3
Elective
3
EDI 459: Adolescence Development & Learning
3
EDI 331: Adolescence Classroom Management
1
Total
16
Spring Semester
Course
Credits
ENG 308: British Literature Before1800
3
ENG 380-84: American Literature Before 1900
3
ENG 200+: Major Elective
3
EDI 409: Teaching Students with Special Needs Across the Curriculum
3
EDI 431: Teaching Literacy in Middle & High School Content Areas I
3
Total
15
Third Year
Fall Semester
Course
Credits
ENG 321-22, 376, 378: British Literature after 1800
3
ENG 478: History of English
3
ENG 320, 360-69: World Literature
3
EDI 432: Teaching Literacy in Middle & High School Content Areas II
3
EDI 445: Inclusive Middle Level Teaching in English
3
PRO 430: Adolescence Field Experience
1
Total
16
Spring Semester
Course
Credits
ENG 401-71: Seminar (American Literature after 1900)
3
ENG 397: Young Adult Literature
3
EDI 430: Education and Society
3
EDI 465: Methods of Teaching Secondary English
3
PRO 431: EHD Adolescence Field Experience 2
1
Elective
3
Total
16
Fourth Year
Fall Semester
Course
Credits
ENG 401-471: Seminar
3
EDI 471
3
Major Elective
3
Major Elective
3
General Elective
3
PRO 432: Adolescence Field Experience 3
1
Total
16
Spring Semester
Course
Credits
PRO 433: Practicum in Adolescence Inclusive Education
9
EDI 464 Seminar in Adolescence Inclusive Education
3
Total |
academics | english | https://www2.brockport.edu/academics/english/awards/ | Department Scholar Award
- The department’s highest award for overall scholarly achievement, presented at spring honors ceremony.
- Eligibility: English major with English GPA of 3.67 or higher.
- Selected by English department faculty vote.
- Variable monetary award.
Morgan Award
- Established in 1962, in memory of Dr. Warren M. Morgan, professor of English 1942-62.
- The department’s second award for overall scholarly achievement.
- Eligibility: English major with English GPA of 3.67 or higher.
- Selected by English department faculty vote.
- Variable monetary award.
Ingersoll Award
- Established in 2000 by Mary and Earl Ingersoll, in memory of Rose and Earl Ingersoll.
- Preference to first-generation English majors with demonstrated financial need.
- Eligibility: Junior English major, 3.25 GPA; self-nominated or nominated by English faculty.
- Variable monetary award.
Boutet Award
- Established in 2010 by Mike and Katie Andriatch in memory of Harry B. Boutet.
- Awarded to a junior or senior who demonstrates leadership, moral character, and a concern for the value of grammar in communication.
- Student application, including 1,000-word essay, judged by departmental committee.
- Award to an English major in even-numbered years, to a Communications major in odd-numbered years.
- See the Brockport Foundation Scholarships page for monetary award information.
Writing Awards
Blaine M. De Lancey Award
- Established in 1981 by Floy Winks De Lancey in memory of Dr. Blaine De Lancey, professor of English 1934-1967.
- Awarded for an outstanding essay by an undergraduate or graduate student in English.
- Students submit essays: winner selected by departmental committee.
- Variable monetary award.
Cal Rich Poetry Award
- Established in 1989 in memory of Calvin Rich, professor of English 1969-1995.
- For poetic excellence, maximum of 2 awards (one for structured, one for free-form poetry).
- Eligibility: graduate or undergraduate English major with a 3.0 (grad) or 2.0 (undergrad) GPA.
- Variable monetary award.
Maggie Fox Poetry Award
- Established in 2009 by Dr. P. Michael Fox in memory of Maggie Morgan Fox.
- For creativity in the writing of poetry.
- Eligibility: graduate or undergraduate English major.
- See the Brockport Foundation Scholarships page for monetary award information.
Graduate Student Awards
Maxwell Award
- Established in 2005 by alumnus Richard Maxwell.
- Recognizes outstanding achievement by a married graduate student, male or female, pursuing an MA in English.
- See the Brockport Foundation Scholarships page for monetary award information.
Heyen Graduate Scholarship in Creative Writing
- Established in 2010 by Hannelore Heyen and William Heyen, Professor of English and Poet in Resident Emeritus.
- Awarded to students applying to the MA in Creative Writing, selected by the English department graduate committee.
- See the Brockport Foundation Scholarships page for monetary award information.
Scholarship applications and deadline information can be found online through the Brockport Foundation Scholarships page. |
academics | english | https://www2.brockport.edu/academics/english/career-in-law/ | “The study of English literature, especially lyric poetry, is the best preparation for the law. […] That training helped me later, when trying to decipher law statutes.”
Supreme Court Justice John Paul Stevens
The Pre-Law Major is a rare thing on college campuses, in part because law schools don’t want them. They want their applicants to have academic majors, and of those majors, English has long been one of the best and most popular for those applying to law school. Brockport English majors have been admitted to Georgetown Law, University of Virginia School of Law, Florida State University College of Law, NYU Law, University at Buffalo School of Law, and Albany Law School, among others.
According to the College of Law at Michigan State University,
Preparation for legal education should include substantial experience at close reading and critical analysis of complex textual material, for much of what you will do as a law student and lawyer involves careful reading and comprehension of judicial opinions, statues, documents, and other written materials. […] Law school should not be the first time that you are rigorously engaged in the enterprise of carefully reading and understanding, and critically analyzing, complex written material of substantial length.
Courses in English not only immerse you in great stories and great poetry; they also are the places in which students develop the capacity to read and analyze texts of significant complexity and sophistication, many of which deal directly with matters of law. These very skills are tested on the LSAT.
English courses are also the only places on campus in which you will learn the kind of grammatical analysis that will make learning legal writing easier. Some English courses (such as History of English) in fact include units on legal writing and legal language; others deal directly with the history of criminal law and problems of law and constitutional history. The skills doing library research you’ll acquire as an English major are also indispensable for those pursuing a law degree, and will give you credentials that may be lacking in your competitors for law school placement and employment in the legal field.
Interested in applying to law school after graduation? Be sure you become acquainted with Brockport’s Pre-Law Program; though it’s not an academic major, it keeps students informed about law-related events on campus and offers advisement to those applying to law school.
The Department of English also offers more personalized help to English majors intending to apply to law school. Our in-house pre-law advisor, Professor Stefan Jurasinski, will be happy to assist you with choosing appropriate courses in the major, deciding where to apply for law school, and writing parts of the application such as your personal statement. In addition, all of our faculty have had success helping their students be admitted to law school and will be eager to help you. |
academics | english | https://www2.brockport.edu/academics/english/career-preparation/ | The EOP Program at SUNY Brockport is committed to assisting students who wish to continue their education beyond the undergraduate level.
First Year
Evaluate your interests and strengths and discover the career paths for English majors.
Exploring a Career
TAKE A CAREER INTEREST SURVEY
Visit our Career Services website to take a career interest survey and discuss the results with an advisor.
ATTEND THE PART-TIME JOB FESTIVAL (FALL)
CAREER WORKSHOP
Attend the Careers for the Common Good workshop held during the fall semester.
ATTEND RESEARCH & INTERNSHIP DAY
Learn about English majors’ range of internships and research opportunities through Summer Undergraduate Research Program held during the fall semester.
ATTEND MAJOR/MINOR FAIR
JOIN EAGLE CONNECT
Eagle Connect is a Career Resource portal offered by SUNY Brockport.
ORDER BUSINESS CARDS FROM CAREER SERVICES
Have your name, major, and class year added to your business card and use them when you meet someone with an interesting job.
EARN GOOD GRADES & FIND MENTORS
Consider joining English Club, submitting a piece to the literary magazine Jigsaw or writing for the Stylus.
Second Year
Develop a professional approach, gain the right tools and learn more about career options for English majors.
Choosing a Direction
ATTEND CAREER EVENTS
- Part-time Job Festival
- Careers for the Common Good
- Jobs and Internships Fair (spring semester)
- Greater Rochester Teacher Recruitment Day (spring semester)
- Career Workshops
DO AN INFORMATIONAL INTERVIEWING WITH THREE PEOPLE & ASK TO JOB-SHADOW ONE OF THEM
DEVELOP A RÉSUMÉ & HAVE CAREER SERVICES REVIEW IT
VOLUNTEER WITH THE OFFICE OF COMMUNITY DEVELOPMENT
TAKE A PROFESSIONAL WRITING OR CAREER PREPARATION FOR ENGLISH MAJORS COURSE
ROUND OUT YOUR EXPERIENCES
- Think about studying abroad
- Choose an unusual minor
- Aim for a volunteer service award through the Office of Community Development
- Attend Scholars Day and Writers Forum reading
- Apply for the Washington, DC internship semester, the New York City alumni trip, or the Summer Undergraduate Research Program (SURP)
APPLY FOR SCHOLARSHIPS
Third Year
Build a professional profile with career credentials, internship experience, and interesting experiences.
Developing Credentials
POSSIBLE FIRST/SECOND INTERNSHIP
CONTINUE TO ATTEND CAREER WORKSHOPS
GET A PROFESSIONAL PHOTO
The Job Fair offers professional photos for students that attend. use your professional photo to create a profile on LinkedIn.
TAKE A PROFESSIONAL WRITING OR CAREER PREPARATION FOR ENGLISH MAJORS COURSE
LEVERAGE YOUR COURSEWORK
Present your work at Scholars Day, NCUR or SURC, cultivate a mentor relationship; keep your grades up; publish in the Stylus or Jigsaw; apply for scholarships.
RESEARCH GRAD SCHOOLS
Take qualifying exams (e.g. LSAT, GRE), gather letters of recommendation, craft personal statement and review with an advisor.
DEVELOP AN “ELEVATOR PITCH”
Develop an elevator pitch about who you are, what skills you have, and what you want to do with them.
Fourth Year
Get Ready for launch! Polish and refine job materials, practice professional networking and interviewing skills.
Articulate & Target
COMPLETE A FIRST OR SECOND INTERNSHIP OR DO STUDENT TEACHING
PRESENT AT RESEARCH & INTERNSHIP DAY
CONTINUE RESEARCH FOR GRAD SCHOOLS
Re-take you qualifying exams, gather letters of recommendation, craft personal statement, and review with an advisor.
CONTINUE ATTENDING CAREER WORKSHOPS
UPDATE, SCRUB & ALIGN ALL YOUR SOCIAL MEDIA ACCOUNTS
Get a professional photo taken ad the Job fair if you have not yet done so.
VISIT CAREER SERVICES EXPRESS DESK
The Express Desk will help with résumés and cover letters. Send out your applications.
TAKE A CAPSTONE COURSE
Also consider taking Career Prep for English Majors or Professional Writing.
ASSEMBLE AN INTERVIEW OUTFIT
If you do not have the necessary clothes, visit the Professional Clothes Closet in Career Services. |
academics | english | https://www2.brockport.edu/academics/english/careers/ | Everyone knows that English majors can become teachers, but what if you love reading and writing—and don’t want to teach?
Many, if not most, English majors go on to careers outside the classroom. Some of those careers may be associated with education in other ways, and many may be apparently completely different: law, medicine, journalism, editing, not-for-profit, business, and more.
An English degree not only familiarizes you with Shakespeare, Woolf, Morrison, Tolstoy, Chaucer, Whitman, and other great authors, genres, and critical theories; the study of literature and creative writing also develops valuable skills such as critical thinking, creative problem solving, written and oral communication, research methods, and attention to detail.
More on the importance of these skills in the marketplace:
Matt Asay, “Why Every Tech Company Needs an English Major”
Vivian Giang, “Logitech CEO: ‘I Love Hiring English Majors’”
Bruna Martinuzzi, “Why English Majors Are the Hot New Hires”
Steve Strauss, “Why I Hire English Majors”
Before you leave Brockport, you can get a head start on a career through an internship. Recent English majors have done internships for college credit at the Democrat and Chronicle, Writers and Books, Boa Editions, After Image, The Post-Standard, Planned Parenthood, Drake Memorial Library, Stephens Media Group, the Orleans-Niagara Board of Cooperative Educational Services, the Livingston County News, Eye Care of Central New York, and Hostelling International, among many others. The opportunities are broad. For more information, talk to your advisor and visit the Career Services office in Rakov. |
academics | english | https://www2.brockport.edu/academics/english/composition/ | You already know how to write well; otherwise, you would not have been admitted to Brockport. You will take a college composition course here in order to develop the advanced skills needed to thrive in the academic community.
To become a successful scholar, you must learn to question your own reasoning strategies as well as those of others. This kind of critical thinking is enhanced by writing, which is a discipline that forces one to think with precision.
Effective writing is a sweaty, messy process, full of false starts, reversals, and thrilling surges forward. Good writers continually revise their work to clarify their meaning for themselves and their readers. This concern for audience suggests that writing is an inherently social endeavor, which is why you will engage in research.
A composition course is eminently useful. Its focus is not on the accrual of knowledge but on the crafting of skills. Think of your composition class as an academic “boot camp” where you start to develop muscles that you’ll use throughout your college career.
The composition program at Brockport consists of two classes:
- ENG 102 provides foundational skills in expository writing and intensive work on the production of standard, written English.
- ENG 112 focuses on the writing process, argumentative writing, and research. This course meets one of the general education requirements at the University.
Based on test scores and high school grades, students are placed into one of these classes. In rare cases, the composition requirement is waived.
University Attendance Policy
Your composition course will be conducted like a writing workshop. Because peer revision experiences and other group activities cannot be replicated outside the classroom, much of the work done in class cannot be “made up.”
The University’s Attendance Policy can be found on the University-wide policy page.
Departmental Policies
All departmental policies operate in accordance with their respective overarching University-wide policy. All University-wide policies can be found on the main University-wide policy wepbage. |
academics | english | https://www2.brockport.edu/academics/english/composition/composition-academic-honesty/ | Academic honesty is essential for all members of a college community as they engage in intellectual inquiry together and write about the results of their research and thinking.
It is always assumed by your professors that the papers you produce and the projects you complete are yours alone. If you have had assistance with your written work, or have referred to outside sources for ideas for a paper or project, you must give these sources full credit for their contributions to your finished work. Crediting your use of outside sources both establishes your own intellectual honesty and makes clear which ideas in your papers are your own original ideas.
Because the college community cannot function as a respected institution for teaching and inquiry if academic honesty is not maintained, the punishments for academic dishonesty are severe. TheUniversity maintains a comprehensive policy on academic dishonesty. Your instructor will provide information on the course syllabus regarding the plagiarism policy in your specific composition course. This departmental plagiarism policy is in effect along with the broader SUNY Brockport policy on academic dishonesty. |
academics | english | https://www2.brockport.edu/academics/english/composition/composition-grades/ | C or Better Required
Students must complete ENG 102 with a grade of C or higher in order to move on to ENG 112. In order to fulfill the general education composition requirement, students must complete ENG 112 with a grade of C or higher.
In order to do so, it is expected that students
- attend regularly and are prepared for classes
- participate actively and regularly in the writing process, which includes prewriting, drafting, revising, editing and proofreading activities.
- meet course deadlines for completing stages of the writing process as well as those for submitting essays and other assignments.
By the end of the course, students will
- tighten control of the thesis and develop/defend it in expository essays,
- write C-level essays without continuing instructor intervention,
- in ENG 112, use and successfully document secondary sources, and
- demonstrate control over most elements of Standard Written English.
General Standards for Grades
Students are often surprised to find that grading practices in college differ from those in high school. It is not unusual for them to tell their instructors: “But I always got A’s in English!” While your instructors will provide you with their own formulas for calculating grades, the following Standards for Grading generally characterize the kinds of skills, work habits, and attitudes that constitute particular grades.
A and A-
These grades refer to work that is:
- consistently superior and includes serious revision of drafted materials, clear expression of original ideas, sophisticated analysis of texts, and the use of highly relevant details and examples to support points.
- grammatically correct and written using a strong voice and vivid language. Papers exhibit careful attention to editing and proofreading.
Students earning these grades invariably have excellent attendance and participation records, and are consistently prepared for class. They complete necessary preliminary assignments and bring appropriate materials to each class session.
B+, B, and B-
These grades refer to work that is:
- above average and includes successful revision of drafted materials. This writing consistently focuses on a central topic and progresses logically. It displays in-depth analysis of texts and ideas, and employs numerous details to support points.
- written with few grammatical or mechanical errors.
Students earning these grades typically have very good attendance and participation records and are generally well-prepared for class. They complete necessary preliminary assignments and bring appropriate materials to each class session.
C+ and C
These grades refer to work that is:
- competent and appropriate for the college level but is not exceptional or noteworthy. The writer is able to stay focused on a thesis and understands how to formulate an idea, organize supporting material and present a logical argument. Sufficient revision is evident. The work may need further focus and refinement. Details are generally clear but predictable or may need further explanation.
- free from serious grammatical errors or usage problems. Although there are some errors, they are sporadic and infrequent.
Students earning these grades tend to attend class regularly and participate in class discussions. They almost always complete necessary preliminary assignments and bring appropriate materials to each class session.
C- and D+
These grades refer to work that:
- does not quite meet standards expected at the college level. Writing may be vague and lack a clear, controlling thesis. Details are inadequately explained and may seem irrelevant. Attempts at revision are few or unsuccessful.
- is characterized by frequent errors in syntax, grammar, and punctuation that interfere with the clear communication of ideas.
Students earning grades of C- and D+ often find that attendance problems and failing to come to class adequately prepared have had a negative impact on their writing development.
D and D-
These grades refer to work that is:
- clearly below the standard college level. Students often have trouble articulating a thesis and developing ideas in detail. Attempts at revision are inadequate.
- filled with basic errors in grammar, sentence structure, usage, and even spelling.
Students earning these grades typically attend class sporadically and are frequently unprepared when they do attend.
E
This grade refers to work that:
- develops no clear thesis and shows little to no evidence of revision.
- is filled with consistently distracting errors.
Students earning this grade often have significant attendance problems and may participate hardly at all when they do come to class. |
academics | english | https://www2.brockport.edu/academics/english/composition/composition-withdrawl/ | College Composition (ENG 112), completed with a grade of C or better, is required for graduation from SUNY Brockport. Therefore students should not drop or withdraw from the course except under highly unusual circumstances.
Students may drop a course during the first four weeks of a semester, withdraw during weeks five through ten, and—under extraordinary circumstances—request a late withdrawal during the remainder of the semester. Late withdrawals are very rarely granted.
- Weeks 1-4 drop
- Weeks 5-10 withdraw
- Weeks 11-15 late withdrawal
If a student drops during the first four weeks, the course is completely removed from the academic record. However, if a student withdraws, the course will appear on the transcript as a “W” grade. Students may not drop or withdraw without obtaining the permission and signature of the Composition Coordinator. If you wish to make such a request, see Mr. Robert Baker in 233 Liberal Arts Building.
Students seeking to withdraw from a course after the tenth week in the semester must fill out a Late Withdrawal form documenting extraordinary circumstances. These are likely to be denied unless the reasons are clearly significant and verifiable or are supported by an objective source. Documentation from a health care or other such professional attesting to illness or inability to complete course requirements must accompany such requests.
Students allowed to withdraw are charged $20, and they are responsible for submitting the withdrawal form to the registrar.
For more information, please consult the University’s policy for Adding, Dropping, and Withdrawing Courses. |
academics | english | https://www2.brockport.edu/academics/english/composition/english-102/ | Course Description
ENG 102 Fundamentals of College Compostion. For students who need practice in expository writing skills. Provides intesive work in writing standard, edited English as preparation for entering ENG 112.
Objective 1
Students will become comfortable using a process approach to writing college papers.
Invention
Students will use prewriting strategies such as brainstorming, clustering, free-writing, and journalistic questions to generate ideas, topics, and information.
Drafting
When producing preliminary drafts both in and out of class, students will be able to
- identify a purpose (e.g., expressive, expository, persuasive) for writing;
- generate clear and limited thesis statements;
- generate supporting details by elaborating on ideas identified in prewriting;
- identify relationships among ideas and supporting details;
- develop a working plan to organize their materials; and
- write introductions and conclusions.
Revision
In response to peer and instructor feedback, students will be able to evaluate and revise their drafts in order to ensure that they have
- developed a clear, narrowly defined thesis;
- employed enough specific details to support general impressions (for descriptions) and main ideas (for exposition); and
- ordered their ideas in a logical, functional manner;
Editing
Through focused proofreading, students will correct errors of grammar, usage, and mechanics so that their papers adhere to the conventions of standard, written English. (see Objective 2).
Objective 2
Students will accurately employ the conventions of standard, written English.
Students will:
- identify most of the grammar, usage, and mechanical errors in their own papers;
- accurately correct errors such as comma splices, fused sentences, fragments, misplaced modifiers, faulty parallelism, and problems with agreement, punctuation, and spelling; and
- rewrite sentences that lack clarity or are wordy.
Objective 3
Students will read college-level texts critically
Students will be able to:
- summarize and paraphrase passages from an assigned text and
- provide critical commentary and analysis for an assigned text
Objective 4
Students will accurately assess the social context in which they write.
Students will:
- identify the audience in each writing situation;
- be sensitive to ways in which the audience’s attitudes, beliefs, and values are formed by the social environment;
- employ particular strategies to communicate with their intended audience; and
- develop awareness of how their own beliefs and ideas are formed by social context. |
academics | english | https://www2.brockport.edu/academics/english/composition/english-112/ | Course Description
ENG 112 College Composition. Develops skills in composition, critical inquiry, and information literacy. Students generate, revise, and edit several essays with special attention to the writing process. Includes an argumentative research paper that incorporates critical analysis of various sources and the use of proper documentation.
Objective 1
Students will become adept at using a process approach when writing college papers.
Invention
Students will use prewriting strategies such as brainstorming, clustering, free-writing, and journalistic questions to generate ideas, topics, and information.
Drafting
When producing preliminary drafts both in and out of class, students will be able to
- identify a purpose (e.g., expressive, expository, persuasive) for writing;
- generate clear and limited thesis statements;
- generate supporting details by elaborating on ideas identified in prewriting;
- identify relationships among ideas and supporting details;
- develop a working plan to organize their materials; and
- write introductions and conclusions.
Revision
In response to peer and instructor feedback, students will be able to evaluate and revise their drafts in order to ensure that they have
- developed a clear, narrowly defined thesis;
- employed enough specific details to support general impressions (for descriptions), main ideas (for exposition), and assertions (for arguments);
- ordered their ideas in a logical, functional manner;
- used various rhetorical strategies (e.g., logical, emotional, and ethical appeals) in an effective way.
Editing
Through focused proofreading, students will
- employ effective transitions and connectives between sentences, within paragraphs, and between paragraphs;
- choose words that are appropriate for the audience and purpose of the essay;
- correct grammar errors such as run-on sentences, comma splices, fragments, misplaced modifiers, faulty parallelism, and lack of agreement,
- punctuate, capitalize, and spell properly
- rewrite sentences in a fluent, mature style with obvious attention to diction, helpful and varied sentence structure, and the elimination of wordiness.
Consultation
To find help for their writing problems, students will consult, as appropriate,
- textbooks, handbooks and reference books,
- instructors,
- supplemental instructors
- peers,
- the Student Learning Center (SLC),
- computer software.
Objective 2
Students will read college-level texts critically
Students will be able to:
- summarize and paraphrase passages from an assigned text
- provide critical commentary and analysis for an assigned text
Objective 3
Students will accurately assess the social context in which they write.
Students will:
- identify the audience in each writing situation
- be sensitive to ways in which the audience’s attitudes, beliefs, and values are formed by the social environment
- employ particular strategies to communicate with their intended audience
- develop awareness of how their own beliefs and ideas are formed by social context.
Objective 4
Students will effectively employ various rhetorical strategies when writing persuasive essays.
In order to achieve this objective, students will:
- become familiar with basic concepts of rhetoric and persuasion
- read and discuss essays that model good argumentative writing. These will be both professional essays and student essays.
- practice different rhetorical strategies in their informal and formal writing
Objective 5
Students will develop the information literacy and research skills necessary to succeed in college.
Through in-class lectures and discussions, as well as instructional sessions in the library, students will
- Understand the purpose of research
- Use library resources, both print and electronic
- Access electronic databases and scholarly online information by constructing effective search statements and terms
- Evaluate electronic resources for credibility and value
- Effectively integrate secondary sources into their own essays
- Avoid plagiarism, understanding how to properly summarize, paraphrase, and quote sources
- Create properly formatted citations and a Works Cited page
Objective 6
Students will become autonomous writers, demonstrating a growing independence from the instructor’s guidance.
Students will be able to write one or more acceptable essays prior to any formal response by an instructor. |
academics | english | https://www2.brockport.edu/academics/english/creative-writing-certificate/ | What You’ll Learn
The 15-credit Graduate Certificate in Creative Writing allows writers of poetry, fiction and creative non-fiction the opportunity to practice and hone their craft without committing to a full master’s program.
Like a “minor” on the graduate level, it may be taken by students who are pursuing graduate studies in other areas, or by students who wish to explore their interest and aptitude for further work or study in creative writing.
Curriculum
Delivery Mode:
- 100% Online
The 15-credit certificate in creative writing is open to both matriculated and non-matriculated students, but all students must be formally admitted.
Courses taken in the certificate program would also apply towards the MA in English. For instance, a student who has completed the certificate would be welcome to apply to the MA program in creative writing, and if accepted could finish that degree in a year. In another case, a student might work towards an MA in English with the emphasis in literature, to be accompanied by the certificate in creative writing.Curriculum & Learning Outcomes
Career Outlook
Creative writing is a skill to have in a variety of careers, including:
- Teaching at all educational levels from elementary school to college
- Academic administration
- Law
- Sales and management
- Library and Information Technology Services
- Communications
- Technical writing
-
Application Process
All applicants must complete the multi-step process managed by the Center for Graduate Studies.
- Determine your applicant type
- Submit application
- Request all official transcripts
- Review and submit required application materials through the Application Status Portal
- International applicants must also submit international materials
-
Deadlines
Fall semester: April 15
Spring semester: November 15
Complete applications received after the published deadline are welcome and will be reviewed on a space-available basis.
-
A National Treasure
Take part in in small workshops and meet distinguished writers through The Writers Forum. This visiting writer’s series offers workshops that are both constructive and intense.
The Writers Forum has received grants from the National Endowment for the Arts and the Witter Bynner Foundation.
-
Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships.
What’s Next?
Stay Informed
Receive emails about Graduate news and upcoming events.Sign Up
Program Contact
Dr. Sharon Lubkemann Allen
(585) 395-5828
Start Your Application
Complete our multi-part application with the Center for Graduate Studies.Apply Now |
academics | english | https://www2.brockport.edu/academics/english/directory/ | -
Sharon Lubkemann Allen, Ph.D
(She/Her/Hers)
- Professor of Comparative Literature & Director of Graduate Studies
- (585) 395-5828
slallen@brockport.edu
Office: Liberal Arts 244
-
Robert Baker
- Composition Coordinator
- (585) 395-5234
rbaker@brockport.edu
Office: Liberal Arts 233
Ralph Black, Ph.D
- Professor Emeritus
- (585) 395-5701
rwblack@brockport.edu
Office: Liberal Arts 248
-
Miriam Elizabeth Burstein, Ph.D
- Professor and Chair
- (585) 395-5827
mburstei@brockport.edu
Office: Liberal Arts 227
-
Austin Busch, Ph.D
- Professor, English and Director, Honors College
- (585) 395-5396
abusch@brockport.edu
Office: Liberal Arts 243
-
Ms. Sarah M. Cedeño, MFA
(she/her)
- Lecturer
- (585) 395-5922
scedeno@brockport.edu
Office: Liberal Arts 247
-
Michael S Chojnowski
- Lecturer
- (585) 395-5986
mchojnow@brockport.edu
Office: Liberal Arts 236
Denise M. Craft
- Lecturer
- (585) 395-5921
dcraft@brockport.edu
Office: Liberal Arts 219
Stephen Fellner, Ph.D
- Professor
- (585) 395-5040
sfellner@brockport.edu
Office: Liberal Arts 213
T. Gregory Garvey, Ph.D
- Professor
- (585) 395-5487
tgarvey@brockport.edu
Office: Liberal Arts 252
-
Jennifer Haytock, Ph.D
(she/her/hers)
- Professor and Interim Associate Dean, Chancellor’s Award Recipient for Scholarship
- (585) 395-5832
jhaytock@brockport.edu
Office: Liberal Arts 149B
Janie Hinds, Ph.D
- Professor Emerita (English), Director (Liberal Studies), Chancellor Award Recipient for Faculty Service
- (585) 395-5712
jhinds@brockport.edu
Office: Liberal Arts 247
Stefan Jurasinski, Ph.D
- Professor
- (585) 395-5714
sjurasin@brockport.edu
Office: Liberal Arts 218
Alissa G. Karl, Ph.D
- Associate Professor
- (585) 395-2342
akarl@brockport.edu
Office: Liberal Arts 237
-
Alicia L. Kerfoot, Ph.D
(She/Her/Hers)
- Associate Professor
- (585) 395-5837
akerfoot@brockport.edu
Office: Liberal Arts 214
-
Milo Obourn, Ph.D
- Professor and Chair (Women & Gender Studies), Professor (English), Committee Member (President’s Council on Diversity & Inclusion)
- (585) 395-2034
mobourn@brockport.edu
Office: Liberal Arts 118
-
Jules Oyer
- Lecturer
- (585) 395-5830
joyer@brockport.edu
Office: Liberal Arts 249
-
Anne Panning, Ph.D
- Professor + Co-Director, Writers Forum
- (585) 395-5933
apanning@brockport.edu
Office: Liberal Arts 250
Sandra Parker
- Lecturer
- (585) 395-5833
sjparker@brockport.edu
Office: Liberal Arts 235
Kimberly Price
- Administrative Assistant 1
- (585) 395-2503
kprice@brockport.edu
Office: Liberal Arts 230
-
Kristen Proehl, Ph.D
(She/Her/Hers)
- Associate Professor
- (585) 395-2476
kproehl@brockport.edu
Office: Liberal Arts 217
Sidney Rosenzweig, Ph.D
- Lecturer
- (585) 395-5052
srosenzw@brockport.edu
Office: Liberal Arts 246
Michael D Slater, Ph.D
- Associate Professor Dir of Integrative and Liberal Studies
- (585) 395-5931
mslater@brockport.edu
Office: Liberal Arts 222
-
Carter Soles, Ph.D
- Associate Professor
- (585) 395-5825
csoles@brockport.edu
Office: Liberal Arts 224
-
James Whorton Jr
- Professor and Director of the Brockport Writers Forum
- (585) 395-5794
jwhorton@brockport.edu
Office: Liberal Arts 252
-
Phil Young, Ph.D
- Adjunct Lecturer
- (585) 395-2750
pyoung@brockport.edu
Office: Liberal Arts 226 |
academics | english | https://www2.brockport.edu/academics/english/major-minor/ | What You’ll Learn
The study of English expands your imagination and builds verbal and written communication skills. Explore literature from Shakespeare to Science Fiction, Toni Morrison to Ovid. Learn how to analyze the written word. Deploy the English language with increasing precision and power in expository and creative formats. The path you choose can lead to an advanced degree or career. Many graduates become teachers, lawyers, social workers, business leaders, professional writers or editors.
What better way to learn than from the masters themselves? Leading contemporary writers visit campus for our critically acclaimed Writers Forum.
-
Curriculum
A skills-based curriculum gives you ample opportunity to explore your own interests. We offer courses on a range of topics in English, American, and World literature. There are also courses that focus on film.
Recent classes offered include: Shakespeare’s Histories and Tragedies, Contemporary European Literature, Young Adult Literature, Nobel Laureates, Black Poets, and Film Noir.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
Study AbroadSpend a semester at Oxford as a Brockport Oxford Scholar.
-
Career Outlook
The English degree is ideal for many pursuing teaching certification, but the skills in critical thinking, analytical problem solving, and expository writing that the English degree offers can set ambitious students apart from their peers, especially when they combine the major with an internship or a secondary major. Graduates have gone on to careers in government, business, the arts, service, and much more. They have also pursued master’s programs.
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
“With a fantastic faculty of professors (especially Dr. Elizabeth Whittingham), Brockport’s English department quickly turned my writing from non sequitur rambling into concise and poignant arguments. Brockport excels at plugging you into applicable fields of study and work to make your education work for you.” Kent Lester ’13 |
academics | english | https://www2.brockport.edu/academics/english/major-minor/career-pathways/ | Evaluate your interests and strengths,and discover the career paths for English majors.
- Take a Career Interest Survey and discuss the results with an advisor
- Attend Part-Time Job Festival (FALL)
- Career Workshop Careers for the Common Good (FALL)
- Attend Research and Internship Day (FALL):
- Learn about English majors’ range of internships and research opportunities through Summer Undergraduate Research Program
- Attend Major/Minor Fair (FALL)
- Join Eagle Connect: Career Resource portal
- Order Business Cards from Career Services with name, major, class year; use them when you meet someone with an interesting job
- Earn Good Grades and Find Mentors
- Consider joining English Club, submitting a piece to the literary magazine Jigsaw, or writing for The Stylus
Develop a professional approach, gain the right tools and learn more about career options for English majors.
- Attend Career Events: Part-Time Job Festival Careers for the Common Good, Jobs and Internships Fair (Spring), Greater Rochester Teacher Recruitment Day (Spring) and/ or a Career Workshop
- Careers for the Common Good (FALL)
- Jobs and Internships Fair (SPRING)
- Greater Rochester Teacher Recruitment (SPRING)
- Do Informational Interviewing with Three People and Ask to Job-shadow One of Them
- Develop a Résumé and Have Career Services Review it or Volunteer with the Office of Community Development
- Take a Professional Writing or Career Prep for English Majors Course
- Round out your Experiences: Think about study abroad; choose an unusual minor; aim for a volunteer service award through Office for Community Development; attend Scholars Day and Writers Forum reading; apply for the Washington, DC internship semester, the NYC alumni trip, or the Summer Undergraduate Research Program (SURP)
- Apply for Scholarships
Build a professional profile with career credentials, internship experience, and interesting experiences.
- Possible First/Second Internship (perhaps during the semester, summer, or study abroad); teaching observation
- Attend a Career Workshop: Careers for the Common Good, Jobs and Internships Fair (Spring), Greater Rochester Teacher Recruitment Day (Spring) and/or a Career Workshop
- At Job Fair, Get a Professional Photo taken and use it to create a Linked In account
- *Transfers and New Majors: take Career Interest survey, get business cards, join Eagle Connect, develop a résumé
- Take a Professional Writing or Career Prep for English Majors Course
- Leverage Your Coursework: present at Scholars Day, NCUR or SURC; cultivate a mentor relationship; keep your grades up; publish in the Stylus or Jigsaw; apply for scholarships
- Research Grad Schools, take qualifying exams (e.g., LSAT, GRE), gather letters of recommendation, craft personal statement and review with advisor
- Develop an “Elevator pitch” about who you are, what skills you have, and what you want to do with them
Get ready for launch! Polish and refine job materials, practice professional networking and interviewing skills.
- Complete a First or Second Internship or do student teaching
- Present at Research and Internship Day or NCUR or SURC
- Continue to research Grad Schools, Re-take Qualifying Exams (e.g., LSAT, GRE), gather letters of recommendation, craft personal statement and review with advisor
- Attend a Career Workshop: Part-Time Job Festival (Early Fall) Careers for the Common Good (Fall), Jobs and Internships Fair (Spring), Greater Rochester Teacher Recruitment Day (Spring)
- Update, Scrub, and Align all Your Social Media accounts; get a professional photo taken at the Job Fair for your Linked In account
- Visit Career Services Express Desk for Résumé and cover letter advice; send out applications.
- Take Career Prep for English Majors or Professional Writing Course, Capstone Course (472)
- Assemble an Interview Outfit visit the Professional Clothing Closet in Career Services if you need pieces
- Hone Your “Elevator Pitch”
- Schedule a Mock Interview |
academics | english | https://www2.brockport.edu/academics/english/major-minor/sample-four-year-degree-plan/ | Fall Semester
Spring Semester
English majors wishing to complete the Bachelor of Arts degree may take a second semester of a foreign language and 90 total hours of liberal arts (coded A) courses.
English majors may find their program of study enhanced by the addition of a minor or second major. Complementary disciplines include:
African and African-American Studies
Anthropology
Communication
Film Studies
History
Journalism and Broadcasting
Philosophy
Political Science
Public History and Museum Studies
Religion and Culture
Sociology
Women and Gender Studies |
academics | english | https://www2.brockport.edu/academics/english/masters/ | What You’ll Learn
English is a diverse and ever-changing discipline. Explore either literature or creative writing in our program.
The MA in English Literature provides an opportunity for deep analysis of literary texts. The program emphasizes advanced critical and theoretical approaches. The MA in Creative writing is for poetry, fiction, and creative non-fiction writers. The program allows you to hone your craft, while reading intensively.
Curriculum
Delivery Mode:
- 100% Online
Gain practical experience and a degree. Choose from a literature or creative writing concentration. Students complete either degree option in a 36-credit program.Curriculum & Learning Outcomes
-
Application Process
All applicants must complete the multi-step process managed by the Center for Graduate Studies.
- Determine your applicant type
- Submit application
- Request all official transcripts
- Review and submit required application materials through the Application Status Portal
- International applicants must also submit international materials
-
Best Consideration Dates
Fall Semester: April 15
Spring Semester: November 15
Complete applications received after the published dates are welcome and will be reviewed on a space-available basis.
-
Career Outlook
Graduates advance professionally in a broad range of professions including:
- Teaching at all educational levels from elementary school to college
- Academic administration
- Law
- Sales and management
- Library and Information Technology Services
- Communications
- Technical writing
-
Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships.
What’s Next?
Stay Informed
Receive emails about Graduate news and upcoming events.Sign Up
Program Contact
Dr. Sharon Lubkemann Allen
(585) 395-5828
Start Your Application
Complete our multi-part application with the Center for Graduate Studies.Apply Now |
academics | english | https://www2.brockport.edu/academics/english/oxford-program/ | To be designated as a Brockport Oxford Scholar, a student must successfully complete at least one term of study at the University of Oxford through the Brockport study abroad program.
Students in this Program:
- Spend one semester at Oxford University, one of the world’s oldest and most prestigious universities.
- Take fascinating courses in all areas that can apply to their major.
- Report that they have an unforgettable and life-changing experience.
- Qualify for additional financial aid to partially offset the higher costs of study abroad.
- May qualify for additional study abroad scholarships.
- Receive the designation “Brockport Oxford Scholar” on their permanent record.
At Oxford, students enroll in traditional one-on-one tutorials (15 credits total), whose subjects are determined by the student’s own interests, in consultation with his or her tutor and with Brockport’s Oxford Scholar Advisor. The Advisor works with Scholars to plan how their Oxford studies meet their major requirements at Brockport.
While in Oxford, students are housed with other British students in excellent accommodations and are supported by a full-time resident director, who organizes an orientation and a weekend London excursion.
Program Qualifications:
- At least sophomore status
- Successful completion of ENG 303 Introduction to Literary Analysis
- English major with a GPA of at least 3.25 in the major
- Successful completion of the application process through the Office of International Education
For more information, contact the Office of International Education. |
academics | english | https://www2.brockport.edu/academics/english/religion-culture-minor/ | What You’ll Learn
Learn about the origins of a handful of religions and how they have shaped, and been shaped by, the world around us.
Learn how difficult it can be to define “religion.” Dive into the depths of the influence that religion has had on culture and politics in the U.S. and abroad, both historically and in today’s world.
-
Curriculum
Learn about the origins of Christianity. understand the role Islam plays in contemporary middle eastern politics. Explore how the Hebrew Bible has influenced world literature. Study the history of witchcraft in early modern Europe. A minor in religion and Culture allows for all these opportunities and more.
Partake in classes that dive into the history, literature, and practices of religion, or take comparative courses that explore specific issues from diverse religious perspectives.
This minor complements a major in the humanities or social sciences. Fields such as social work or health care open career paths where religious institutions continue to play and important role.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
Rotating Course Schedule
Our program uses a dynamic course schedule that rotates each semester. Be sure to check in with your advisor to ensure that you are taking the correct class each semester so you will graduate in the appropriate window with your degree.
-
Career Outlook
This minor will help prepare you for a future academic study of religion. It also supplements professional preparation in social work, nursing, or related fields.
Religious institutions are still often involved in working with these fields, and some of your clientele are sure to have religious beliefs that you will better understand.
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 | english | https://www2.brockport.edu/academics/english/sigma-tau-delta-honors/ | In 1985, Brockport established the Beta Tau chapter of Sigma Tau Delta. Matriculated graduate and undergraduate students are eligible for election to membership if they have completed twelve or more hours in English at Brockport with an average of B or better.
Established in 1924, Sigma Tau Delta, the honor society for English majors, has more than 575 chapters at colleges and universities in the United States, Canada, and Europe. The national headquarters are at Northern Illinois University. The society is a means of recognizing students with significant records of academic achievement. Members receive a newsletter and are eligible to submit writing for publication in the society’s semi-annual magazine and to compete for national scholarships. |
academics | english | https://www2.brockport.edu/academics/english/student-alumni-spotlights/ | Skip to main content
Skip to page navigation
search
open main navigation
Information For:
Information For
Future Students
International Students
Current Students
Faculty & Staff
Parents
Alumni
Info For:
Future Students
International Students
Current Students
Faculty & Staff
Parents
Alumni
Apply
Request Info
Give
Quicklinks:
Quicklinks
Webmail
Web Banner (Brockportal)
Brightspace
Directory
Course Schedule
Accommodate
Student Bill Pay
EagleSUCCESS
myBROCKPORT
University Policies
Brockport Today
Events Calendar
Academic Calendar
Library
IT Service Desk
NetID Lookup & Password Change
Emergency Info
Issue Reporting Center
About
Scholarships & Aid
Academics
Admissions
Student Life
Athletics
Quicklinks
search
Home
Academics
English
Student & Alumni Spotlights
Student & Alumni Spotlights
Login |
academics | english | https://www2.brockport.edu/academics/english/writers-forum/ | Fall 2023 Schedule
All events are free and open to the public. Times and locations are subject to change. Please check this page or call (585) 395-2503 for updates.
All events are free and open to the public. Times and locations are subject to change. Please check this page or call (585) 395-2503 for updates. |
academics | english | https://www2.brockport.edu/academics/english/writers-forum/about/ | Celebrating Writers and Writing in the Rochester Area since 1967
Main Page Content
Since 1967, the Brockport Writers Forum has brought hundreds of writers—novelists, poets, playwrights, memoirists, screenwriters, cartoonists, and essayists from varied traditions—to Rochester and the SUNY Brockport campus. Visitors have included Nobel laureates and Pulitzer winners as well as many just starting their careers.
An unusual aspect of the series is the Writers Forum Video Library. We began taping video interviews in our campus TV studio in the late 1960s, when Ernest J. Gaines and Richard Wilbur visited. Since that time, we have recorded around four hundred interviews with writers including Allen Ginsberg, Nadine Gordimer, John Ashbery, Anne Sexton, Ishmael Reed, Robert Hayden, Isaac Asimov, Margaret Atwood, Edward Albee, June Jordan, Grace Paley, Derek Walcott, Rita Dove, Lucille Clifton, Marilynne Robinson, Paul Muldoon, Ha Jin, Lynda Barry, and Edward P. Jones.
Many videos are available now for streaming through Brockport’s Drake Library, but not all have been digitized. You can help by making a donation to the Writers Forum Digitization Project online or by sending a check made payable to the Brockport Foundation, with fund # 567.01 noted. We appreciate your support in preserving this remarkable history.
Past Seasons
- Spring 1997
- Fall 1998
- Spring 1999
- Fall 1999
- Spring 2000
- Fall 2000
- Spring 2001
- Fall 2001
- Fall 2003
- Spring 2004
- Fall 2004
- Spring 2005
- Fall 2005
- Spring 2006
- Fall 2006
- Spring 2007
- Fall 2007
- Spring 2008
- Fall 2008
- Spring 2009
- Fall 2009
- Spring 2010
- Fall 2010
- Spring 2011
- Fall 2011
- Spring 2012
- Fall 2012
- Spring 2013
- Fall 2013
- Spring 2014
- Fall 2014
- Spring 2015
- Fall 2015
- Spring 2016
- Fall 2016
- Spring 2017
- Fall 2017
- Spring 2018
- Fall 2018
- Spring 2019
- Fall 2019
- Spring 2020
- Fall 2020
- Spring 2021
- Fall 2021
- Spring 2022
- Fall 2022
- Spring 2023
For Further Information
James Whorton
English Department
SUNY Brockport
350 New Campus Drive
Brockport, NY 14420
Phone: (585) 395-2503 |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/ | Our ecosystems are in danger. Be part of the solution. Take part in research focused on revitalizing the natural resources of Western New York.
Our Region is Your Classroom
As part of your studies, explore Western New York and be part of improving the environment in your own backyard.
- Lake Ontario (12 miles)
- Letchworth State Park (37 miles)
- Finger Lakes (45 miles)
- Iroquois National Wildlife Refuge (26 miles)
Research/Independent Study
Our students work alongside professors who are passionate about enhancing the quality of life of our regional ecosystems. Research can vary from identifying local invasive species of plant life at Letchworth State Park to an expedition of the woods on-campus. Our students can earn a stipend for their time conducting research or taking part in an independent study – both of which students can begin pursuing as early as their first-year in the program. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/?program=combined | As part of your studies, explore Western New York and be part of improving the environment in your own backyard.
-
Lake Ontario (12 miles)
-
Letchworth State Park (37 miles)
-
Finger Lakes (45 miles)
-
Iroquois National Wildlife Refuge (26 miles)
Research/Independent Study
Our students work alongside professors who are passionate about enhancing the quality of life of our regional ecosystems. Research can vary from identifying local invasive species of plant life at Letchworth State Park to an expedition of the woods on-campus. Our students can earn a stipend for their time conducting research or taking part in an independent study – both of which students can begin pursuing as early as their first-year in the program. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/alumni/ | Alumni Survey
If you are interested in being listed on this webpage, please fill out our Alum Information form.
Undergraduate Alumni
- Olivia Douglas (BS 2021): Lab Technician, Guthrie
- Marius Sidlauskas (BS 2021): Maintenance, New York State Parks
- Laura Gaenzler (BS 2020): Naturalist, Seneca Park Zoo
- Jacob Kearney (BS 2020): Conservation Intern, Monroe County Soil & Water Conservation District
- Zachary Falconer (BS 2019): Assistant Environmental Scientist, The Chazen Companies
- Rose Trometer (BS 2019): Plant Protection and Quarantine Technician, U.S. Department of Agriculture
- Christopher Maier (BS 2018): Supervisor, Catskill Regional Invasive Species Partnership
- Robert Sciarrone (BS 2018): Pure Waters Technician, Monroe County DES
- Ariel Leahy (BS 2017): Graduate Assistant, West Chester University
- Robert Tyler (BS 2017): Restoration Technician, Applied Ecological Services
- Leia Hayward (BS 2016): Research Assistant, Darrin Freshwater Institute
- Tyler Ohle (BS 2016): Canandaigua Lake Watershed Inspector, Ontario County SWCD
- Tanner Squires (BS 2015): Fish Culturist, Douglas Island Pink & Chum Inc.
- Patricia Wakefield (BS 2015): Education and Outreach Project Manager, Finger Lakes PRISM
- Ashely Rubacha (BS 2014): Fish and Wildlife Technician, NYS DEC
- Timothy Welch (BS 2014): Field Technician, Western NY Crop Management
- Meghan Albers (BS, 2013): Environmental Scientist, Ecology and Environment, Inc.
- Dustin Bradley (BS, 2013): Wetland Technician, BME Associates Fairport
- David DeYoung (BS, 2012): Environmental Scientist, Ravi Engineering
- Liz Tee (BS, 2005): Pesticide Control, Wayne County Soil and Water Conservation
- Sarah Davidson Hile (BS, 2004): Marine Ecologist, Consolidated Safety Services Inc. and Center for Coastal Monitoring and Assessment, National Oceanic and Atmospheric Administration (NOAA), Silver Spring, Maryland (coral reef ecosystem assessment, characterization and monitoring).
- Heather Halbritter (BS, 2001): Field Technician, Pennsylvania Department of Fish and Game. (White-tailed Deer telemetry project)
- Dave Porter (BS, 1999): Junior High School Science Teacher, Victor, NY.
- Jennifer Mattice (BS, 1999): MS student, Pennsylvania Cooperative Wildlife Research Unit, Pennsylvania State University, University Park, PA.
- RJ Ward, (BS, 1999): New York State Environmental Conservation Officer, Long Island, NY.
- George H. Berghorn, (BS, 1996): LEED AP, Department Chairperson, Environmental, Design, and Building Technologies, Lansing Community College. Email: berghorg@lcc.edu. PhD Candidate in Construction Management (green buildings focus) at Michigan State University
- Scott McCarty (BS, 1992): Operations Manager-GIS, Monroe County GIS Services Division
Click here for more successful undergraduate alumni
Graduate Alumni
- Alexander Silva (MS 2020): Restoration Project Manager, NYS Office of Parks, Recreation, and Historic Preservation
- Kevin Berend (MS 2018): Environmental Scientist, Tetra Tech
- Eli Polzer (MS 2018): Botanist, U.S. Army Corps of Engineers
- Kathleen Buckler (MS 2017): Biologist/Ecologist, U.S. Army Corps of Engineers
- Molly Cassatt (MS 2017): District Technician, Genesee County Soil & Water Conservation District
- David Sanderson-Kilchenstein (MS 2016): High School Science Teacher, Anne Arundel County Public Schools
- Julia York (MS 2016): Laboratory Manager, Bloodworks Northwest
- Kate Des Jardin (MS 2015): Project Manager, Finger Lakes Institute at Hobart & William Smith Colleges
- Gregory Lawrence (MS 2015): Research Scientist, Research Foundation for SUNY
- Rebecca Bernacki (MS, 2014): Environmental Scientist 1, Tetra Tech
- Lindsay Dressel (MS, 2014): Environmental Consultant, Environmental Design and Research
- Nathan Grosse (MS, 2008): Environmental Scientist, Tetra Tech
- Mike Morgan (MS, 2007): Project Manager. St. Lawrence Fish, Wildlife, and Habitat Management - NYS Department of Environmental Conservation. Wilson Hill Wildlife Management Area, Massena, NY.
- Tim Crockett (MS, 2008): Army Corps of Engineers, Buffalo, NY.
- Brandon McCabe (MS 2006): PhD program in biology at the University of Western Ontario .
- Sarah (Lazazzero) Piecuch (MS, 2006): Biologist, NYS Department of Transportation, Buffalo, NY.
- Hilary Richardson Mosher (MS, 2004): Coordinator, Finger Lakes-Partnership for Regional Invasive Species Management. Finger Lakes Institute, Hobart and William Smith Colleges, Geneva, NY.
- Elizabeth Damaske (MS, 2003): Organic Laboratory Manager, University of Maine Environmental Chemistry Laboratory, Orono, ME.
- Robin Krebs (MS, 2002): Environmental Educator, Cornell Cooperative Extension, Genesee County.
- Corey Laxson (MS, 2002): Instructor, Paul Smiths College, Saranac Lake, NY
- Judy Robinson (MS, 2000): Environmental Specialist II, Commonwealth of Virgina Dept. of Environmental Quality. (Wetlands mitigation, permitting, etc.)
- Carol Cloen (MS 1997): Lead Scientist, Aquatic Lands Habitat Conservation Plan; Washington State Department of Natural Resources; Olympia, WA
- Greg Jones (MS, 1997): Biology Instructor, Santa Fe Community College, Gainesville, FL; PhD student, Wildlife Ecology, University of Florida.
- Ken Weaver (MS, 1997): Environmental Specialist III, Florida Department of Environmental Protection, Water Quality Standards and Special Projects Program, Tallahassee, FL. (Everglades, water quality assessment, nutrient criteria development, etc.)
- Charles Ardizzone (MS, 1996): Wildlife Biologist, Bureau of Land Management and the Subsistence Coordinator, US Fish and Wildlife Service, Anchorage, Alaska.
- Chris Roberts (MS, 1996): Ecologist, The Nature Conservancy, Nashville, TN.
- Phil Tangorra (MS, 1996): Research Scientist, Mohawk Valley Water Authority
- Steve Joule (MS, 1995): Wildlife Biologist, New York State Department of Environmental Conservation, New Paltz, NY. (White-tailed deer biologist)
- Mike Letson (MS, 1991): PBS&J
- Diane Oleson (MS, 1987): Editorial Assistant, National Aquatic Nuisance Species Clearinghouse, New York State Sea Grant, Brockport, NY
- Brian A. Kent (MS 1981): Director - Quality, Environment, Safety & Health, Lockheed Martin Corporation, Naval Electronics and Surveillance Systems - Radar Systems, Syracuse, NY
- Fred Stoss (MS, 1974, Zoology): M.L.S. Associate Librarian (Biological and Environmental Sciences and Mathematics) |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/awards/ | Environmental Science & Ecology Department Scholar
This award recognizes the most undergraduate outstanding scholar with a GPA of 3.0 or higher with more than 100 total credits (≥ 45 credits at Brockport) and able to graduate in December or May of an academic year. The nomination and selection process for this award is handled by faculty and staff from the department.
O’Reilly Scholarship
This fund has been established by Ann M. O’Reilly Donavin to support students studying science issues related to the environment. Students must (1) apply to enroll in the environmental science program at SUNY Brockport and be committed to environmental issues and/or the study of science as it relates to these environmental issues; (2) have a high school average of 88 or above, rank in the top 25% of their graduating class with SAT scores of 1040 (ACT23) or higher; (3) complete the scholarship instructions and essay form, submitting it with the required personal assay that addresses their academic performance to date, interest in and concern for environmental issues and their ability to successfully complete a degree in environmental science. The assistance is in the form of an educational expense grant, applied equally for two consecutive semesters.
Lawrence C. & Gabriella S. Albanese Wetlands Conservation Research Scholarship Fund
Lawrence and Gabriella Albanese delivered funds to eh Brockport Foundation, Inc. to establish the “Lawrence C. and Gabriella S. Albanese Wetlands Conservation Research Scholarship Fund”. They believe in the transformative power of higher education and are deeply committed to wetland conservation. This scholarship will serve to support and encourage students who are passionate about wetland conservation to become more involved in the field of study. It will be awarded to a current student in the Department of Environmental Science and Ecology who demonstrates both and interest in and understanding of the importance of wetland conservations.
Lawrence C. & Gabriella S. Albanese Wetland Conservation Student Research Support Fund
Lawrence and Gabriella Albanese established “The Lawrence C. and Gabriella S. Albanese Wetlands Conservation Student Research Support Fund” to support and encourage student participation in wetland conversation research. It may be used to purchase student research supplies and cover costs associated with travel to present their research. This investment is intended to create a fund that other alumni, emeriti, faculty, staff, and friends of the University can support to ensure students have the resources to participate in wetland conservation research.
Kenneth E. Damann Research Award
This award recognizes an undergraduate who has demonstrated an interest in, and dedication to, the study of aquatic ecology. The award was founded by Dr. and Mrs. Damann to stimulate and encourage undergraduate independent study and research in aquatic ecology. The nomination and selection process for this award is handled by faculty and staff from the department.
Terrestrial Research Award
This award recognizes an undergraduate who has demonstrated an interest in, and dedication to, the study of terrestrial ecology. The nomination and selection process for this award is handled by faculty and staff from the department.
Wetland Science Research Award
This award recognizes an undergraduate who has demonstrated an interest in, and dedication to, the study of wetland science. The nomination and selection process for this award is handled by faculty and staff from the department.
James and Carol ’94 Haynes Research Scholars Fund
This fund supports an annual summer undergraduate research award to a student in Environmental Science & Ecology with a minimum 3.0 GPA overall and in the major courses. A $3,200 stipend will be presented for eight-weeks of participation in summer research. Students are required to work on a project in support of, and mentored by, an Environmental Science and/or Biology Brockport faculty member. Research results must be presented at The SURP Fall Research Symposium and at least one external research conference. The nomination and selection process for this award is handled by a committee composed of three faculty from the department.
Summer Undergraduate Research Program
Although this program is not one that is restricted to undergraduate environmental science majors, many of our students have competed successfully for awards offered through this program. The stipend, requirements, and application process are similar to those for the James and Carol ’94 Haynes Research Scholars Fund. The selection process for this award is handled by a committee composed of faculty from the University. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/combined/ | What You’ll Learn
Through a curriculum with a core in the disciplines of biology, ecology, chemistry, and geology, our accelerated dual degree program develops the conceptual knowledge and technical skills necessary to address environmental problems.You’ll be challenged to think creatively while developing the intellectual depth and breadth necessary to conduct research and solve challenges. And you’ll receive two degrees at a tremendous value.
Curriculum
Our combined degree gives you the opportunity to focus on Fisheries and Aquatic Ecology, Wildlife and Terrestrial Ecology, or Aquatic and Terrestrial Ecology. You’ll complete the coursework for a bachelor’s degree and a master’s degree in five years at a tremendous value.Curriculum & Learning Outcomes
Career Outlook
There is an ongoing demand for environmental scientists in industry, government, and nonprofit environmental organizations. Our graduates have gone on to work for the US Fish and Wildlife Service, US Army Corps of Engineers, US Geological Survey, National Weather Service, US National Park Service, NYS Department of Environmental Conservation, prestigious graduate schools, and major corporations.
Program Eligibility
Admission to the combined degree program is highly selective, restricted to Brockport students with exceptional academic records and subject to the availability of a faculty member able to serve as a thesis advisor.
Admission is restricted to Brockport undergraduate Environmental Science & Ecology students who have:
- completed at least 75 undergraduate credits, with at least 15 credits at Brockport
- a cumulative Brockport GPA of at least 3.4
-
Application Process
All applicants must complete the multi-step process managed by the Center for Graduate Studies.
- Determine your applicant type
- Submit application
- Request all official transcripts
- Review and submit required application materials through the Application Status Portal
- International applicants must also submit international materials
-
Deadlines
November 15 of the student’s junior year
-
Research Opportunities
Our students have the chance to work closely with professors in the field, both on land and in water. Watch our students in action.
-
Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships.
What’s Next?
Stay Informed
Receive emails about Graduate news and upcoming events.Sign Up
Program Contact
Dr. Jacques Rinchard
(585) 395-5750
Start Your Application
Complete our multi-part application with the Center for Graduate Studies.Apply Now
I really enjoy the welcoming atmosphere that the faculty and staff provides the students. They always make themselves available to help and are very supportive, no matter what it is you want to study. Oscar Pecci ’17 |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/directory/ | -
Matthew Altenritter, Ph.D
- Assistant Professor
- (585) 395-5766
maltenritter@brockport.edu
Office: Lennon Hall 121
-
Kathryn Amatangelo, Ph.D
(She/Her/Hers)
- Associate Professor
- (585) 395-5743
kamatang@brockport.edu
Office: Lennon Hall 119
-
Dan Beers
- Field and Lab Manager
- (585) 395-5975
dbeers@brockport.edu
Office: Lennon Hall 105 A
-
Michael Chislock, Ph.D
- Associate Professor
- (585) 395-5961
mchislock@brockport.edu
Office: Lennon Hall 125
-
Andie Graham
- Instructional Support Technician
- (585) 395-5966
asgraham@brockport.edu
Office: Lennon Hall 127
-
Kristen M Malone, Ph.D
- Assistant Professor
- (585) 395-5748
kmalone@brockport.edu
Office: Lennon Hall 123
-
Gina M Nicholson
- Administrative Assistant 1
- (585) 395-2193
gnichols@brockport.edu
Office: Lennon Hall 103
-
Jacques J Rinchard, Ph.D
- Professor and Chair
- (585) 395-5750
jrinchar@brockport.edu
Office: Lennon Hall B-03
-
Rachel Schultz, Ph.D
- Associate Professor
- (585) 395-5747
rschultz@brockport.edu
Office: Lennon Hall 117
-
Jacob Straub, Ph.D
- Research Associate
- (585) 395-5746
jstraub@brockport.edu
Office: Lennon 123
-
James Haynes
- Emeritus-Professor
- jhaynes@brockport.edu
-
Joseph C. Makarewicz
- Emeritus - Distinguished Professor
- jmakarew@brockport.edu
-
Christopher Norment
- Emeritus-Professor
- cnorment@brockport.edu
-
Douglas A. Wilcox
- Emeritus - Professor of Wetland Science
- dwilcox@brockport.edu |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/environmental-studies-minor/ | What You’ll Learn
You’ll get a variety of scientific, social, economic, political and literary perspectives on environmental issues.
Our minor helps you develop a broader understanding of our impact on the world around us, which will help you bring that perspective into the workforce.
-
Curriculum
Our curriculum is designed for non-science majors. You will take classes in a variety of subjects, including environmental science, anthropology, chemistry, history and sociology. Science majors wishing to declare a minor may want to explore the environmental science minor.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
Undergraduate Research
Our students have the chance to work closely with professors in the field, both on land and in water.
-
Career Outlook
There is an ongoing demand for environmental scientists in industry, government, and nonprofit environmental organizations. Our graduates have gone on to work for the US Fish and Wildlife Service , US Army Corps of Engineers, US Geological Survey , National Weather Service, US National Park Service , NYS Department of Environmental Conservation, prestigious graduate schools and major corporations.
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 | environmental-science | https://www2.brockport.edu/academics/environmental-science/field-experience/ | The Department of Environmental Science and Ecology offers many field-based courses where students gain hands-on field experience. Class field trips often explore local places such as Mendon Ponds Park, Iroquois National Wildlife Refuge, Lake Ontario, and many more. Below are a few examples of the courses and locations our students visit.
Environmental Science
The environmental science lab conducts aquatic macroinvertebrate surveys in Sandy Creek. Students often find crayfish, mayflies, and stoneflies, to name a few.
Ecology
Students in ecology visit Northampton Park, where they gain experience measuring species diversity and carbon storage in forest plots. The goal of this lab is to determine whether a more diverse forest is more productive (i.e., stores more carbon) than a forest with low species diversity.
Fish Biology
Students in fish biology have the opportunity to experience boat and backpack electrofishing on Sandy Creek, where they witness the Chinook salmon spawning migration in full effect. Other species that the students have caught includes northern pike, largemouth bass, and yellow perch.
Plant Diversity
Students in plant diversity visit several local parks such as Gosnell Big Woods Preserve, Black Creek Park, and Washington Grove to practice fall plant identification and learn demographic sampling methods.
Limnology
Limnology students take trips out on to Lake Ontario and the Erie Canal aboard the RV Madtom to sample and analyze the chemical properties of the water, and to collect zooplankton and phytoplankton samples.
Wetland Ecology
Wetland ecology students visit many of the local wetlands, including Kennedy Bog at Mendon Ponds Park, Bergen Swamp, and coastal wetlands along Lake Ontario to learn about wetland function and values, as well as to develop their wetland plant identification skills.
Herpetology
In herpetology, students visit many of the local ‘hotspots’ to find reptiles and amphibians and gain experience with identification, proper handling techniques, and capture and census methods. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/handbook/ | Department of Environmental Science & Ecology
Master of Science Program
Combined BS/MS Degree Program
This manual codifies procedures and policies relating to the Master of Science in Environmental Science and Ecology and the Combined BS/MS in Environmental Science and Ecology. For students, the manual contains information on the advisory committee, the plan of study, the thesis proposal and defense, assistantships, thesis defense, format of the thesis and even advice on graduation. For faculty, the manual outlines responsibilities regarding the thesis exam, thesis defense, admission procedures, etc. In this way, both students and faculty understand requirements of the graduate program in Environmental Science and Ecology, and associated rights of appeal.
Program Descriptions
Master of Science Program Description
The Master of Science in Environmental Science and Ecology is a demanding, thesis-based experience. The curriculum is designed to challenge students to think critically, independently and creatively, while providing the intellectual depth and breadth necessary to support the research formally developed in the thesis proposal. The curriculum, with a common core and an individual course of study, allows graduate candidates to develop the conceptual knowledge and technical skills necessary to understand and solve environmental problems in ecology, chemistry and the earth sciences. Thus, fields of study like “green” and water chemistry, watershed analysis, limnology, fisheries and wildlife science and management, conservation biology, wetland ecology, ecosystem ecology and global change, and aquaculture are encompassed in this degree program. Faculty research interests are reviewed in Appendix G. This manual, graduate forms, and faculty profiles are available from the department administrative assistant (585-395-5975) and on the web.
Combined Bachelor of Science/Master of Science Program Description
The Combined Degree program enables students to complete their Bachelors in Environmental Science and Masters in Environmental Science and Ecology in an accelerated fashion, in as little as five years. When qualified Brockport undergraduate Environmental Science majors are admitted to this Combined Degree program, they may take up to 12 graduate credits of coursework in Environmental Science and Ecology, all at the undergraduate tuition rate. These credits may apply to undergraduate and graduate degree requirements simultaneously. Upon finishing all undergraduate degree requirements and graduating in good academic standing in the Combined Degree program, students may choose to matriculate directly into the graduate degree program in Environmental Science and Ecology.
Departmental Graduate Committee
The Departmental Graduate Committee will consist of three faculty members: The Graduate Coordinator, another faculty member from the Department of Environmental Science and Ecology, and a third member from the either the Chemistry & Biochemistry or Earth Sciences Department. Completed application files forwarded to the departmental Graduate Coordinator from the Office of Graduate Studies will be distributed to other members of the committee.
Admission to the Program (MS Studies)
A. Admission Procedures – Program Requirements
Admission into the MS program in Environmental Science and Ecology is competitive and is based on previous academic performance, letters of recommendation, and work experience. Applicants should have a 3.0 GPA and a BS or BA in an appropriate field (e.g., Biology, Environmental Science, Earth Science, Chemistry & Biochemistry). However, acceptance is not limited to those with the above undergraduate degrees if the applicant has taken sufficient core science courses. If the applicant has an overall cumulative undergraduate GPA of less than 3.0, or the applicant’s undergraduate transcript shows a pattern of courses with grades below “B,” the student may be considered for admission with a ‘conditional’ admission, whereby a student must achieve minimum grades in a set of required classes, as determined by the graduate committee. Ultimately, whether the applicant can be accepted will depend on his or her credentials, intended area of specialization, and the ability of a faculty member to accept a new advisee.
A student pursuing the Master of Science will be supervised by a faculty member in the Department of Environmental Science and Ecology, or by an “associate” faculty member from the Departments of the Earth Sciences or Chemistry & Biochemistry. The Thesis Advisor monitors the student’s academic progress and is responsible for directing the student’s academic program: Thesis Proposal Defense, Thesis Project and Thesis Defense. Before admission to the Master of Science program in Environmental Science and Ecology, a faculty member must be willing to serve as the Major Advisor.
MATRICULATED STUDENTS:
Matriculation in the Master of Science in Environmental Science and Ecology program is by application to the Office of Graduate Admissions (gradadmit@brockport.edu). To be considered for admission, an applicant must submit:
- A completed application for admissions as a matriculated graduate student, including a statement of objectives for graduate study and the applicant’s main area of interest within environmental science;
- Transcripts of all undergraduate and graduate work;
- Two letters of recommendation from persons who have knowledge of the applicant’s training and aptitude for graduate study (letters from academic referees are preferred);
- A word-processed document (e.g., term paper, lab report, research study) of at least three pages demonstrating the applicant’s technical writing skills. If the document was graded, it should contain the original comments and grade of the evaluator.
- A resume or curriculum vitae (‘CV’).
Graduate Record Examination scores in the General Aptitude or Advanced Biology tests are not required, but are recommended. Information on the place and time of these examinations may be obtained from the Office of Graduate Admissions; from the Educational Testing Service, Box 955, Princeton, NY 08540; or at www.gre.org.
NON-MATRICULATED STUDENTS:
Applicants may be allowed to take courses on a non-matriculated basis by filing a non-matriculated application with the Graduate Admissions Office. If matriculated status is later desired, the requirements listed above must be satisfied. A maximum of nine semester hours taken under non-matriculated status may be applied to the degree program, at the discretion of the candidate’s Advisory Committee.
NON-MATRICULATED STUDENTS ARE THOSE INDIVIDUALS WHO EITHER:
- Have earned a baccalaureate degree and fulfilled the prerequisites for the courses in which they wish to enroll;
- Do not wish to pursue a degree but who, for their own interest, wish to enroll in graduate-level courses; and
- Intend to seek admission to a graduate program, but have not yet completed admissions requirements.
Non-matriculated graduate students wishing to enroll for the first time are required to submit a non-degree application, along with the required $25 fee, to the Office of Graduate Admissions. For further assistance please call (585) 395-5465. This application should only be used for non-degree status. If you are interested in taking summer or winter courses only, please call the Special Sessions Office at (585) 395-5720.
B. Admissions Procedures - General
- The Committee will review applications and send them to appropriate faculty members to determine their interest in the student.
-
Assignment of a student to a faculty member will be determined by the Graduate Committee. When a file is circulated among members of the faculty and associate faculty, those faculty expressing an interest in the student will be considered for the position of Major Advisor by the Graduate Committee. In making the assignment, the committee will consider the following criteria:
- Area of expertise, relative to the interests of the applicant.
- Expressed (written) desire of a student to work with a faculty member.
- The ability of a faculty member to provide financial support for the applicant.
- Number of graduate students currently supervised by a faculty member.
- All other things being equal, priority will be given to those faculty with fewer graduate students. One goal of the graduate program is to distribute graduate students evenly among willing faculty whenever possible.
- If the applicant is acceptable to the Graduate Committee and a major advisor, the Graduate Coordinator will recommend to the Graduate Admissions Office that the student be admitted as a matriculated MS candidate in the Department.
- In cases where the candidate shows signs of promise but has a GPA below 3.0 or is deficient in other areas and a faculty member is willing to act as the student’s major advisor, the faculty member should write a letter supporting the applicant’s candidacy, which the Graduate Committee will consider in its decision. Candidates may be accepted “conditionally”, upon the successful completion of specific classes required by the Graduate Committee, or upon the successful completion of the first term with a specified GPA.
- If the applicant is accepted or conditionally accepted for admission to the MS program in Environmental Science and Ecology, the Graduate Coordinator will notify the Office of Graduate Studies, send a letter of acceptance to the applicant, and give a copy of the letter the major advisor. A copy of this letter will also be placed in the student’s file.
- If the applicant is deemed unqualified for admission to the MS program in Environmental Science and Ecology or no faculty member is willing to serve as the thesis advisor, the Graduate Coordinator will send a letter of rejection to the applicant and notify the Office of Graduate Studies.
- The major advisor is responsible for working with the accepted student concerning the logistics of becoming a MS candidate in the department.
C. Deadline for Application for Graduate Study
Application deadlines are nominally April 15 for the summer and fall terms and November 15 for the spring semester, but we accept students on a rolling basis. We recommend that applicants apply before 1 March to be considered for assistantships.
Admission to the Program – Combined BS/MS Program
A. Admission Procedures – Program Requirements
Admission to this highly selective Combined Degree program is highly selective. It is restricted to Brockport Environmental Science and Ecology students who have completed at least 75 credits with a minimum GPA of 3.4, subject to the availability of a faculty member able to serve as a thesis advisor. Admitted students are expected to complete the undergraduate core curriculum by end of the second semester the junior year. Transfer students may be considered for the BS/MS program after taking 15 credits of course work at SUNY-Brockport. Please note that achievement of the minimum standards for admission does not guarantee acceptance into the combined program.
B. Admissions Procedures - General
Qualified applicants interested in this Combined Degree program should speak with their undergraduate faculty advisor or the graduate coordinator before submitting the online application. Application deadline is December 1 of the applicant’s junior year.
After applying to the program, qualified individuals will be interviewed by the Graduate Committee of the Department of Environmental Science and Ecology, which will decide on admission to the program in the period between the end of the fall term of applicant’s junior year and beginning of the following spring term. Entry into the program also requires an online application that includes a statement of interest, technical writing sample, and two letters of recommendation.
Graduate Assistantships
The Department of Environmental Science and Ecology offers two graduate teaching assistantships. Generally, one assistantship becomes available every fall semester. The goal of these assistantships is to attract new students, to provide teaching experience to graduate students, and to fulfill teaching needs in the department. The current stipend for teaching assistants is $7,500 per nine-month academic year, plus two semesters of in-state tuition remission for nine credits each semester, for up to 30 credits total.
Graduate research assistantships are available from faculty members with grant support. The number available is variable, with stipends as high as $15,000. Interested students should contact faculty directly in regard to possible research assistantships. Other sources of funds are given in Appendix A.
Teaching assistants serve as instructors in laboratory sections associated with courses offered by the Department of Environmental Science and Ecology. Responsibilities usually involve teaching three laboratory sections per week; duties may also include grading and laboratory preparation. Classes served by teaching assistants may include Environmental Science (ENV 202), Biology of Organisms (ENV 204); and classes as determined by the Graduate Committee in consultation with the Department Chairperson. Graduate teaching assistants are expected to maintain a full-time schedule of classes and research activity.
Teaching assistantships are awarded on a competitive basis; the application procedure and selection criteria are outlined below. Please note that it is the responsibility of the applicant to contact the Graduate Coordinator with a statement of interest.
Application Procedures
PROCEDURE FOR APPLYING FOR A TEACHING ASSISTANTSHIP – APPOINTMENTS BEGINNING DURING THE FALL TERM
- The Graduate Coordinator will request applications from currently matriculated students for teaching assistantships for the following academic year by 1 March.
- Students applying for an assistantship should notify the graduate coordinator by no later than 15 March. The notification must be in writing and should include any information pertinent to the criteria for selecting teaching assistants (see below).
- It is the responsibility of newly admitted students (i.e., those accepted to graduate study, but not yet matriculated) who are interested in being considered for a teaching assistantship to contact the graduate coordinator in writing. The letter should include any information pertinent to the criteria for selecting teaching assistants (see below).
- The appointment will be for two semesters with the possibility of renewal for an additional two semesters.
PROCEDURE FOR APPLYING FOR A TEACHING ASSISTANTSHIP – APPOINTMENTS BEGINNING DURING THE SPRING TERM
Because most teaching assistantships are filled for the entire year, relatively few positions become available for the spring term. In the event that an assistantship does become available for the spring term, the following procedure will be used.
- The Graduate Coordinator will request that any interested matriculated students contact him/her in writing, as soon as the need becomes known.
- The applicants will then be ranked by the committee that recommends students for teaching assistantships, as described below.
- The appointment will be for only one semester.
Ranking & Selection Criteria for Teaching Assistantships:
In order to be eligible for a teaching assistantship, a graduate student must:
- Be matriculated in the Department of Environmental Science and Ecology at the time the appointment begins;
- Be registered for at least one credit during each term of their appointment. Students registered for less than the full-time number of credit hours (nine) must have their graduate advisor certify that they are engaged in full-time thesis research; and
- Have submitted a T.A.P. application (see page 19), or an affidavit attesting to their ineligibility.
- Be in possession of a NY Driver license and LENS certification by the beginning of the TA appointment. Failure to do so could lead to loss of the assistantship.
Applicants for teaching assistantships will be evaluated based on the following criteria:
- Graduate grade point average (if applicable).
- Undergraduate grade point average.
- Experience or training relevant to departmental teaching needs.
- Prior teaching experience at SUNY-Brockport. Returning teaching assistants will have priority in awarding of assistantships, if they have received a satisfactory evaluation during their previous term(s) of teaching.
- Teaching experiences other than at SUNY-Brockport.
- Phone interviews.
The Graduate Committee will rank the applicants and submit the rankings to the Chair of the Department of Environmental Science and Ecology. Students will be offered teaching assistantships in the order that they are ranked, based on the number of open positions for the following academic year. These rankings will be submitted to the Department Chair by April 1.
A graduate student will not hold a teaching assistantship for more than a total of two years. Exceptions to this rule will be made only when it is necessary to meet departmental teaching needs. Any exceptions must be approved by a vote of the Graduate Committee.
Program Schedule & Requirements
A suggested schedule of events can be found in Appendix B.
A. Major Advisor and the Thesis Advisory Committee
Upon admission to the program in Environmental Science and Ecology, the candidate will be assigned a Major Advisor by the Graduate Committee. The Major Advisor will monitor the student’s academic progress and be responsible for direction of the Thesis Proposal, Thesis Proposal Defense, and the Thesis Defense.
The candidate, with the advice of the Major Advisor, will select two or three other members who, together with the Major Advisor, will constitute the candidate’s Thesis Advisory Committee. Two of the committee members must be tenured or tenure-track faculty members from the Department of Environmental Science and Ecology. Committee members should have some expertise related to the candidate’s area of interest. Appendix G summarizes faculty research interests; more detailed information can be found at:
/academics/environmental_science/directory/
One member of the Thesis Advisory Committee may be a scientist not from SUNY-Brockport campus. In this situation, the major advisor should place a note in the candidate’s file indicating that an individual from outside SUNY-Brockport has been appointed to the Thesis Advisory Committee. The Thesis Advisory Committee will:
- Develop a Plan of Graduate Study with the candidate (see below).
- Act in an advisory capacity concerning thesis research and the development of a Thesis Proposal.
- Evaluate the candidate’s written Thesis Proposal.
- Administer and evaluate the candidate’s Thesis Proposal Defense.
- Evaluate the candidate’s written thesis (ENV 704) and administer the Thesis Defense.
- Confirm that three hard copies and a digital of the thesis is delivered to the Graduate Coordinator.
-
Terminate the student’s participation in the graduate program if the student does not make reasonable progress towards completion of the M.S. degree, or does not maintain a 3.0 GPA. Reasonable progress is defined by the following:
- Maintenance of 3.0 GPA in courses listed in the Plan of Graduate Study;
- Development of a Plan of Graduate Study by the end of the first semester after matriculation;
- Development of a thesis proposal and defense of that proposal by the end of the second matriculated semester.
B. Plan of Graduate Study and The Curriculum
Plan of Study: Thirty credits or more are required for the M.S. in Environmental Science and Ecology. Of these 30 credits, 15 credits or more are to be at the 600/700 level. The remainder may be at the 700, 600 or 500 level as determined by the Thesis Advisory Committee in consultation with the candidate prior to the end of the first semester of matriculation. The minimum grade for course credit at the graduate level is a C-. Eight credits of core courses are required as follows: Graduate Research Seminars (ENV 705, ENV 706, ENV 707, ENV 708 – one in each of the first four semesters of enrollment), Thesis (ENV 704, a minimum of one and a maximum of six credits), and a minimum of one graduate-level statistics course (Biostatistics ENV 537, Multivariate Statistics ENV 616 or Ecological Data Analysis in R ENV 538). Courses selected will reflect the expertise required for their thesis. See Appendix C for potential courses.
The Plan of Graduate Study may include supervised independent study (ENV 699, ESC 699), which will not exceed three credits total. Independent study (ENV 699, ESC 699) allows students to explore unique areas of interest not addressed by currently offered courses, or to explore in greater depth a topic covered in an existing course.
Table 1. Tabular illustration of courses required for graduation. “EoFo” indicates a course only offered in fall semesters of odd years (e.g. 2021) and “EoSo” refers to course only offered in spring semesters of odd years.
Up to nine credits of graduate course work with a grade of “B” or better may be transferred from other institutions with the approval of the student’s Thesis Advisory Committee.
The Plan of Graduate Study, approved by the Thesis Advisory Committee, must be submitted by the end of the first matriculated semester.
C. Definition of a Full-Time Graduate Student
At the matriculated graduate level, the definition of full-time is a bit complicated. Twelve graduate credits per semester is the University definition of a full-time load. However, graduate students who are registered for nine graduate credits and who have either an assistantship or are enrolled for an internship involving 15 or more contact hours per week are also considered full-time. Finally, enrolled graduate students are defined by the University as full-time if they are engaged in full-time thesis research, if three conditions are met:
- Their thesis research is part of an approved Plan of Study;
- Their thesis research requires effort which is the equivalent in Carnegie units to 12 credits of work; and,
- They have in their departmental file a letter from the department chairperson or graduate program coordinator indicating that they are engaged in full-time thesis research for each semester or comparable summer period.
The Department of Environmental Science and Ecology considers that students enrolled in ENV 704 are full-time students even though they may be enrolled in less than 12 credit hours of courses.
NOTE: The definition of “full-time” used by the Federal governments for financial aid purposes requires that the student must be enrolled for 12 credits. No financial aid will be considered for students enrolled in less than six credits.
D. Thesis Proposal &Thesis Proposal Defense
Thesis Proposal: A thesis proposal must be written by the candidate, approved by the Thesis Advisory Committee, and submitted to the Graduate Coordinator with the signed approval form by the end of the second semester. Specific guidelines are provided by the major advisor but each proposal must include a literature review and development of hypotheses and proposed methods. Proposals often include the following sections:
- An introduction, including a literature review of relevant topics
- Statement of objectives & hypotheses
- Methods, including proposed experimental design, sampling strategy, field/lab/computational procedures, and plan of statistical analyses.
- A timeline
- Discussion of potential issues and roadblocks
Thesis proposals may or may not be split into separate ‘chapters’ at the discretion of the major advisor. Contact the major advisor or the Graduate Coordinator for past examples. The candidate should submit the thesis proposal to all members of the Advisory Committee at least two weeks before the proposal defense unless this requirement is modified by the Advisory Committee. A faculty member may refuse to participate in a thesis proposal defense if the thesis is submitted less than fourteen days prior to the scheduled defense. The Graduate Coordinator should be notified of this development.
THESIS PROPOSAL DEFENSE:
The thesis proposal must be defended by the candidate with the signed approval form by the end of the second semester. The defense tests the student’s ability to communicate and defend in oral form the proposed research. The defense may include, but is not limited to, questions related to the background knowledge required for successful completion and publication of the project, a justification of the proposed experimental design, and evidence of preparation for undertaking required field, lab, or computational methods and analyses.
-
The defense consists of three parts
- A brief (~25-30 minute) presentation of the proposal
- Questions from the audience
- Discussion of the proposal with the Advisory Committee and other program faculty
- The presentation will be open to the Faculty, Staff, and students of the department.
- The Major Advisor of the Advisory Committee will act as a moderator during the proposal discussion which will occur after the presentation. The proposal discussion will be open to program faculty.
- Passing or failure of the defense will be determined by a simple majority of the Advisory Committee (two out of three).
- The Candidate may pass, fail, for his or her performance in the defense. A Candidate failing the original defense may be allowed one re-defense at the discretion of the Committee within two weeks of the start of the next semester. That is, at the Committee’s discretion, a Candidate may be allowed only one additional proposal defense during his or her Master’s Degree Program, regardless of Plan or combination of Plans. Failure of the second proposal defense terminates the Candidate’s graduate program at Brockport. The Graduate Coordinator will then notify the Graduate Admissions Office of the University that the student is no longer considered a matriculated graduate student in the Environmental Science and Ecology Department.
- The re-defense will be conducted in a similar manner as the original examination and the Candidate will be graded as passed or failed.
- The Major Advisor must secure the approval of the Graduate Coordinator for the proposed date for the proposal defense or re-defense. It will then be the responsibility of the Advisor to post a public notice of the proposal defense at least 7 days prior to the event.
E. THE THESIS &DEFENSE OF THE THESIS
Thesis:
The candidate should submit a draft of the thesis to all members of the Advisory Committee at least six weeks before the defense unless this requirement is modified by the Advisory Committee. The thesis must be submitted in its proposed final form to each Advisory Committee member at least seven days before the final examination (hereafter the Defense). A faculty member may refuse to participate in a Defense if the thesis is submitted less than seven days prior to the scheduled defense. The Graduate Coordinator should be notified of this development. See Appendix D for formatting and technical details related to thesis preparation.
The draft thesis submitted to the Advisory Committee at least seven days before the Defense may be modified as a result of the Defense, but at the time of the Defense, it must be complete in all respects and editorially acceptable for final approval. The candidate then has sixty days after the Defense in which to have a final copy of the thesis word-processed and reproduced in an acceptable form, incorporating possible suggestions made by the Advisory Committee at the Defense.
Semester-hour credit, on a Pass/Fail basis, will be awarded for ENV 704 pending approval of the Thesis by the Thesis Advisory Committee. The Major Advisor is responsible for submitting the final grade for the Thesis to the Office of Registration and Records.
Thesis Defense:
Only after successful defense of the Thesis Proposal will the candidate be permitted to defend the Thesis before the Advisory Committee. No student with less than a 3.0 Cumulative Average, according to the official Brockport transcript, will be permitted a Defense of Thesis. The written thesis (ENV 704 – up to six credits) is reviewed by the Thesis Advisory Committee and revised by the candidate until deemed acceptable for the Thesis Defense by the Committee. The Defense will only occur after the Advisory Committee has unanimously certified to the Graduate Coordinator that the Thesis is in a suitable form for defense. The written thesis will be then be formally defended before the Thesis Advisory Committee.
The Defense will be open to the Faculty (and to students at the discretion of the Candidate). Other faculty members may, at the discretion of the Candidate’s Advisory Committee, ask a reasonable number of questions after the Advisory Committee has examined the Candidate. The Defense will normally not exceed three hours. In the defense, the student must be able to satisfactorily answer questions dealing with experimental design, methodology, hypotheses, conclusions, etc. developed in the thesis. It will be the responsibility of the Major Advisor to post a public notice of the Defense at least seven days prior to the event.
The Defense will be preceded by a public seminar covering the thesis research. This seminar may be presented independently of the thesis defense, or immediately preceding it. The seminar should be presented within three months of the defense examination, but may be presented immediately preceding the examination. The Candidate will review the thesis in a detailed manner, thus demonstrating the Candidate’s ability to present scientific material in public. The seminar should be scheduled when the entire Thesis Advisory Committee can attend. The title of the seminar and a date, time, and place, should be submitted to the Advisor for public notice. The seminar should be prepared and presented at an advanced undergraduate level, and should be a minimum of 30 minutes long, not including time for questions.
Final approval of the Thesis is contingent upon a successful defense and requires a majority vote of the Advisory Committee. At the end of the Thesis Defense, the Candidate will be passed or failed. Failure may result from any deficiency that the Committee feels is present in the thesis work. If failed, it is the responsibility of the Candidate to correct the deficiency and to schedule a second Thesis Defense with the Advisory Committee. The Advisory Committee is to be notified of the date of the second meeting. Candidates will not be granted a third defense. That is, failure to successfully defend the thesis the second time terminates the Candidate’s graduate program at Brockport.
The University retains the proprietary rights to all data or innovations generated by the candidate.
F. TIME LIMIT, LEAVES OF ABSENCE, EXTENSIONS, DISMISSALS
Degree requirements should be completed within three years of the date of matriculation. With written approval of Major Advisor and the Graduate Coordinator, extensions of up to two years (i.e., five consecutive calendar years total in the program) may be granted.
Students whose progress toward degree completion is interrupted by circumstances beyond their control may apply for up to a year’s leave of absence. Application for such a leave is made to the student’s department. Leaves of absences approved by the department will not be charged against the time for degree completion, as stipulated by SUNY-Brockport. If circumstances warrant, students may apply for extensions of such leaves, up to a maximum of three years in total leave time. Application for extensions beyond the five-year time limit require approval by the Graduate Director, Chair, Dean of the School, and Office of Graduate Studies. Forms for Leaves of Absence and Time Extensions can be found at /graduate/forms.html
Student appeals on any issue dealing with the graduation program may be filed with the Graduate Coordinator. See Graduate Policies for information on specific appeals policies.
Graduate Dismissal Policy
- “Students who are deemed as not making reasonable progress toward the degree, as defined by published departmental policy, may be dismissed from the program.” (Faculty Senate, 3 February 1992).
- A student in the Environmental Science and Ecology program must maintain a minimal 3.0 cumulative GPA, according to the official Brockport transcript, by the end of the second semester, or when 24 credits are completed, whichever is later. Failure to meet this standard will result in immediate dismissal from the program.
-
Matriculated graduate students whose cumulative GPA falls below 3.0 are placed on Academic Probation I. Students receive written notification of their probationary status from the Office of Graduate Studies. A student placed on academic probation is expected to consult with his/her graduate advisor no later than the first week of the semester to discuss his/her plans to address academic deficiencies. After attempting nine credits in probationary status, the student’s file is reviewed by the program’s Graduate Committee. If the student’s cumulative GPA is a minimum of 3.0, the student is automatically removed from probation. If the student does not achieve the minimum 3.0 GPA, the Graduate Committee will either:
- Dismiss the student from the program immediately; or
- Continue the student’s probation period for an additional six credits, with the proviso that dismissal is automatic if a minimum of 3.0 is not then achieved.
- No student with less than a 3.0 cumulative GPA, according to the official Brockport transcript, will be permitted a Defense of Thesis.
Further information on the University’s policy on academic probation can be found at /support/policies/adopted/aa_graduate_academic_standing_prob.html
G. COMPLETION OF PROGRAM AND COMMENCEMENT
The Candidate and her/his Major Advisor will request the Graduate Coordinator to notify the Registrar of the intended completion of all degree requirements at least two months in advance of the awarding of the degree.
Departmental Requirements for Graduation with the MS in Environmental Science and Ecology are as follows:
- Completion of the Plan of Graduate Study, as determined by the Thesis Advisory Committee in consultation with the candidate by the end of the first semester.
- A Thesis Proposal Defense of a written thesis proposal, administered by the Thesis Advisory Committee.
-
Completion of required core courses (8 credits):
- Graduate Research Seminars (ENV 705-708 – 4 credits; one one-credit course during the first four semesters);
- Thesis (ENV 704 – from a minimum of 1 to a maximum of 6 credits);
- One of ENV 537 (Biostatistics), ENV 616 (Multivariate Statistics), ENV 538 (Ecological Data Analysis in R), each three credits.
- Completion of a minimum of 15 semester hours at the 600/700 level.
- Completion of a minimum of 30 semester hours of credit with a cumulative GPA of 3.0 or higher in all graduate courses taken at SUNY Brockport.
- A Thesis Defense of a written thesis, administered by the Thesis Advisory Committee, and presentation of a public seminar on results of the thesis research.
- Submission of three copies of the defended thesis, including the signature pages, to the department administrative assistant.
University requirements require the following items for graduation. The Candidate’s major advisor is responsible for ensuring that the following items are completed.
- Completed thesis archived with keywords and discipline at the College Digital Commons
- Submission of change-of-grade forms for any Thesis (ENV 704) or TCC credits
- Any waivers or transfer credit (with transcripts).
- Any Incomplete contracts (showing completion and grade).
- A Graduate Data Card (completed).
H. ADDITIONAL PROGRAM REQUIREMENTS – BS/MS
Taking Graduate Classes as a Combined Degree Student
In the fall semester of the senior year, a Plan of Graduate Study must be filed with the Graduate Coordinator (see details on page 9). Once admitted to this Combined Degree program, undergraduate students can take up to 12 graduate credits of coursework in Environmental Science and Ecology at the undergraduate tuition rate. Up to 12 of these credits can fulfill requirements for their Environmental Science and Ecology major, or undergraduate degree requirements. These 12 credits can fulfill requirements for their Masters of Science degree once they matriculate into the program.
When Combined Degree students have fulfilled all requirements for their undergraduate degree in Environmental Science and Ecology, they may no longer take graduate courses at undergraduate tuition rate. Furthermore, no more than 12 graduate credits taken as undergraduates at Brockport can transfer into their graduate degree program and fulfill its course requirements.
Program Requirements before the Undergraduate Degree is Awarded (120 Credits)
To remain good academic standing in the combined BS/MS program, students must:
- Complete all requirements for the Bachelor of Science degree by the end of their fourth year.
- Maintain a GPA of at least 3.0;
- File a Program of Graduate Study with Graduate Coordinator by the end of the fall semester in the senior year;
- File an approved Thesis Proposal with the Graduate Coordinator by the end of the spring semester of the senior year; and
- Meet the academic requirements for the MS program, which includes making satisfactory progress toward completing graduate coursework, the defense of the thesis proposal, and thesis research.
Students who are dismissed or choose to dematriculate from the Combined Degree program can complete outstanding requirements for the undergraduate major and degree. In that case, graduate courses taken as a Combined Degree student do not apply to undergraduate requirements. If that student subsequently applies for the traditional Master of Science in Environmental Science and Ecology program, those credits may be transferred to fulfill graduate degree requirements.
A student who is admitted to the Combined Degree program may revert back to the regular BS program voluntarily, in which case, he/she will receive the BS degree at the completion of 120 credits, provided that all other undergraduate degree requirements are met. Students may begin their graduate course work once they are enrolled in the program and have achieved senior status.
Students in the combined degree program have reduced requirements at the undergraduate level in light of their graduate coursework. These changes are by track:
At the completion of 120 credits, if all other undergraduate requirements are met, students in the Combined Degree program will receive their Bachelor of Science degree.
Matriculating into the Graduate Program
When undergraduate students in good academic standing in this Combined Degree program graduate from the undergraduate program at Brockport, they are automatically matriculated into the graduate program in Environmental Science and Ecology. All SUNY-Brockport and Department of Environmental Science and Ecology graduate academic policies will then apply to them. The five-year limit to complete the graduate degree starts at this time.
Appendices
Appendix A: Financial Aid - Some Thoughts & Suggestions
How costs are met – sources of aid:
- Student’s savings
- Parents’ contributions
- Loans
- Grants/Scholarships
- Work opportunities
Financial aid available to students include the following:
- Tuition Assistance Program
- Guaranteed Student Loans
- Federal Program for Financial Assistance
- National Direct Student Loans
- College Work Study Program
- Private Scholarships and Awards
- Foreign Student Assistance
- Assistantships (teaching and research)
The Programs – where and how to apply
-
Tuition Assistance Program (T.A.P.)
- All full-time students who are legal residents of New York are eligible to apply for assistance under the Tuition Assistance Program. Applications are available from college financial aid offices by June 1 to apply for the next academic year. This application is used to determine the amount of T.A.P. award you will receive based on net taxable state income. Awards range from $100 per year to full cost of tuition. You must apply yearly to receive an award.
-
Guaranteed Student Loans
- These loans are administered by the New York Higher Education Assistance Corporation (NYHEAC) and are available through your local bank. They are low interest loans with up to a ten-year repayment schedule. Applications may be obtained at your nearest participating bank. Apply yearly during the spring to insure funds for September.
-
Federal Program of Financial Assistance
-
The following awards can be applied for by submitting a Brockport Financial Aid Application and a Parents’ Confidential Statement (PCS) or a Student Financial Statement (SFS). Brockport’s Financial Aid Application is mailed in the admissions acceptance packet or is available from the Financial Aid Office. Parents’ Confidential Statements and Student Financial Statements can be obtained from college financial aid offices. Applications should be on file by 1 April for consideration of award for the next academic year.
-
National Direct Student Loans (NDSL)
These are low interest long-term loans. Designate NDSL on Brockport’s Financial Aid Application and be sure to have a PCS or SFS on file. Apply yearly before 1 April.
-
College Work Study Program (CWSP)
This program offers jobs to students demonstrating financial need and desire to work. Positions are available in almost every department and administrative office. Every effort is made to correlate the job with the student’s interest and schedule. Designate CWSP on Brockport’s Financial Aid Application and have on file a PCS or SFS. Apply yearly before April 1st.
- National Direct Student Loans (NDSL)
- The following awards can be applied for by submitting a Brockport Financial Aid Application and a Parents’ Confidential Statement (PCS) or a Student Financial Statement (SFS). Brockport’s Financial Aid Application is mailed in the admissions acceptance packet or is available from the Financial Aid Office. Parents’ Confidential Statements and Student Financial Statements can be obtained from college financial aid offices. Applications should be on file by 1 April for consideration of award for the next academic year.
-
Private Scholarship and Awards:
- The Financial Aid Office coordinates the processing on Private Scholarships. Students seek these scholarships on their own and awards are made as specified by the agency offering the scholarship.
- Locally determined scholarships and awards are publicized and needs as well as academic competence are determining factors for selection. It would be beneficial to have on file in the Financial Aid Office a Parents’ Confidential Statement (PCS) or Student Financial Statement (SFS) if you desire to be considered for a locally determined grant or non- monetary award.
-
Foreign Student Assistance
- Contact the Coordinator of Foreign Student Affairs.
-
Assistantships:
- A limited number of assistantships are available from various sources. Assistantships usually provide $3,600 to $7,250 salary and may include a tuition waiver. Inquiries should be made with your respective department. In addition, faculty occasionally have grants to support graduate student research. There is no formal procedure in applying for these awards. We recommend talking with individual faculty on availability.
Appendix B: Suggested Schedule of Events
The following schedule is a general guide as the approximate time sequence for a program leading to the MS Degree.
First Semester
- Meet with Major Advisor to plan first semester courses, prior to classes
- File accepted Plan of Graduate Study with the Graduate Coordinator.
- Consider Research Proposal options (to be filed and approved during the second semester).
Second
- Meet with Advisory Committee to discuss Research Proposal options
- Submit draft Thesis Proposal to entire Advisory Committee at least two weeks prior to the defense.
- Defend Thesis Proposal
- Update Thesis Proposal as necessary
Third
-
Thesis Proposal Defense
-
If the Thesis Proposal Defense was not successful,
- Submit draft Thesis Proposal to entire Advisory Committee at least two weeks prior to the defense.
- Defend Thesis Proposal.
-
If the second-semester Thesis Proposal Defense was successful,
- Meet with Advisory Committee to review progress.
- If the Thesis Proposal Defense was not successful,
Subsequent Semesters
- Meet with Advisory Committee to review progress.
- Register for at least one credit each fall and spring term until your degree is completed. If all six thesis credits have been used, register for one Thesis Continuation Credit (TCC 718) each fall and spring term.
Last Semester
- Submit draft Thesis to entire Advisory Committee at least two weeks prior to the defense.
- Defend Thesis and present a public seminar on your research.
- Notify Graduate Coordinator of intended graduation.
- Submit an electronic and three (3) paper copies of the final thesis (Plan I) to the administrative assistant.
- Fill out change of grade forms for all ENV 704 (Thesis) and TCC credits.
- Fill out the online Application to Graduate. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/honors-program/ | Environmental Science & Ecology’s Honors Program
The Honors Program in Environmental Science and Ecology provides hands-on experience with the scientific method through a multi-semester independent research experience. The program is designed to lead the undergraduate researcher through a complete research project, from developing an original research question and drafting a formal research proposal, to collecting and analyzing data, and drawing formal conclusions that add knowledge to our understanding of environmental science and ecology.
The Honors student is required to write a formal thesis based on their research project and deliver an oral presentation at a local, regional, or national scientific meeting. The completion of the Honors Program in Environmental Science and Ecology will add only two to three credits to an undergraduate student’s course work.
Program Requirements
- Honors students must maintain a cumulative 3.25 GPA in order to earn the Environmental Science and Ecology Honors Degree.
- Honors students must complete all University and Environmental Science major requirements.
- Consistent with the University Honors Program, students will be allowed to drop below a 3.25 GPA for no more than one semester. If they have not raised their GPA to 3.25 or above by the end of the semester, they will be dropped from the program.
- Sophomore students with less than 54 credits must complete ENV 290 Introduction to Honors Research (one credit).
- All Honors students must complete ENV 494 Honors Research (at least three credits), ENV 493 Environmental Science Seminar (at least one credit), and ENV 496 Honors Thesis (one credit).
- The Honors Thesis must be approved by the Honors Coordinator and University Honors Program designee and must be presented at Scholar’s Day or an appropriate alternative public forum.
- All Honors students must have identified a faculty mentor willing to accept them into their research group before admittance.
Admission Requirements
- Matriculated native students (sophomore through first semester junior) must have a ≥ 3.50 GPA overall and in all science/math courses. Native freshman students are not eligible to apply.
- Transfer students must have a minimum transfer GPA of 3.25 overall and in all science/math courses, and complete at least 12 credit hours at SUNY Brockport, including at least one majors course, with a minimum GPA of 3.50.
Curriculum
- ENV 290 Introduction to Honors Research (one credit): Provides an introduction to scientific research and the scientific method. Field and laboratory techniques will be introduced in the context of developing a thesis proposal. Only students with less than 54 college credits may register. Requires prior approval of the faculty mentor.
- ENV 494 Honors Research (up to three credits): Provides an independent research experience for Honors students in Environmental Science and Ecology with a faculty mentor (to be identified). Juniors and seniors only. May be repeated. Requires prior approval of the faculty mentor.
- ENV 493 Environmental Science and Ecology Seminar (one credit): Provides a venue for professional development and discussion of current topics in Environmental Science and Ecology. Juniors and seniors only. May be repeated.
- ENV 496 Honors Thesis (one credit): The Honors Research Project culminates in a written Honors Thesis to be presented at Scholar’s Day or another appropriate scientific forum. The thesis must be approved by the Honors Coordinator and University Honors Program designee. Requires prior approval of the faculty mentor. Students must have obtained an overall GPA and a GPA in the major of 3.25 in order to register. A minimum grade of B must be obtained to receive Departmental Honors.
Apply Now
Students who qualify for the Honors program may fill out a simple application online via MachForms. The link will be provided by request. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/major-minor/ | What You’ll Learn
Environmental problems are among the most urgent issues facing our civilization.
Through a curriculum with a common core in the disciplines of biology, ecology, chemistry and geology, and a focused track, environmental science and ecology majors develop the conceptual knowledge and technical skills necessary to address environmental problems.
-
Curriculum
The Department of Environmental Science & Ecology at SUNY Brockport offers three tracks and two minor degree programs.
You can focus on Fisheries and Aquatic Ecology, Wildlife and Terrestrial Ecology, or Aquatic and Terrestrial Ecology.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
Honors Program
The Honors program in Environmental Science is designed to lead the undergraduate researcher through a complete research project.
Gain a hands-on experience with the scientific method through a multi-semester independent research experience.
-
Career Outlook
There is an ongoing demand for environmental scientists in industry, government, and nonprofit environmental organizations. Our graduates have gone on to work for the US Fish and Wildlife Service , US Army Corps of Engineers, US Geological Survey , National Weather Service, US National Park Service, NYS Department of Environmental Conservation, prestigious graduate schools and major corporations.
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 | environmental-science | https://www2.brockport.edu/academics/environmental-science/major-minor/career-pathways/ | The mission of the Department of Environmental Science and Ecology is to transform students into scientifically literate citizens and professionals by engaging them in high impact learning activities focused on environmental and ecological principles, techniques, and issues. By doing so, we will prepare our students for careers in the growing fields of natural resource management, the green economy, and environmental stewardship.
Is Your Education on Track?
Recommendations for Environmental Science (ENV) Majors
YEAR 1: EXPLORATION
Students are exploring who they are, what they are interested in, if they are in the right major, what potential career paths exist.
- IDENTIFY your interests
- ENSURE that your are in the right major
- EXPLORE career paths
- COMPLETE APS course
- MEET with your major advisor to discuss career pathways and options
- ATTEND ES&E scientific seminars
- ATTEND ES&E professional development seminars
- ATTEND ES&E Scholars Day presentations
- EXPLORE options for gaining professional experience
YEAR 2: DIRECTION
Students begin developing a professional demeanor, learning career options, and participating in activities relevant to the profession.
- BEGIN participating in professional activities
- LEARN more about career options in major
- BEGIN gaining experience outside of the classroom
- CONSIDER an independent research project (if qualified)
- APPLY for SURP (if qualified)
- APPLY for summer positions with Student Conservation Association
- CONTINUE with relevant items under Year 1
- ATTEND Research and Internship Day
- ATTEND the fall Career Services’ Careers for the Common Good (non-profit and volunteer positions) and the spring Jobs and Internship Fair
- DEVELOP a resume and have it reviewed
- CONSIDER Study Abroad programs and other external for-credit opportunities
YEAR 3: CREDENTIALS
Students complete opportunities to distinguish themselves from others through research, internships, volunteer work, study abroad, etc.
- CONTINUE building your professional profile
- GAIN more experience outside of the classroom
- CONSIDER an independent research project (if qualified)
- APPLY for SURP (if qualified)
- APPLY for summer positions with Student Conservation Association
- APPLY for employment on a summer research project through the department
- CONTINUE with relevant items under Years 1 and 2
- PRESENT your research at Scholars Day, SUNY Undergraduate Research Conference, etc.
- CONSIDER Study Abroad programs and other external for-credit opportunities
- TAKE any open state civil service exam
- BEGIN contacting potential graduate school advisors
YEAR 4: TARGETING
Students polish and refine their job materials and prepare for entry into the job market/grad school.
- REVIEW job materials and seek help from your advisor
- PRACTICE professional networking and interviewing
- CONTINUE building your professional profile
- BEGIN applying for postgraduation positions
- PRESENT at the fall Research and Internship Day
- COMPLETE ENV 492 Global Environmental Issues
- REFINE communication and critical thinking skills
- GAIN more experience outside of the classroom
- CONTINUE with relevant items in Years 1, 2, and 3
- APPLY to graduate schools during the fall semester
- SEND resume to potential employers during and after Winter Break
- PRESENT your research at Scholars Day, SUNY Undergraduate Research Conference, etc.
- TAKE any open state civil service exam |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/major-minor/sample-four-year-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. Environmental Science & Ecology Major
Aquatic & Terrestrial Ecology Concentration
First Year
Fall Semester
Course
Credits
GEP 100 Academic Planning Seminar
1
Gen Ed: Written Communication
3
Gen Ed: Math and Quantitative Reasoning (MTH111)
3
ENV 202 Environmental Science
4
GEL 201 Physical Geology
4
Total
15 Spring Semester
Course
Credits
Gen Ed: Humanities
3
Gen Ed: Social Sciences
3
ENV 204 Biology of Organisms
4
ENV 303 Ecology
4
Total
14
Second Year
Fall Semester
Course
Credits
Gen Ed: Arts
3
CHM 205 College Chemistry I
4
ENV400 Plant Diversity or ENV419 Limnology or ENV446 Wetland Ecology
4
ESC371 Essentials GIS
1
ENV Elective (see below)
3 or 4
Total
15-16 Spring Semester
Course
Credits
Gen Ed: US History and Civic Engagement
3
Gen Ed: World Language
3
CHM206 College Chemistry II
4
ENV452 Environmental Laws and Regulations
3
ENV Elective
3 or 4
Total
16-17
Third Year
Fall Semester
Course
Credits
Gen Ed: Perspective on Gender
3
Gen Ed: History and Civic Engagement
3
ENV337 Biostatistics
3
ENV400 Plant Diversity or ENV419 Limnology or ENV446 Wetland Ecology or Elective (see below)
3 or 4
ENV484 Fisheries Science and Management or ENV440 Herpetology or ENV Elective (see below)
3 or 4
Total
15-17 Spring Semester
Course
Credits
SOC 307 Environmental Sociology or HST 407 American Environmental History or ANT 331 Environmental Anthropology or PSL 328 Politics of Energy Policy
3
CHM313 Quantitative Chemistry Analysis
4
ENV414 Data Collection and Management
1
ENV404 Stream Ecology or ENV430 Ornithology or ENV Elective (see below)
3 or 4
ENV Elective
3 or 4
Total
13 to 15
Fourth Year
Fall Semester
Course
Credits
Gen Ed: Diversity, Equity, Inclusion and Social Justice
3
ENV484 Fisheries Science and Management or ENV440 Herpetology or ENV Elective (see below)
3 or 4
ENV484 Fisheries Science and Management or ENV446 Wetland Ecology or ENV Elective (see below)
3 or 4
ENV Elective
3 or 4
Total
12-15 Spring Semester
Course
Credits
Gen Ed: Contemporary Issue
3
ENV436 Water Quality or ENV Aquatic Toxicology
4
ENV404 Stream Ecology or ENV430 Ornithology or ENV Elective (see below)
3 or 4
ENV 492 Global Environmental Issues
3
Total
13-14
Concentration Specific Elective Courses (8 Credits Needed)
Course
Credits
ENV 400 Plant Diversity
4
ENV401 Water Conservation Management
3
ENV 404 Stream Ecology
4
ENV 406 Wildlife Ecology
4
ENV 407 Invasion Ecology
3
ENV408 Principles of Wildlife Management
3
ENV 419 Limnology
4
ENV 424 Movement and Migration Ecology
3
ENV 427 Animal Behavior
3
ENV 430 Ornithology
4
ENV 435 Northern Wetland
3
ENV 436 Water Quality Analysis
4
ENV 438 Ecology Data Analysis R
3
ENV 439 Conservation Biology
3
ENV 440 Herpetology
4
ENV 444 Plant Ecosystem Ecology
3
ENV 446 Wetland Ecology
4
ENV 447 Wetland Delineation
3
ENV 448 Restoration Ecology
3
ENV 459 Mammalogy
3
ENV 462 Aquatic Toxicology
4
ENV 464 Aquaculture
3
ENV 466 Great Lakes Issues
3
ENV 476 Animal Ecophysiology
3
ENV 477 Field Biology
4
ENV 484 Fish Science and Management
4
ENV 486 Fish Biology
4
ENV 497/498/499 Internship/Collaborative Research/Independent Study
1-3
ESC 313 Environmental Climatology
3
ESC 318 Watershed Science
3
ESC 380 Remote Sensing
3
ESC 412 Hydrology
4
ESC 431 GIS Applications
3
ESC 455 Soils Science
3
BIO 302 Genetics
4
BIO 411 Evolution
3
CHM 305 Organic Chemistry I
4
GEL462 Groundwater
4
Total
8 Fisheries & Aquatic Ecology Concentration
First Year
Fall Semester
Course
Credits
Gen Ed: GEP 100 Academic Planning Seminar
1
Gen Ed: Written Communication
3
Gen Ed: Math and Quantitative Reasoning (MTH111)
3
ENV 202 Environmental Science
4
GEL 201 Physical Geology
4
Total
15 Spring Semester
Course
Credits
Gen Ed: Humanities
3
Gen Ed: Social Sciences
3
ENV 204 Biology of Organisms
4
ENV 303 Ecology
4
Total
14
Second Year
Fall Semester
Course
Credits
Gen Ed: Arts
3
CHM 205 College Chemistry I
4
ENV419 Limnology
4
ESC 371 Essentials GIS
1
ENV Elective (see below)
3 or 4
Total
15-16 Spring Semester
Course
Credits
Gen Ed: US History and Civic Engagement
3
Gen Ed: World Language
3
CHM206 College Chemistry II
4
ENV452 Environmental Laws and Regulations
3
ENV404 Stream Ecology or ENV Elective (see below)
3 or 4
ENV Elective
3 or 4
Total
16-17
Third Year
Fall Semester
Course
Credits
Gen Ed: Perspective on Gender
3
Gen Ed: History and Civic Engagement
3
ENV337 Biostatistics
3
ENV484 Fisheries Science and Management or ENV446 Wetland Ecology or ENV Elective (see below)
3 or 4
ENV Elective (see below)
3 or 4
Total
15-17 Spring Semester
Course
Credits
SOC 307 Environmental Sociology or HST 407 American Environmental History or ANT 331 Environmental Anthropology or PSL 328 Politics of Energy Policy
3
CHM313 Quantitative Chemistry Analysis
4
ENV414 Data Collection and Management
1
ENV Elective
3 or 4
ENV Elective
3 or 4
Total
15-16
Fourth Year
Fall Semester
Course
Credits
Gen Ed: Diversity, Equity, Inclusion and Social Justice
3
ENV484 Fisheries Science and Management or ENV446 Wetland Ecology or ENV Elective (see below)
3 or 4
ENV Elective
3 or 4
ENV Elective
3 or 4
Total
12-15 Spring Semester
Course
Credits
Gen Ed: Contemporary Issue
3
ENV436 Water Quality or ENV Aquatic Toxicology
4
ENV Elective
3 or 4
ENV 492 Global Environmental Issues
3
Total
13-14
Concentration Specific Elective Courses (6 to 12 Credits from Aquatic Courses
Course
Credits
ENV401 Water Conservation Management
3
ENV 404 Stream Ecology
4
ENV 435 Northern Wetlands
3
ENV 436 Water Quality Analysis
4
ENV 446 Wetland Ecol.
4
ENV 447 Wetland Delineation
3
ENV 462 Aquatic Toxicology
4
ENV 464 Aquaculture
3
ENV 466 Great Lakes Issues
3
ENV484 Fish Science and Management
4
ENV 486 Fish Biology
3
ENV497/498/499 Internship/Collaborative Research/Independent Study
1-3
ESC 318, Watershed Sciences
3
ESC 412 Hydrology
4
GEL462 Groundwater
4
General Courses (0 to 6 Credits)
Course
Credit
ENV 407 Invasion Ecology
3
ENV 424 Movement and Migration Ecology
3
ENV 427 Animal Behavior
3
ENV 438 Ecological Data Analysis R
3
ENV 439 Conservation Biology
3
ENV 448 Restoration Ecology
3
ENV 476 Animal Ecophysiology
3
ESC 380 Remote Sensing
3
ESC431 GIS Applications
3
BIO 302 Genetics
4
BIO 411 Evolution
3
CHM 305 Organic Chemistry I
4
Total
12 Wildlife & Terrestrial Ecology Concentration
First Year
Fall Semester
Course
Credits
GEP 100 Academic Planning Seminar
1
Gen Ed: Written Communication
3
Gen Ed: Math and Quantitative Reasoning (MTH111)
3
ENV 202 Environmental Science
4
GEL 201 Physical Geology
4
Total
15 Spring Semester
Course
Credits
Gen Ed: Humanities
3
Gen Ed: Social Sciences
3
ENV 204 Biology of Organisms
4
ENV 303 Ecology
4
Total
14
Second Year
Fall Semester
Course
Credits
Gen Ed: Arts
3
CHM 205 College Chemistry I
4
ENV400 Plant Diversity or ENV406 Wildlife Ecology
4
ESC371 Essentials GIS
1
ENV Elective (see below)
3 or 4
Total
15-16 Spring Semester
Course
Credits
Gen Ed: US History and Civic Engagement
3
Gen Ed: World Language
3
CHM206 College Chemistry II
4
ENV452 Environmental Laws and Regulations
3
ENV440 Herpetology or ENV430 Ornithology or ENV Elective (see below)
3 or 4
Total
16-17
Third Year
Fall Semester
Course
Credits
Gen Ed: Perspective on Gender
3
Gen Ed: History and Civic Engagement
3
ENV337 Biostatistics
3
ENV400 Plant Diversity or ENV406 Wildlife Ecology
4
ENV Elective (see below)
3 or 4
Total
16-17 Spring Semester
Course
Credits
SOC 307 Environmental Sociology or HST 407 American Environmental History or ANT 331 Environmental Anthropology or PSL 328 Politics of Energy Policy
3
CHM313 Quantitative Chemistry Analysis
4
ENV414 Data Collection and Management
1
ENV440 Herpetology or ENV430 Ornithology or ENV Elective (see below)
3 or 4
ENV Elective
3 or 4
Total
14-16
Fourth Year
Fall Semester
Course
Credits
Gen Ed: Diversity, Equity, Inclusion and Social Justice
3
ENV 444 Plant Ecosystem Ecology or ENV 446 Wetland Ecology or ENV Elective
3 or 4
ENV Elective
3 or 4
ENV Elective
3 or 4
Total
12-15 Spring Semester
Course
Credits
Gen Ed: Contemporary Issue
3
ENV Elective
3 or 4
ENV Elective
3 or 4
ENV 492 Global Environmental Issues
3
Total
12-14
Concentration Specific Elective Courses (6 to 12 Credits from Terrestrial Courses)
Course
Credits
ENV 407 Invasion Ecology
3
ENV408 Principles of Wildlife Management
3
ENV 424 Movement and Migration Ecology
3
ENV 427 Animal Behavior
3
ENV 430 Ornithology
4
ENV 438 Ecological Data Analyses R
3
ENV 439 Conservation Biology
3
ENV 440 Herpetology
4
ENV 444 Plant Ecosystem Ecology
3
ENV 446 Wetland Ecology
4
ENV 447 Wetland Delineation
3
ENV 448 Restoration Ecology
3
ENV 459 Mammalogy
3
ENV 476 Animal Ecophysiology
3
ENV 477 Field Biology
4
ENV 497/498/499 Internship/Collaborative Research/Independent Study
1-3
General Elective Courses (0 to 6 Credits)
Course
Credits
ESC 313 Environmental Climatology
3
ESC 380 Remote Sensing
3
ESC 431 GIS Applications
3
ESC 455 Soils Science
3
BIO 302 Genetics
4
BIO 411 Evolution
3
CHM 305 Organic Chemistry I
4
Total
12 to 13 |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/masters/ | What You’ll Learn
We develop scientists who can analyze and understand environmental systems and predict environmental change. They also manage the environment. Each student conducts research and completes a thesis. They also complete focused coursework relevant to their study area.
The curriculum develops essential skills in statistics and data analytics. Students also develop scientific writing and public speaking skills.
Curriculum
Our curriculum provides the intellectual depth and breadth to support a formal thesis. The program of study includes core courses and an individual course of study. Critical, independent and creative thinking are challenges as students explore their topic. Students develop conceptual knowledge and technical skills to understand and solve environmental problems. They study issues in ecology, chemistry, and the earth sciences.Curriculum & Learning Outcomes
Research
Our students have the chance to work closely with professors in the field, both on land and in water.
-
Application Process
All applicants must complete the multi-step process managed by the Center for Graduate Studies.
- Determine your applicant type
- Submit application
- Request all official transcripts
- Review and submit required application materials through the Application Status Portal
- International applicants must also submit international materials
-
Best Consideration Dates
If you plan to apply for a graduate assistantship: March 1
Fall Semester: April 15
Spring Semester: November 15
Complete applications received after the published dates are welcome and will be reviewed on a space-available basis.
-
Career Outlook
Many of our students go on to doctoral study. Others conduct research in national research laboratories, field stations, as well as institutes and corporations in the private sector. Graduates of the program work in federal, state and local government agencies that are charged with managing natural resources. They also work in the private sector in a variety of industries and consulting firms.
-
Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships.
What’s Next?
Stay Informed
Receive emails about Graduate news and upcoming events.Sign Up
Program Contact
Kathryn Amatangelo, PhD
(585) 395-5743
Start Your Application
Complete our multi-part application with the Center for Graduate Studies.Apply Now |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/mission/ | Our Mission
The mission of the Department of Environmental Science and Ecology is to transform students into scientifically literate citizens and professionals by engaging them in high-impact learning activities focused on environmental and ecological principles, techniques, and issues. By doing so, we will prepare our students for careers in the growing fields of natural resource management, the green economy, and environmental stewardship.
Our mission is accomplished through a program focused on fostering critical thinking, technical and practical skills, and professional development.
- Small classroom sizes and faculty-led curricular labs allow students to engage directly with their professors and the natural environment.
- By teaching scientific writing, oral communication, and data analysis across our curriculum, we provide students with training in a set of skills applicable to a broad range of professional positions.
- Through active faculty scholarship we provide opportunities for student engagement in research activities in the field, laboratory, and classroom.
- Our high-quality graduate program offers qualified students advanced training in research skills and professional development.
- Our external network of local, regional, and international collaborations helps students remain abreast of current environmental issues while fostering opportunities to develop professional skills and gain employment. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/publications/ | Sponsored by SUNY Brockport, State University of New York with a grant from the American Democracy Project.
Faculty Publications
This collection features works published by the faculty and professionals, both current and former, of the Department of Environmental Science and Ecology (formerly the Department of Environmental Science and Biology). These publications are comprised of articles submitted to scholarly and peer-reviewed academic journals.
Environmental Science & Ecology Student Theses
Environmental problems are among the most urgent issues facing our civilization. In order to manage Earth’s environment effectively, we must understand the processes that shape the Earth’s surface, control the chemistry of our air and water, and produce the resources on which we depend.
The theses presented here include those from both current and former students in the Department of Environmental Science and Ecology at SUNY Brockport.
Faculty Technical Reports
This collection features technical reports published by the faculty and professionals, both current and former, of the Department of Environmental Science and Ecology (formerly the Department of Environmental Science and Biology). |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/research/ | The Department offers multiple opportunities for Graduate Research.
Many professors take on graduate students to participate in a plethora of research opportunities. Below are a few examples of recent graduate students and their research.
Recent Examples of Graduate Research
Tammy Bleir
Advisor: Dr. Michael Chislock
Title: Abundance and composition of microplastics in five south-central Lake Ontario tributaries
Project Summary: I am surveying Lake Ontario and five local tributaries for microplastics to answer three main questions:
- What is the concentration of microplastics in Lake Ontario tributaries in the Rochester area?
- Which tributaries have the highest microplastic concentrations, and how do these compare to lake concentrations?
- What are the most common polymer types found in tributaries versus the lake?
The goal of my project is to better understand where plastic debris originates to recommend local pollution prevention initiatives.
Tiffany Clay
Advisor: Dr. Chris Norment
Title: Managing refuge dikes to enhance monarch butterfly (Danaus plexippus) habitat
Project Summary: My thesis research is investigating how mowing regimes along National Wildlife Refuge dike systems affect monarch butterfly habitat, through their impact on the monarch’s host plant, milkweed (Asclepias sp.). The goal of my project is to provide management suggestions to refuges within the range of the eastern migratory population of monarchs.
Aaron Heisey
Advisor: Jacques Rinchard
Title: Is lake trout thiamine deficiency related to a lipid-rich diet?
Project Summary: Thiamine (vitamin B1) acts as an antioxidant and a cofactor for multiple cellular metabolic functions essential for sustaining life. It is hypothesized that if the intake of thiamine is incongruent with its organismal demand, then thiamine deficiency complex (TDC) may result, leading to neurological and developmental impairments. In Lake Ontario, TDC affects native lake trout that feed heavily on alewife, a highly abundant prey species with twice the lipid content of other prey. Although recently, they seem to have incorporated the round goby as a prey in certain areas of the lake. My proposed research will incorporate a field study using fatty acid signatures to look at the spatial variability of diet composition in lake trout and a laboratory experiment to provide a holistic understanding of how thiamine deficiency is linked to high lipid prey.
Chris Mitchell
Advisor: Dr. Rachel Schultz
Title: Quantifying Waterfowl Use and Habitat Characteristics Following Wetland Restoration in Lake Ontario Coastal Wetlands at Braddock Bay Wildlife Management Area
Project Summary: My thesis research involves a field study at Braddock Bay WMA where spring-migrating waterfowl will be surveyed using trail cameras and point-count estimates. I will also be surveying habitat characteristics such as vegetation, and aquatic invertebrates within the different habitat types of the WMA. My goal is to determine differences in waterfowl use and habitat characteristics of various habitat types within the Braddock Bay WMA during spring migration. Ultimately, this will allow future researchers and managers to assess the potential selection of the different habitat types within Braddock Bay by different species of waterfowl.
Kylee Wilson
Advisor: Dr. Matthew Altenritter
Title: Movement and Life History Diversity of Lake Ontario Yellow Perch (Perca flavescens).
Project Summary: My thesis research aims to document variations in movement life history (e.g. migratory or residential) in yellow perch caught in coastal wetland and Lake Ontario habitats. I am looking to see if such diversity manifests as variations in body morphology, demographic characteristics (e.g., age, growth, fecundity), and duration of habitat use. The goal of my project is to inform whether these different life histories exist, and to understand the potential ecological and managerial implications of this diversity. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/student-alumni-spotlights/ | Skip to main content
Skip to page navigation
search
open main navigation
Information For:
Information For
Future Students
International Students
Current Students
Faculty & Staff
Parents
Alumni
Info For:
Future Students
International Students
Current Students
Faculty & Staff
Parents
Alumni
Apply
Request Info
Give
Quicklinks:
Quicklinks
Webmail
Web Banner (Brockportal)
Brightspace
Directory
Course Schedule
Accommodate
Student Bill Pay
EagleSUCCESS
myBROCKPORT
University Policies
Brockport Today
Events Calendar
Academic Calendar
Library
IT Service Desk
NetID Lookup & Password Change
Emergency Info
Issue Reporting Center
About
Scholarships & Aid
Academics
Admissions
Student Life
Athletics
Quicklinks
search
Home
Academics
Environmental Science & Ecology
Student & Alumni Spotlights
Student & Alumni Spotlights
Login |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/undergraduate-research/ | Recent Undergraduate Research Examples
Cameron Snell (Advised by Dr. Michael Chislock)
Abundance of Microplastics in the Southern Tributaries Sediments of Lake Ontario
Project Summary: Cameron Snell’s project is focused on microplastics in sediments of southern Lake Ontario Tributaries (Oak Orchard River to Irondequoit Creek). Currently, there is extensive research on microplastics in open water of the Great Lakes, but only one on sediments. Microplastics float which is why studies are done on the surface. However, it is believed that the longer they are in water they grow a film due to algae. This film may cause them to sink, leading to a miscount of microplastics.
Snell has gathered samples from multiple locations using a dredge and density separation to remove all organic matter and identify the microplastics.
Kevin Nash (Advised by Andie Graham)
The Effects of Human Disturbance on Eastern Bluebird (Sialia sialis) Fledgling Success
Project Summary: Kevin Nash’s research is to determine if human disturbance negatively impacts the number of Eastern bluebirds (Sialia sialis) that fledge the nest. He monitored 40 bird nest box sites located at SUNY Brockport campus during the summer of 2019. At each site, he identified the species nested, counted the number of eggs laid, and monitored the nests until the young fledged.
Nash will compare the number of successful fledglings to the distance to the nearest human disturbance (roads, baseball field, etc.) from each nest box to determine any relationship between next success and human disturbance.
Angela Becker (Advised by Dr. Rachel Schultz)
Cranberry Pond Wetlands Research Project
Project Summary: Angela Becker is assisting Dr. Schultz at a wetland in Cranberry Pond near Braddock Bay in Rochester, New York. A rare fen community has been rediscovered in the western section of the pond and is beginning to be invaded by cattail.
Becker is researching the soil substrate between the fen and cattail areas to determine if available nutrients differ in each as well as in the intermediate invaded areas. She is also surveying plant vegetation to help with future decisions on restoration in the area.
Jacob Kearney (Advised by Dr. Chris Norment)
Pollinator Communities on Public Lands: Investigating New Opportunities for Management.
Project Summary: Jacob Kearey’s project is investigating the abundance of butterfly species and nectar sources in an area that was recently planted with native pollinator species and a pool in drawdown phase at Montezuma National Wildlife Refuge.
Kearney is looking to see if certain butterfly species show preference for certain nectar sources, which can then be applied and shared with management officials for future pollinator management plans.
Lillian Denecke (Advised by Dr. Jacques Rinchard)
Interaction Between Dietary Thiamine & Lipid Content in Juvenile Steelhead Trout (Oncorhynchus mykiss)
Project Summary: Thiamine (vitamin B1) deficiency occurred in many salmonine species inhabiting the Great Lakes and the Finger Lakes. This deficiency causes neurological defects that can result in early death. Lillian Denecke’s project investigated the hypothesis that thiamine deficiency in fish is a result of a high lipid diet due to thiamine being used up to prevent lipid peroxidation.
Juvenile steelhead trout, raised in aquaria, were fed four diets (high lipid/thiamine, high lipid/no thiamine, low lipid/thiamine, and low lipid/no thiamine) over a six-week period with survival monitored daily. Fish from each aquarium were also sampled every two weeks to assess growth, lipid content, fatty acid signature, and thiamine concentration.
The preliminary results indicate that the fish fed high lipid diets had increased growth compared to the fish fed low lipid diets. In addition, the fish fed the low lipid/no thiamine diet had the highest mortality rate.
Katelyn Brown (Advised by Dr. Michael Chislock)
Trophic Cascades & Aeration in Lakes: Effects on Water Quality & Zooplankton Community Structure
Project Summary: Katelyn Brown’s research focused on the effects of an installed aeration device in Lake Lacoma. The aeration device ‘traps’ phosphate in sediments by creating an oxygenated environment from the surface to the bottom of the lake. A hypothesized indirect effect of aeration is facilitation of large-bodied zooplankton by creating a cold, well-oxygenated, deep refuge from potential fish predators.
Brown used a combination of in situ water quality monitoring and comparisons to historical data on nutrient dynamics and zooplankton community structure for this lake to address this question. She found that over the summer the phosphorus concentration in Lake Lacoma was still high, even with the aerator. The aerator did however have a positive effect on increasing the zooplankton community. |
academics | environmental-science | https://www2.brockport.edu/academics/environmental-science/writing-policy/ | The general format in the linked documents below will serve as a guideline for students preparing scientific research reports for classes in Environmental Science & Ecology.
Instructors may choose to modify their writing assignments, based upon learning objectives. However, please note that the format described below should be used for all scientific research reports prepared by students in Environmental Science & Ecology classes, unless otherwise instructed.
Scientific Writing Policy Document and Checklist
Environmental Science & Ecology Official Grading Policy |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/ | TESOL Program
The following information found on these webpages pertains to our Childhood Inclusive and Adolescence Inclusive Generalist education programs. For more information on field experience for the TESOL program, please refer to our program page.Close
Who to Contact
In order to ensure that our students field experience and student teaching opportunities are meeting our high quality expectations for learning, multiple offices and staff members are involved. Find out who to contact for any questions related to field experience, student teaching, and more.
College Supervisors
College supervisors function as a central piece of the student teaching experience as they are the liason between the teacher candidate, school-based teacher educators, and the Field Experience Office.
Our Partners
SUNY Brockport partners with a handful of schools within the Rochester area (and abroad) to provide our students with a wide variety of placement opportunities.
Department of Education & Human Development
SUNY Brockport partners with a handful of schools within the Rochester area (and abroad) to provide our students with a wide variety of placement opportunities.
Applying for Certification
SUNY Brockport partners with a handful of schools within the Rochester area (and abroad) to provide our students with a wide variety of placement opportunities. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/about-student-teaching/ | Student teaching is the final phase of the education program.
About Student Teaching
Student teaching must take place in Rochester area school districts (see exceptions below), where the University has a relationship with school personnel and college supervisors have a reasonable travel distance. There are four SUNY approved alternative locations for student teaching outside the Brockport/Rochester area:
Student teaching placements in the Rochester area school districts consist of a single placement over the course of the semester, for 15 weeks (this will differ if you are part of an alternative location program). As with field experience, an application and resume must be submitted the semester prior to student teaching in order to have the Field Experience Office secure a placement for teacher candidates.
For more information, resources, and forms related to student teaching, refer to our Student Teaching homepage.
Student Teaching Seminar
Student teaching candidates are required to attend weekly seminar meetings with their college supervisor and seminar group. During the seminar meetings, candidates have an opportunity to discuss questions about their student teaching placement, receive support on the edTPA process, and learn from the experiences of their college supervisor and colleagues. Seminars will be held at a school district if there is a cohort on site and on campus (in computer labs if edTPA support or writing is scheduled). Professional development opportunities such as guest speakers for certification or classroom management, or visiting a local school district for mock interviews may be incorporated into the seminar meeting time.
Student teaching candidates will be informed about their college supervisor and the day/time of their seminar group meetings prior to the start of the semester. Typically the seminar is held in the late afternoon or early evening, after regular school district hours. College Supervisors will inform their seminar group about the location of the meeting. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/about/ | Placements are arranged by the Field Experience Office – teacher candidates do not make their own placement arrangements.
The teacher candidate must submit a Field Experience Application the semester prior to their field experience. A new form is needed for each of the three placements.
Some placements have a tutoring component where the candidate spends part of their 50 hours assisting students in the tutoring program at the district, and a portion of their hours in a classroom setting. Orientations and training are provided for tutoring programs.
Application
The candidate is required to complete an application during the semester prior to each field experience placement. The Field Experience Application is emailed with instructions to apply to all teacher candidates. If you ahve any questions or need another application, please reach out to our office. A resume must also be submitted prior to each field experience. Placement request forms and resumes for spring placements are due by October 15; for fall placements they are due by March 15. In addition, the candidate must register for the course as soon as possible and complete an availability form. Some school districts or tutoring programs may require additional paperwork.
Assessment
Each teacher candidate is carefully monitored and assessed during their education program. An overall minimum GPA of 2.5 (undergraduate) or 3.0 (graduate) must be maintained or the teacher candidate is placed on program probation. S/he has one semester to raise the GPA to the minimum standard or s/he is dismissed from the program. Each teacher candidate is also closely assessed on teacher candidate dispositions. Intervention strategies can be recommended or program dismissal enacted if candidate dispositions are not evident to at least a developing degree.
A brief, paper instrument is given to the school-based teacher educator (SBTE) early in the semester to check on their candidate’s progress, and returned to the college supervisor. A complete field experience assessment must also be completed by the SBTE at the end of each placement. This assessment is done electronically through Tk20, and will be used in determining the grade for the course, for promotion to the next phase of the program, and to verify that requirements have been completed. An email with log-in information for the assessment will be sent from peuassessment@brockport.edu with instructions and due dates.
Requirements
During field experience, teacher candidates will work with small groups or individual students, observe various classes, tutor, participate in class activities and lessons and lead/teach at least one lesson or learning activity. The purpose of field experience is to prepare the teacher candidate for student teaching by orienting him/her to the classroom, teaching, and school environment. At the beginning of the field experience, the college supervisor will provide additional information about their requirements and expectations. Requirements are also reviewed during class visits by the Field Experience Office staff. Tutoring program expectations typically are shared with candidates during an orientation meeting early in the semester. When a tutoring program is included as part of the placement, both classroom and tutoring program expectations must be honored and carried out.
For new students who are joining the program and want to know more about the program and field experience our webpage linked below can help the student understand the requirements of the program and how to professionally dress and conduct yourself at your placement. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/adolescence-curriculum/ | Adolescence Inclusive Generalist
A large portion of our student’s curriculum involves three 50-hour field experience placements and a student teaching placement. The information below lays out what is expected of our teacher candidates during each phase of their field experience/student teaching placements.
At least one field experience or student teaching placement must meet each of the following requirements:
- Completed in a high-need school
- Working with children with special needs
- Working with children who are not native speakers of English
These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student teaching. Field experience will be in school or community settings.
Please note: In all phases, candidates may tutor, assist in classroom activities, grade papers, create bulletin boards, and work with individuals or small groups, etc., at the teacher’s discretion. Our goal is for teacher candidates to be actively involved in working with students as much as possible.
Phase 1: Inclusive Middle Level Teaching
Observation and participation in a diverse classroom setting (Grades 5–9). 50 clocked hours are needed by the end of the semester.
- Teacher candidate must lead at least one learning activity or lesson in their content area. The University offers math, social studies, English, foreign languages (Spanish and French), and Sciences (biology, chemistry, earth science, and physics)
Phase 2: Teaching Inclusively
Observation and participation in a high school setting (Grades 10–12). 50 clocked hours are needed by the end of the semester.
- Teacher candidate must lead at least one learning activity or lesson in their content area. The University offers math, social studies, English, foreign languages (Spanish and French), and Sciences (biology, chemistry, earth science, and physics)
Phase 3: Methods in Special Education
Observation and participation (under the supervision of a teacher certified in special education) in a setting that includes children with special needs (Grades 7–12). 50 clocked hours are needed by the end of the semester.
- Candidates create an inclusive unit and teach one lesson (in any content area).
Phase 4: Practicum in Adolescence Inclusive Education with Seminar
Single Student Teaching placements will predominantly involve working with one content teacher for a full semester. However, because the University is a dual certification program, student teachers will have an opportunity to work with students from both populations: general ed and students with disabilities.
- Student teaching must occur in grades 7–12.
- Full-time placements follow the school district calendar Monday – Friday throughout the semester (15 weeks) |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/alaska/ | Overview
Our Alaska Student Teaching placement program is a unique experience that allows our students the option to teach in a diverse setting. This Brockport operated placement program is NYSED- approved for New York certification and offers two different options depending on how long you wish to student teach in Alaska
Benefits
- Low Cost
- Free Airfare
- Teaching Housing
Why Student Teach in Alaska?
- Alaska is unique — it is vast, and has a climate, history, and population distinct from Western NY. Alaska is a predominantly rural state, with most communities disconnected from the road system, and 200+ Alaska Native tribes and villages spread out over hundreds of thousands of square miles. Alaska’s schools are nestled in some of the most remote and wild places in the United States.
- Alaska is diverse — Schools in rural Alaska function as community centers for village life in predominantly subsistence-based communities. Many villages have retained strong cultural and tribal language traditions, and offer unique experiences for teacher candidates to learn their craft in vibrant, cross-cultural contexts. Student teaching in Alaska represents a continuation of Brockport’s commitment to preparing culturally competent teachers and engagement with the broader world beyond our walls.
- Alaska needs teachers. Alaska has had a sustained teacher shortage across all levels and content areas for more than two decades, despite high salaries. The state simply doesn’t graduate enough teachers each year to meet school demands. Student teaching in Alaska provides school districts the chance to recruit you for teaching jobs when you graduate.
Student Teaching Locations
Schools in placement districts are rural Alaska schools, typically include 20-150 Pre K-12 students, and serve communities with 100-400 residents. One unique aspect of teaching in rural Alaska is housing. Unlike in NY, the host district provides teacher housing adjacent to the school, with substantial subsidies provided by the district. We ensure that teacher candidates are only placed with districts who can provide teacher housing for the duration of the experience.
Brockport’s partner districts include:
- Alaska Gateway School District (AGSD): Alaska Gateway is a school district in Interior Alaska, operating schools in seven villages with ~350 students. AGSD also operates a statewide correspondence school for an additional ~60 students.
- Iditarod School District: Iditarod is a school district in Interior Alaska, operating schools in seven villages with ~165 students. Iditarod also operates a statewide correspondence school for an additional ~150 students.
- Lake and Peninsula School District (LPSD): LPSD is a school district on the Alaska Peninsula (Southwest AK), operating schools in twelve villages with ~310 students total.
- Nenana School District: Nenana is a single-school district in Interior Alaska, 55 road miles southwest of Fairbanks with ~200 local students. Nenana also operates a boarding school with ~85 high school students from across the state.
- Northwest Arctic Borough School District (NWABSD): NWABSD is a school district in the Arctic region, operating schools in eleven villages with ~1,850 students.
Student Teaching Options
- Full: 15 weeks (full placement) in Alaska. Candidates in this model would be placed in inclusive settings in Alaska for a full semester.
- Split: 7.5 weeks (half placement) in Alaska, 7.5 weeks in New York/beyond (can include a local placement, NYC, Australia, or Ghana). Candidates in this model would be placed in an inclusive setting in Alaska for the first half of the semester and complete the second half in a setting approved by the Field Experience Office.
Contact
Any questions or concerns can be directed to Chris Wilkens, (585) 395-5548, Chair of Education and Human Development or Tracy Peterson, (585) 395-2596, Field Experience Director. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/assessments/ | Sponsored by SUNY Brockport, State University of New York with a grant from the American Democracy Project.
Field Experience Time Log
Please use this Time Log to document your field experience.
Assessments
Student Teaching Assessments are sent electronically to the email address of our teacher candidates, college supervisors, and School-Based Teacher Educators (SBTE). The assessments will be sent by our peuassessment@brockport.edu email address. All student teaching assessments are completed online in Tk20. Teacher candidates are encouraged to meet with their SBTE regarding the assessment, and save a copy of their assessment before submitting it.
Field Experience
The following assessments are used for all students pursuing a degree within the field of education and human development at SUNY Brockport (not including TESOL).
Mid-Semester Field Experience Assessment
Final Electronic Field Experience Assessment (All placements)
Student Teaching
The following assessments are used for all students pursuing a degree within the field of education and human development at SUNY Brockport (not including TESOL). |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/childhood-curriculum/ | Childhood Inclusive Generalist
A large portion of our student’s curriculum involves three 50-hour field experience placements and a student teaching placement. The information below lays out what is expected of our teacher candidates during each phase of their field experience/student teaching placements.
At least one field experience or student teaching placement must meet each of the following requirements:
- Completed in a high-need school
- Working with children with special needs
- Working with children who are not native speakers of English
These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student teaching. Field experience will be in school or community settings.
Please note: In all phases, candidates may tutor, assist in classroom activities, grade papers, create bulletin boards, and work with individuals or small groups, etc., at the teacher’s discretion. Our goal is for teacher candidates to be actively involved in working with students as much as possible.
Phase 1: Inclusive Middle Level Teaching
Some observation (if needed) and participation in a diverse general education classroom setting (Grades 1–6). 50 clocked hours are needed by the end of the semester.
- Plan and lead one learning activity or lesson
Phase 2: Methods in Special Education
Participation (under the supervision of a teacher certified in special education) in a setting that includes children with disabilities (Grades 1–6). 50 clocked hours are needed by the end of the semester.
- Create an inclusive unit plan in any content area and teach one lesson for all students, including students with disabilities
- Work with an emergent reader to create a Running/Reading Record
- Create and teach one small group literacy activity
Phase 3: Language Literacy Learner
Participation in a diverse general education classroom setting (Grades 1–6). 50 clocked hours are needed by the end of the semester.
- Plan and teach an inquiry-based science lesson and a problem-based math lesson
- Conduct pre-test and post-test for math and science lesson to evaluate the impact their teaching had on students’ understanding
- Candidates will complete 5–7 individual tutoring lessons in literacy to be completed with a single student. At least one of these lessons will be taught to a small group, meeting the needs of the single student and other students in the group
Phase 4: Practicum in Childhood Inclusive Education with Seminar
Single Student Teaching placements will predominantly involve working with one teacher for a full semester (general ed or special ed). However, because the University is a dual certification program, student teachers will have an opportunity to work with students from both populations: general ed and students with disabilities.
- Student teaching must occur in grades 1–6
- Full-time placements follow the school district calendar Monday – Friday throughout the semester (15 weeks) |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/college-supervisors/ | College Supervisors
College Supervisors play a significant role in our students’ field experience and student teaching experience. They serve as the liaison between the teacher candidate, School-Based Teacher Educators (SBTEs), and the Field Experience Office.
College Supervisor Expectations
Find out what is expected from our college supervisors and how their role plays a significant impact in our student’s learning.
Observation Form
It is the role of the college supervisor to ensure that the teacher candidate is receiving a quality education during their field experience.
Who to Contact
Find out who to contact for common questions related to field experience including mileage reimbursement, stipends, and more. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/contact/ | Tk20/Assessments
For technical issues such as not receiving e-mails with log in information; can’t complete the assessment; can’t view the assessment contact the IT help desk at (585) 395-5151 option 1. All assessments are completed in Tk20, any questions regarding issues with the assessments can be sent to the help desk.
Certification
Questions regarding the certification process, exams, fingerprinting, dates, etc. should be directed to the Certification Office.
Contracts
Questions regarding faculty contracts through Education & Human Development for college supervision can be sent to Heather Laudico.
Mileage Reimbursement
For college supervisors who travel to observe teacher candidates at their placement site please reach out to Heather Laudico.
Field Experience & Student Teaching Placements
Field Experience and Student Teaching Placements are coordinated by Shelly Smith. Teacher candidates are not to solicit placements at the districts.
Stipends/Waivers/W-9s
Questions regarding SBTE paperwork for payment of stipends or tuition waivers for student teaching supervision (based on type of placement) should contact Amber Brooks.
Concerns & Questions Regarding Placement & SBTE
Initial concerns voiced to the college supervisor should be handled by further investigation (contacting the SBTE, arranging a meeting at the district, etc.) to gather input from both the SBTE and teacher candidate and try to come to a resolution. Dispositional matters that require follow up can be directed to Tracy Peterson.
Online Documents/Forms/Webpages
For questions/updates regarding any of our documents, forms, and webpages, contact Amber Brooks. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/directory/ | Amber Brooks
- Administrative Assistant 1
- (585) 395-2505
abrooks@brockport.edu
Office: Brown Building 252 E
Tracy Feaster
- Director of Partnership Development and Field Experience
- (585) 395-2596
tfeaster@brockport.edu
Office: Brown Building 252 C
Connor Finn
- Advanced Program Field Experience Coordinator
- (585) 395-2322
cfinn@brockport.edu
Office: Brown Building 252 F
-
Janet Peluso-Militello
- Coordinator of Field Experience, Kinesiology
- (585) 395-5369
jpeluso@brockport.edu
Office: Tuttle North B205
-
Shelly Smith
- Coordinator of Field Experience
- (585) 395-2562
masmith@brockport.edu
Office: Brown Building 252 G |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/faq/ | Teacher Candidate FAQ
Below you will find some of our most frequently asked questions related to field experience and student teaching. If you can not find an answer to your question below, please view our contact page to find out who you should reach out to.
We recommend that you complete five-six field experience hours per week over a 10-week period. With that in mind, we recommend you identify a block of time each week and establish a routine schedule for field experience (i.e. a three-hour block of time two days per week or a single five-hour time block one day per week). Travel time does NOT count toward your 50 hours. It is important to leave enough time between classes for your field experience when registering for the following semester.
Candidates who already hold NYS Certification do not need to complete a 50-hour field experience associated with EDI 514.
A new form and resume are needed each semester, regardless of the circumstances.
The Student Teaching Conference and Professional Development Days are mandatory and teacher candidates are responsible for making arrangements in their schedules to be able to attend. Dates are provided well in advance to avoid conflicts. On rare occasions (for example, travel abroad with a University-sponsored group) and with prior consent from the Director of Field Experience, a candidate may be excused and presented with the opportunity to make up the workshop. The Field Experience and Certification staff cannot make individual appointments for missed workshops.
The Field Experience staff makes every attempt to place candidates near their home to reduce travel time. However, placements are based on New York State guidelines, and at least one placement must be in a high-need school. We also have to work around the availability of school personnel. With over 200 placements each semester, we cannot accommodate every request for a local placement. It is the policy of the Department of Education and Human Development that teacher candidates are responsible for transportation to and from field experience and student teaching placements.
Schools are considered high-need based on the percentage of children in the district who are eligible for free or reduced lunch programs. This rating changes from year to year in some districts, based on changes in the student population. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/final-field-experience-assessment/ | Professional Education Unit Field Experience Evaluation
Directions: Please rate the teacher candidate’s performance during the field experience using the following rubric, and answer the questions at the bottom of the form. Use the indicators specified in the rubric to help guide your rating of candidate performance. The rating scale reflects the following levels of performance:
- Approaches / does not meet expectations: The candidate only partially succeeds in performing at an acceptable level.
- Meets expectations: This is the minimum level of acceptable candidate performance. Candidates must be able to demonstrate their proficiencies to understand and apply knowledge and skill appropriate to their professional field of specialization so that learning and development opportunities for all P-12 students are enhanced.
- Exceeds expectations: The candidate’s performance exceeds expectations
Criteria:
The teacher candidate understands how learning and development varies amongst students
- Teacher candidate has misconceptions of student learning styles and backgrounds.
- Teacher candidate applies understanding of student differences by responding to learning cues appropriately.
- Teacher candidate applies understanding of student differences by providing appropriate guidance and differentiation of learning experiences for all learners.
The teacher candidate understands the concepts of the discipline
- Teacher candidate’s representations of content contain errors or conceptual relationships that are inaccurate or incomplete.
- Teacher candidate’s representations of content contain essential understanding of concepts in the discipline.
- Teacher candidate demonstrates mastery of content by creating opportunities for students to learn, practice, and master comprehensive concepts of the discipline.
The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways
- Teacher candidate’s instructional strategies are inappropriate to develop student competencies.
- Teacher candidate’s instructional strategies include appropriate learning tasks and prompts to deepen student understanding of content.
- Teacher candidate’s instructional strategies include appropriate learning tasks adapted to the abilities of the students that deepen understanding of content, and build skills to apply knowledge in meaningful ways.
The teacher candidate reflects on practice
- Teacher candidate does not reflect on practice.
- Teacher candidate is defensive towards constructive feedback. Teacher candidate reflects on practice, and uses evidence to make general suggestions as to how a lesson could be improved.
- Teacher candidate accepts constructive feedback. Teacher candidate reflects on practice, and is able to identify specific strengths and weaknesses based on evidence. Teacher candidate seeks and welcomes constructive feedback.
The teacher candidate positively impacts P-12 learning
- Teacher candidate does not contribute to student learning
- Evidence suggests students met their expected levels of student learning growth, and had access to rigorous college- and career-ready standards
- Evidence suggests students exceed expected levels of student learning growth, and had access to rigorous college- and career-ready standards
The teacher candidate exhibits a positive outlook
- Teacher candidate exhibits one or more negative outlook behaviors on a regular basis, such as complaining, a focus on negative aspects of a situation, offering non-constructive negative feedback, or appearing sullen
- Teacher candidate exhibits behaviors reflective of positive outlook regularly, such as making optimistic statements and verbally encouraging others. The candidate rarely exhibits negative outlook behaviors.
- Teacher candidate exhibits behaviors reflective of positive outlook every day, such as making optimistic statements, verbally encouraging others, and purposefully engaging others in positive ways. The candidate never exhibits negative outlook behaviors.
The teacher candidate exhibits respect towards others
- Teacher candidate struggles with receiving feedback in a respectful manner, or maintains negative relationships.
- Teacher candidate’s respectful behavior facilitates collaborative interactions to meet the needs of learners.
- Teacher candidate models respectful behavior that facilitates collaborative interactions to meet the needs of learners. The candidate may be purposeful in maintaining relationships to create an environment that facilitates respect among others.
The teacher candidate exhibits intellectual integrity
- Teacher candidate makes judgements or exhibits behavior that contradict class or school policies, which may lead to a lack of trust.
- Teacher candidate’s judgements and behavior are consistent with the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school.
- Teacher candidate models the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school, and makes equitable judgements based on the best available data. The candidate models honesty and fairness.
The teacher candidate exhibits dedication
- Teacher candidate submits work late, or fails to communicate over a significant period of time.
- Teacher candidate completes all responsibilities in a timely manner, and engages in professional learning, or in an active role on the instructional team.
- Teacher candidate completes all responsibilities and tasks in a timely manner, and takes initiative when appropriate; the candidate is proactive in seeking professional learning, or ways to enhance student learning.
The teacher candidate exhibits self-awareness
- Teacher candidate is unaware of how their language and actions affects others.
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language.
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language that creates a shared understanding. Teacher candidate recognizes their own gaps in knowledge, skills, and experiences. The candidate makes an effort to understand multiple perspectives or opposing viewpoints
The teacher candidate exhibits professionalism
- The candidate has had inconsistent attendance or unexcused absences, is distracted from teaching by their electronic devices, or their dress does not adhere to school guidelines.
- The candidate adheres to College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices.
- The candidate models College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices. Professional behaviors facilitate an environment focused on student learning.
Please respond to the following yes/no questions:
- Did the candidate lead or teach at least one activity or lesson?
- Did the candidate review their lesson plan(s) with you prior to teaching the lesson?
- Were you able to observe the lesson and provide feedback to the candidate to discuss areas of strength as well as areas in need of improvement?
- I verify that the teacher candidate completed at least 50 hours of field experience over a ten week period.
- I verify that the teacher candidate gained experience working with English Language Learners.
- In my professional opinion, this teacher candidate is adequately prepared to continue to the next phase of the program. If you respond ‘no’, please note your concerns and reservations in the comment space below.
- If timing, my schedule, or district policies permitted, I would be willing to work with this teacher candidate for student teaching. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/forms/ | Field Experience
Resume Sample for Adolescence Education (pdf)
Resume Sample for Childhood Education (pdf)
Lesson Plan Template (word document)
School-Based Teacher Educators & College Supervisors
Field Experience Mid-Semester Progress Report (pdf)
Final Field Experience Assessment for all Placements
Observation Form (word document)
Student Teaching
Global Assessment of Candidate Performance for all Placements
Students with Disabilities Documentation Form (word document)
Substitute Teaching Policy for Student Teachers (word document)
School-Based Teacher Educators
Code of Ethics
National Education Association (NEA)
New York State United Teachers (NYSUT) |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/gacp/ | Directions: Please rate the teacher candidate’s performance during student teaching using the following rubric, and answer the questions at the bottom of the form. Use the performance indicators specified in the rubric to help guide your rating of candidate performance. The rating scale reflects the following levels of performance:
- Approaching: The candidate only partially succeeds in performing at an acceptable level.
- Meets: This is the minimum level of acceptable candidate performance. Candidates must be able to demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 students are enhanced.
- Exceeds: Performance that exceeds expectations
The teacher candidate understands the concepts of the discipline (InTASC 4)
- Teacher candidate makes content errors, and representations of conceptual relationships are inaccurate or incomplete
- Teacher candidate accurately represents the central concepts of the discipline, and may connect prior content knowledge with new ideas and concepts
- Teacher candidate accurately represents the inter- and intra-disciplinary concepts being taught, and connects prior content knowledge with new ideas and concepts
The teacher candidate develops appropriate instructional plans, including learning goals and objectives (InTASC 7)
- The plans have misalignment between objectives, goals, instructional strategies, or assessments
- Plans include goals that specify measurable student learning outcomes and are appropriate for instructional strategies
- Goals and objectives are measurable, appropriate for instructional strategies, aligned to specific components of the curriculum or NYS standards, and plans are supported by research or theory
The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways (InTASC 8)
- Teacher candidate uses one instructional approach that may not meet the needs of learners. Teacher candidate linking of content knowledge with instructional strategies is incomplete or inaccurate
- Teacher candidate’s plans and practice allow for multiple instructional strategies that deepens understanding of content for diverse learners, and builds skills to apply knowledge in meaningful ways. Instructional strategies are appropriate for the content being taught.
- Teacher candidate’s plans and practice incorporate multiple instructional strategies that deepens understanding of content for diverse learners, and builds skills to apply knowledge in meaningful ways according to student need. Teacher candidate connects content knowledge with instructional strategies that enhance learning opportunities
Teacher candidate facilitates learning with technology to support student achievement (InTASC 5l, ISTE 2)
- Teacher candidate’s use of technology does not help to achieve learning goals; it may be a distraction
- Teacher candidate facilitates students’ use of digital tools or interactive technologies to engage learners in applying content knowledge to achieve learning goals
- Teacher candidate facilitates students’ use of digital tools or interactive technologies to engage learners in critical thinking or authentic contexts to apply content knowledge and achieve learning goals
The teacher candidate manages the classroom (InTASC 3)
- Teacher candidate allows misbehavior with no corrective response
- Teacher candidate’s response to misbehavior is effective with a clear standard of conduct
- Teacher candidate implements proactive strategies to prevent misbehavior, and responds to misbehavior effectively.
The teacher candidate implements appropriate assessments to measure student learning (InTASC 6)
- Teacher candidate does not check for understanding, or the assessments do not match learning goals Teacher candidate gives no indication of what high quality work looks like
- Teacher candidate conducts formative or summative assessments that match learning goals Teacher candidate provides clear expectations to students
- Teacher candidate uses formative and summative assessments that match learning goals and engage learners in their continuous growth. Teacher candidate provides clear expectations to students
The teacher candidate uses assessment data (InTASC 6)
- Teacher candidate does not analyze assessment results
- Teacher candidate analyzes the results of assessments, and adjusts instruction for the class as a whole
- Teacher candidate analyzes the results of assessments to measure learning of individual students and the class as a whole. Teacher candidate adjusts instruction appropriately.
The teacher candidate reflects on practice (InTASC 9)
- Teacher candidate does not reflect on practice Teacher candidate is defensive towards feedback
- Teacher candidate reflects on practice, makes general suggestions as to how a lesson could be improved. Teacher candidate accepts feedback
- Teacher candidate reflects on practice and is able to identify their strengths and weaknesses, and makes specific improvements based on evidence. Teacher candidate actively seeks feedback on specific elements of their practice. Teacher candidate sets goals to improve practice that impacts specific student learning needs
The teacher candidate positively impacts P-12 learning (InTASC 9)
- Teacher candidate does not contribute to student learning
- Evidence suggests the teacher candidate consistently makes a positive impact on learning for all students
- Evidence suggests the teacher candidate consistently makes a positive impact on learning for all students. Students exceed expected levels of student learning growth
The teacher candidate builds a school-home connection (InTASC 1)
- Teacher candidate does not initiate contact with parents or guardians
- Teacher candidate initiates contact with parents or guardians of students (example: writes a letter home)
- Teacher candidate attempts to maintain contact with parents or guardians to enhance student learning (examples: facilitates learning experiences or activities that encourage school-home involvement, updates web page or grade reports, sends home announcements or updates)
The teacher candidate exhibits a positive outlook (InTASC 10c)
- Teacher candidate exhibits negative outlook behaviors, such as complaining, a focus on negative aspects of a situation, offering non-constructive negative feedback, or appearing sullen
- Teacher candidate exhibits behaviors reflective of positive outlook, such as focusing on positive aspects of a situation, making optimistic statements, or verbally encouraging others, to help to build a supportive culture
- Teacher candidate exhibits behaviors reflective of positive outlook, such as focusing on positive aspects of a situation, making optimistic statements, verbally encouraging others, and celebrating accomplishments, to purposefully engage others in positive ways that builds a supportive culture.
The teacher candidate exhibits respect towards others (InTASC 10q; 3f; 3r)
- Teacher candidate struggles with receiving feedback in a respectful manner, or maintains negative relationship
- Teacher candidate’s respectful behavior facilitates collaborative interactions to meet the needs of learners
- Teacher candidate models exemplary respectful behaviors, and works collaboratively to meet the needs of learners. The candidate may be purposeful in maintaining relationships and creating an environment that facilitates respect among others.
The teacher candidate exhibits intellectual integrity (InTASC 9o)
- Teacher candidate makes judgements or exhibits behavior that contradict class or school policies, which may lead to a lack of trust
- Teacher candidate’s judgements and behavior are consistent with the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school
- Teacher candidate models the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school, and makes equitable judgements based on the best available data. The candidate models honesty and fairness
The teacher candidate exhibits dedication (InTASC 9k; 10f)
- Teacher candidate submits work late, or fails to communicate over a significant period of time
- Teacher candidate completes all responsibilities in a timely manner, and engages in professional learning, or in an active role on the instructional team
- Teacher candidate completes all responsibilities and tasks in a timely manner, and takes initiative when appropriate; the candidate is proactive in seeking professional learning, or ways to enhance student learning
The teacher candidate exhibits self-awareness (InTASC 9e; 9m)
- Teacher candidate is unaware of how their language and actions affects others
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language that creates a shared understanding to better meet the needs of learners. Teacher candidate recognizes their own gaps in knowledge, skills, and experiences. The candidate makes an effort to understand multiple perspectives or opposing viewpoints
The teacher candidate exhibits Professionalism (InTASC 9o)
- The candidate has had inconsistent attendance or unexcused absences, is distracted from teaching by their electronic devices, or their dress does not adhere to school guidelines
- The candidate adheres to College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices
- The candidate models College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices. Professional behaviors facilitate an environment focused on student learning
Please respond to the following yes/no questions:
In this placement, the teacher candidate gained experience with students with special learning or behavioral needs.
In this placement, the teacher candidate gained experience with students whose first language is not English.
Please comment on this teacher candidate’s potential to become a teacher: |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/getting-most-out-of-student-teaching/ | Teacher candidates begin to learn how to teach in the classroom just as a student learns in the classroom.
How to Get the Most Out of Student Teaching
The student teaching experience requires a high degree of involvement and integration in the school setting. Candidates are expected to gradually assume increased responsibility with the final goal of planning, instructing, and assessing the entire class.
Prior to the First Day
- Attend the full-day Student Teaching Conference. At that time, meet with the college supervisor and peers in the seminar group. During the conference and college supervisor meeting, candidates should clarify any questions or concerns about their placements, expectations, schedules and/or general procedures that will be followed.
- Meet with the school-based teacher educator (SBTE) before the first day they begin working with students, to develop a timeline for their work to be completed during the placement and to begin learning about the SBTE’s expectations.
- Find out the school’s hours of operation. While candidates often follow the same schedule as their SBTE, specificity about morning arrival and end-of-the-day departure is critical to collaboration, understanding, and expectations.
- Obtain copies of useful documents related to your placement’s district including curriculum guides and Student Learning Outcomes, Common Core Standards, and more. Many of these materials are on the district’s website.
- Inquire at the school’s main office about any sign-in or other procedures that are required.
- Meet the building principal, other administration, faculty, and staff. Many teacher candidates ask the building principle to oversee one of their lessons for input.
- Find out classroom procedures and rules including tardiness, drinks/food, restroom usage, electronic devices, and more.
- Become familiar with the students’ basic learning and performance characteristics, including approximate levels of achievement and general strengths and weaknesses.
- Review the student teaching syllabus included in these modules which is established by the department and college supervisor, and work with the SBTE to begin planning to meet the requirements.
What to Expect During Student Teaching
- Assume the roles and responsibilities of a professional teacher (attendance, dress, speech, behavior, and dispositions).
- With the implementation of a single student teaching model, we encourage co-teaching between the student teacher candidate and SBTE whenever possible. The college supervisor can serve as a resource for how to best conduct this. Additional information can be found here.
- Interact with and observe students in a variety of settings: small and large group instruction, unstructured settings (lunch, recess, hallways, etc.), and during individual interactions with their peers.
- Begin individual and/or small group lessons where the SBTE has selected the instructional objective.
- Gradually expand responsibility for planning and teaching small groups, supervising outside of the classroom, and performing essential tasks.
- Observe other classrooms and programs. This is typically done at the end of the placement.
- Continue to develop a personal style and refine a philosophy of teaching through experimentation with different methods and materials, and reflective practice.
- Assume more responsibility for the total learning atmosphere and environment.
- Accept an increased level of teaching responsibility as the placement continues. This may include an increase in the daily teaching load by teaching more subjects and periods as the placement nears completion.
- Utilize multiple assessments of learner abilities, needs, and feelings, as appropriate through observation and demonstrate effective ways of expressing sensitivity to individual differences.
- Make arrangements with the SBTE to be observed at regular intervals by the college supervisor throughout the placement. The college supervisor will observe at least four times during the placement.
- Contact the SBTE and college supervisor if problems arise. Early intervention of a small problem can help prevent the development of a more significant problem later.
- Experience a typical teaching load by performing all the duties of a typical school day. Take over planning and teaching independently. The candidate should assume the major role in the organization and teaching of the class.
- Participate in all of the professional responsibilities of the SBTE (staff/team/department meetings, student meetings, school functions, etc.)
- Grow professionally by attending faculty and professional association meetings, participating in conferences with parents/caregivers, attending professional conferences and staff development sessions, and seeking constructive evaluation from others.
- Keep a reflective journal based on the college supervisor requirements. Frequent journal entries allow for consistent self-assessment and college supervisor comments. Reflect on both positive and negative experiences.
- Find time to work on the edTPA. Requirements and more information regarding the edTPA found here.
- Implement all requirements of the student teaching syllabus established by the department and college supervisor.
Implementing Strategies to Teach All Students
The following activities represent the application of many of the competencies we anticipate candidates will obtain in teaching students with a variety of learning needs. The SBTE is encouraged to review this list during the initial week to plan activities and determine timelines for those competencies that are possible to complete.
Pre-Referral/Referral/Assessment/Planning
- Participate with general education classroom teacher throughout all steps in the pre-referral process.
- Participate with the classroom teacher in the preparation of a referral regarding a student suspected of having a disability.
- Assist in the team staffing relative to the preparation of an assessment plan.
- Assist in the implementation of the assessment plan by completing assigned assessments. Observe the administration of assessments assigned to other members of the multidisciplinary team.
- Participate in a school team staffing preparatory to the CSE/IEP Team meeting to determine student eligibility for special education services.
- Assist in the interpretation of evaluation and the development of student IEP.
- Assist in the informal/formal assessment for assistive technology for a student with an IEP.
Consultation
- Participate in a parent conference related to an initial referral for special education services. Participate in a parent conference related to student progress review and preparation for CSE/IEP Team annual review of a student with an IEP.
- Participate in a parent conference related to anticipated CSE/IEP Team declassification of a student with an IEP.
- Participate in CSE/IEP Team meetings for an annual review and a triennial review for a student with an IEP.
- Participate in a school staffing meeting related to planning for the transition of a student with an IEP moving from one building to another.
Instruction
- Use multidisciplinary team assessment information and in collaboration, prepare student IEP.
- Plan for and implement lessons involving individual and small group instruction related to the attainment of stated IEP goals and objectives.
- Create learning experiences that are appropriate for general education curriculum goals, state learning standards, IEP goals and objectives, relevant to students, and based upon principles of effective instruction.
- Create learning experiences that operate at multiple levels to meet the developmental and individual needs of students with diverse learning needs.
- Use multiple strategies to implement instruction.
- Use assistive technology to implement instruction.
- Develop and implement a disability awareness unit or project.
- Collaborate with the general education teacher in planning, co-teaching, and evaluating content-area lessons.
- Develop and use a record-keeping system for monitoring progress of an individual student and the total class.
- Plan short-term assessments related to instructional objectives.
- Develop with the general education teacher an appropriate short-term plan for increased time, access, and progress for a particular student with an IEP.
Classroom Management
- Review school policies and procedures.
- Plan and implement a total classroom management system.
- Prepare classroom display for student achievement.
- Develop anecdotal record keeping system, including one comment regarding weekly student progress.
- Assist in preparation of student progress reports and local, state or federal reporting forms.
Professional Commitment & Responsibility
- Attend parent advisory committee meeting.
- Attend parent/student support group meeting.
- Seek opportunities to develop respectful relationships and cooperative partnership with parents and guardians of students.
- Attend all regularly scheduled faculty, department, professional association meetings. Participate in all-school functions.
- Behave at all times in a professional and ethical manner. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/ghana/ | Overview
The Ghana Student Teaching placement program is a unique experience that allows our students the option to teach in a diverse setting. This program is a student teaching placement under the direction of a professor from the School of Education from SUNY Geneseo. Our teacher candidates complete their first student teaching placement in New York State and then complete their second placement in Ghana. The program usually runs from late October through mid-December.
Housing
Teacher candidates stay in the KCCR Guest Course at Kwame Nkurmah University of Science and Technology (KNUST).
KNUST Basic School
Student teachers will be placed at KNUST Basic School to complete their placements. Evening seminars will address a variety of topics drawing on candidates daily work in their classrooms and providing time to reflect on the similarities and differences between education in Ghana and the U.S.
Cultural Excursions
Excursions and cultural events are planned during the stay in Ghana including:
- Drumming lessons
- Visits to cultural markets and villages
- The King’s Palace
- Elmina Castle
- Cape Coast Castle
- Mole National Park
- Kakum National Park
Program Cost Information
The program cost includes:
- International airfare from major east coast metro area airport
- Accommodations
- Some group meals
- Teaching facilities
- Field trips, scheduled museum and entrance fees, guided tours, guest lectures, cultural excursions, etc
- In-country travel
The program cost does not include:
- Passport
- Visa
- Travel from your home to major east coast metro area airport
- Pre-departure health expenses and travel preparation expenses
- Personal spending money
Application Information
Student Teaching Applications begin the Fall prior to the year of your student teaching placement. There is a $20 application fee for teacher candidates.
Contact
For further questions regarding admissions information and payment, please refer to the SUNY Geneseo webpage SUNY Geneseo webpage or Program Director Dr. Crystal Simmons, at (585) 245-5339. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/important-dates/ | Student Teaching Conference (Mandatory for Student Teaching Candidates)
Two full-day conference days are typically held just prior to the start of school. Please reserve the Thursday and Friday prior to the start of the semester for mandatory conference days. Check your email for more detailed information on the mandatory conference.
Second Student Teaching Conference
The second Student Teaching Conference is typically held mid-way through the semester and consists of professional development sessions, including information on graduate school programs at Brockport, job search strategies, edTPA support, and more. Check your email and in the newsletter for more detailed information.
Student Teaching Placement Dates
The student teaching placement will be a single placement for 15 weeks:
Fall Dates: The start of school at your district through the end of finals week.
Spring Dates: The first day of classes for the spring semester through the end of finals week.
Check school district calendars for fall and spring break days and holidays.
Student Teaching Seminars
Seminar meetings are held once a week, beginning the first week of the semester (at the discretion of your college supervisor), typically from 4:45 - 6:30 pm. College supervisors will indicate the location for their seminar meeting.
*Candidates placed at Brockport Central School may have an additional Orientation meeting early in the semester.
Teacher Certification Ceremony
Candidates who completed student teaching in the fall or spring will be invited to attend the ceremony with their guests in May. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/new-admit/ | Teacher candidates who are newly admitted into either education program will be given individual advisement to find out more about program requirements.
Main Page Content
Receiving Your Placement
Staff from the Field Experience Office will visit each classroom associated with a field experience course early in the semester, to give an overview of expectations and to answer any questions from the student. When a teacher candidate is registering for a course that requires a 50-hour field experience placement there are several steps that must be taken. All field experience placements are arranged between the Field Experience Office staff and administrators in the school districts. Teacher candidates do not arrange their own placements. In order for the Field Experience Office staff to secure a field experience placement for a teacher candidate, the following is required prior to the field experience:
- Field Experience Application. The form is available on our forms webpage. In subsequent semesters, notification will be given via email that forms are due for the following semester. A new form is due for each field experience placement. For more information on this process, view our associated webpage.
- A resume. A professional, updated resume will be due each semester prior to field experience and student teaching. Resumes must follow the guidelines in the Resume Samples. In addition, resumes can be critiqued through Career Services. Resumes are submitted with the Field Experience Application.
- Teacher candidates must register for the course as soon as possible.
- Field Experience placement dates for fall begin in September (by mutual agreement between the School-based Teacher Educator, or SBTE, and teacher candidate), and continue through December (the final week of classes). Placement dates for spring begin in February (by mutual agreement between the School-based Teacher Educator, or SBTE, and teacher candidate), and continue through May (the final week of classes).
Once a placement is confirmed, an email is sent to the teacher candidate from the Field Experience Office which contains the placement information (school district, School-based Teacher Educator’s name and contact information, grade level, and type of placement). Candidates then contact the School-based Teacher Educator (SBTE) as soon as possible to arrange a start date and schedule.
At Your Placement
Attendance
The teacher candidate should not take days or time off from field experience without receiving prior approval from the SBTE and reporting such absences to the college supervisor. During inclement weather the teacher candidate should listen to local news sources for school closings. We realize that occasional illness occurs and unexpected issues arise at times. If this happens, the candidate should immediately contact the SBTE and explain the circumstances. Not doing so can result in a disposition transgression. All absences must be made up by the end of the semester in order to meet the pre-student teaching field experience requirement and should be pre-arranged with the SBTE.
Clothing/Attire
It has been proven that the teacher candidate’s dress influences students’ perceptions and can have a profound impact on the field experience environment. Moreover, it can influence perceptions of school personnel, parents, and members of the school community. Yet, dress can be a conflicting personal and professional matter. It must be understood that what is appropriate dress for one’s personal life may not be appropriate for one’s professional life.
School officials and college supervisors have the right to ask a teacher candidate to “cover up” or send a teacher candidate home if they are not dressed appropriately. Teacher candidates are asked to view their appearance before entering the school site and make sure it is professional. Although finances are often an issue for college students, wardrobes do not have to be extensive for candidates to dress professionally — mixing and matching and borrowing apparel pieces from others can help maximize professional wardrobe options.
Teacher candidates are encouraged to talk with their SBTE about appropriate dress, observe the dress of other teachers, and dress accordingly, avoiding extremes. The Career Services Office on campus has a Professional Clothes Closet which can assist with professional wardrobe needs.
Name Badge
Teacher candidates are asked to purchase a teacher candidate name badge from the BASC Office at the University to identify themselves when participating in field experiences. During field experiences, badges should be worn in a visible location at all times. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/overview/ | About Field Experience
All students pursuing a degree in the field of education and human development must complete three 50 hour field experience placements before graduation.
Forms & Sample Resumes
Students, college supervisors, and SBTEs can find the necessary forms including sample resumes, time logs, and more on our forms webpage.
Expectations for Teacher Candidates
Our students are expected to take on their role and responsibilities as a teacher candidate professionally as they are representing SUNY Brockport. Find out what the SBTE expects of their teacher candidates during their field experience.
New Students
Teacher candidates who are newly admitted into the program are given individual advisement to find out more about program requirements. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/partnerships/ | Our Partnerships
The Field Experience Unit has worked with many local and international partnerships to provide our teacher candidates with multiple options to earn a quality learning experience.
Australia Student Teaching
The Australia Student Teaching program, established in 2005, provides an unequaled student teaching experience for candidates who want to study abroad and get hands-on experience working with a school system in another country. Relationships are at the core of this experience, and candidates most often fulfill their students with disabilities student teaching requirement while in Australia.
Brockport Central School District
The Brockport Central School STLE Grant partnership began in 2013 when the district was awarded a New York State grant. Due to our close proximity, the University is able to attend frequent meetings to discuss our collaboration
East Irondequoit AVID
Since the beginning of our partnership in 2008, our teacher candidates have had the opportunity to learn and participate in the Advancement Via Individual Determination (AVID) program. This program provides tutoring to students in the district with a program goal of those students attending university after graduation from high school.
Greece Central School District
Hilton Central School
Our partnership with the Hilton Central School district was established in 2015 designed to address the shortage of substitute teachers available in their school system and enhance the quality field experience and student teaching for students at the University.
Lyndonville AVID
Another AVID program established in 2010, our partnership with Lyndonville sees our students spending approximately half of their 50 field experience hours in AVID sessions and tutorials and the other half in a classroom within their content area or special education.
Monroe Community College
Rochester City School District
SUNY Urban Teacher Education Center (SUTEC)
The SUTEC student teaching program provides a unique teaching experience for candidates who want to work in urban school districts with a diverse population.
Student Teaching in New York City
Teacher Immersion Fellows Program
The Teacher Immersion Fellows (TIF) Program is a partnership between area colleges and participating school districts that offers college students the opportunity to gain paid experience in the education field, while enhancing their educational and employment opportunities throughout and following their college careers.
Teacher Immersion Fellows Program
Tri-County Teacher Resource Center
Diane Mauer Partnership Award
The Council on the Accreditation of Educator Preparation (CAEP), Standard 2 definition of clinical partnerships and practice states; “The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate a positive impact on all P-12 students’ learning and development.”
Past Award Recipients
- 2017 Hilton Central School District
- 2016 Brockport Central School District (mature) and Greece Arcadia High School (emerging)
- 2015 Australia Student Teaching Program, with special recognition to the Talara Primary College and Currimundi Special School
- 2014 East Irondequoit School District, East Irondequoit Middle School
- 2013 Rochester City School District
- 2012 Brockport Central School District |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/school-based-teacher-educator/ | School-Based Teacher Educators
School-based Teacher Educators (SBTE) teachers in local school districts who mentor the University’s teacher candidates for field experience or student teaching placements. Please review the curriculum for our Adolescence Inclusive Generalist or our Childhood Inclusive students for expectations based on their prior experience if you are an SBTE.
Forms
Our forms webpage has all of the forms that a school-based teacher educator will need when working with a student from the University for the student teaching or field experience.
Expectations for SBTEs
SBTEs play an important role in shaping the University’s teacher candidates for the future through the role of a mentor.
Field Experience/ Student Teaching Information
Teacher candidates must complete three, 50 hour field experiences and a student teaching experience with an SBTE. Our student teaching and field experience webpages provide useful information and resources for both students and SBTEs. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/st-australia/ | Teacher Candidates have a unique opportunity to do one portion of their student teaching placement on the Sunshine Coast of Australia.
This option consists of spending June through early September in Australia, having an orientation to the program and Australian culture, an Outback Tour, and culminates in a placement at one of the school districts. The second portion of the student teaching requirement is completed in a Rochester area school district in the spring semester prior to the summer placement in Australia, or in the fall semester immediately following the summer placement.
The Field Experience Office at SUNY Brockport has partnered with the SUNY Cortland study abroad office, which administers the program for local SUNY participating schools. For more information, visit the SUNY Cortland Study Abroad website and click on their Australia Program.
An information session is held in the fall of each year to give a program overview to interested candidates and have former participants share their experiences. Please view the flyer with previous student teacher testimonials, and links to the Australian school districts that host student teachers. A second flyer outlines the placement dates and gives more information. If you can’t wait for the fall session, please contact Tracy Peterson, Director of Partnership Development and Field Experience, at (585) 395-2596 or by email at tpeterson@brockport.edu. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/student-disability/ | Students with Disabilities
Requirements
During student teaching within a single placement, each teacher candidate is required to obtain experience in both content/general education and students with disabilities. While the candidate’s edTPA will be completed in content/general education as a means of providing documentation of that experience, students with disability’s experiences will be verified via documentation similar to the time log used in field experiences. During the first weeks of student teaching, a plan for obtaining experience with students with disabilities should be established among the teacher candidate, School-based Teacher Educator (SBTE), and college supervisor. This experience must occur for at least 20 days during the semester.
Possible Classroom Settings
- In an inclusive classroom setting, the student teaching candidate can collaborate with the SBTE and special educator to offer individualized or small group instruction for students with IEPs or 504 plans on a regular basis throughout the placement.
- If no students with disabilities are in the assigned placement, the student teaching candidate can work with the SBTE to identify a special education teacher(s) (i.e. consultant teacher, co-teacher, resource room, or self-contained classroom teacher) who will work with the candidate to obtain this experience. The candidate and special educator can then develop an alternative plan to teach students with disabilities in a different setting (e.g. using an open period to teach in a special education classroom or a resource room on a regular basis over the course of the semester).
- In consultation with the SBTE, develop a unique plan that will involve teaching students with disabilities on a regular basis throughout the semester.
Documentation & Assessment of Experience
- The college supervisor will complete at least one observation of the candidate teaching students with disabilities.
- Teacher candidates can complete the Students with Disabilities Documentation form electronically or on paper. It then must be signed by the student teaching candidate, the SBTE, the special educator, and college supervisor with an original (not electronic) signature. Once complete, teacher candidates will upload the form to Tk20.
Suggestions for Meeting the Requirement
- Provide a safe and positive learning environment for students with disabilities.
- Develop, select, adapt, and/or use a repertoire of evidence-based instructional strategies to advance student learning.
- Conduct formal and/or informal assessments of student knowledge and/or skills.
- Conduct regular and ongoing assessment of student progress on specified knowledge and/or skills.
- Analyze assessment data to document student progress.
- Develop an individualized student intervention plan (academic or behavioral).
- Participate in developing or revising a student’s Individualized Education Plan (IEP) or 504 Plan, including use of any specified technology (e.g. IEP Direct).
- Participate in the implementation of a Response to Intervention (RTI) including developing interventions and ongoing assessments.
- Participate in (a) Committee on Special Education (CSE) IEP meeting(s).
- Participate in other meetings as appropriate (e.g. Instruction Support Team).
- Participate in any afterschool programs specifically geared toward helping students with special needs.
- Other specified teaching tasks as determined by the SBTE and special educator
Students with Disabilities Documentation Form (word document) |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/student-teaching/ | About Student Teaching
Student teaching is the final phase of the education program that all student planning to graduate must partake in. Find out when and where your student teaching placement can take place and what you need to do before student teaching.
Important Dates & Deadlines
Stay up-to-date on the important dates and deadlines related to your student teaching placement.
Forms, Documents & Resources
Students, college supervisors, and school-based teacher educators can find useful forms including applications, stipends, and more on our forms webpage.
Students with Disabilities
Teacher candidates are required to obtain experience with students with disabilities. During the first weeks of student teaching, a plan to obtain this experience should be established among the teacher candidate, School-based Teacher Educator, and college supervisor.
Getting the Most Out of Student Teaching
It is important for the teacher candidate and the school-based teacher educator to get the most out of the student teaching experience. Learn how to best prepare for your student teaching experience before your first day and throughout the semester.
Out of Area Student Teaching Opportunities
We offer a handful of opportunities that allow you to complete your student teaching requirements while studying abroad.
Applying for Certification
Once you have completed an Approved Teacher Preparation Program from the University, you are ready to earn your initial certification. Use the Certification Office’s website to ensure you are taking the correct steps to properly earn your certification. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/supervisor-expectations/ | The college supervisor is the liaison between the teacher candidate and School-based Teacher Educator (SBTE), and is the Department of Education and Human Development’s representative in the schools.
About
College Supervisors play a critical role in a student’s Field Experience. The first is the opportunity to link pedagogy with practice; as teacher candidates combine their field experience with their college coursework. The second benefit is to help the student develop a relationship with teachers. These relationships help teacher candidates make sense of what it means to be a teacher while helping SUNY Brockport establish partnership sites for placements of future teacher candidates.
The college supervisor is a faculty member from the University involved in teaching a course in the phase for which the field experience is required. The college supervisor communicates throughout the semester with teacher candidates. The purpose of these interactions is to link field experience with pedagogical issues related to the course and to respond to teacher candidates’ questions and concerns about the field experience as they arise.
The college supervisor communicates with the school-based teacher educator (SBTE) at least three times during the semester. The first contact covers expectations for the teacher candidate while they are in the field. The college supervisor utilizes this communication and the field experience evaluation as a component of the final grade for the course. The college supervisor will collect the teacher candidates’ time logs and review them to determine if course expectations for field experience have been met.
Student Teaching
The relationship among the candidate, SBTE and college supervisor matters greatly in providing a student teaching experience that is paramount to the developing professional needs and skills of the candidate. The following are expectations and requirements for the college supervisors.
- Become familiar with the goals and expectations of student teaching by reading our online material and working closely with the teacher candidate and SBTE.
- Be a professional role model by modeling sound pedagogy and teaching practices, and establishing and following through on the requirements and standards set for candidates and SBTEs.
-
Establish and maintain regular communication with the candidate,SBTE, and Field Experience Office by:
- Using your college email address when corresponding with the SBTE, teacher candidate and the college. Consider providing the teacher candidate and SBTE your home phone and/or cell phone number.
- Contact the SBTE no later than the end of the first week of the placement.
- Read the weekly Field Experience Office Newsletter which is emailed to faculty, staff, and all teacher candidates in the EHD program.
- Wearing your college supervisor name badge when visiting the school. If you need a name badge, please contact the Department of Education and Human Development at (585) 395-2205.
- Provide and fully complete all required information needed by the University in order to begin and maintain employment.
- Formally observe the teacher candidate at least four times during the student teaching placement. This is typically done once each month and invitations to observe specific lessons or activities are welcome. With each lesson observed, be sure to provide both verbal and written feedback to the candidate, keeping a written copy for your own records.
- Assessments: It is required that an online student teaching assessment be completed by the SBTE and college supervisor at the mid-point and end of the placement. These assessments should be reviewed with the teacher candidate at both points of the placement. After consultation with the SBTE, the college supervisor is responsible for assigning student teaching grades at both the mid and end of the placement. The Global Assessment of Candidate Performance or GACP provides an assessment of the candidate relative to program evaluation.
- College Supervisor Evaluation: At the end of the semester, each candidate is required to provide a confidential assessment of the college supervisor through an online process. Before the start of the following semester, this information is shared with the supervisor for professional development and continuous improvement.
- Mileage Reimbursement: College supervisors are reimbursed for mileage at the NYS Per Diem rate. Please use the mileage reimbursement form and submit it to the department of Education and Human Development’s Secretary.
- Problems: Most student teaching experiences are positive for the teacher candidate, the school-based teacher educator, and the college supervisor. Refer to our Remediation Policy from more information or our Who to Contact webpage for who to contact for specific issues. We will work collaboratively to resolve the problem and bring about a solution that upholds the standards of the profession, the requirements of department, PEU, NYSED and CAEP, and the needs of the candidate and the school.
- Referring SBTEs/Protocol for Placements: Referral of SBTEs for future placements is a critical and much-appreciated component of the placement process. With these referrals, the Field Experience Office will request placements based on each district’s protocol.
-
Student Teaching Professional Development Conferences and Seminars: All teacher candidates will attend a weekly two-hour seminar that is offered on a regular basis throughout the semester. All new college supervisors are requested to attend the edTPA professional development and Classroom Management training.
- All teacher candidates must attend a weekly two-hour seminar that is offered on a regular basis throughout the semester. Reminders about these professional development offerings will be sent via email to teacher candidates and college supervisors.
-
Student Teaching Conferences: Prior to the start, and at the mid-point of each semester, the Department of Education and Human Development works with the Field Experience Office to coordinate a conference for student teaching candidates, which covers topics such as:
- Student teaching orientation and preparation
- Job searching pursuing higher education
- edTPA professional development
- Classroom management, certification
All candidates are required to attend the conferences unless otherwise determined by the Director of Partnership Development and Field Experience. |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/sutec/ | Please Note: Our students are expected to take on their roles and responsibilities as a teacher candidate professionally as they are representing SUNY Brockport. Find out what the SBTE expects of their teacher candidates during their field experience.
Teacher candidates in SUNY Brockport’s education program can choose to apply for student teaching in New York City through SUTEC.
This program provides the teacher candidate with an opportunity to experience student teaching in one of New York City’s public schools. The SUTEC program works closely with the home campus, while facilitating orientation, placements, college supervisors, and seminar groups in the city. For more information and an application, visit the SUTEC website.
Teacher candidates interested in applying for student teaching through SUTEC must follow the standard process for submitting a Student Teaching Placement Request Form and resume to the Field Experience Office, as well as the SUTEC application. Deadlines are critical in this application process:
SUTEC Student Teaching Application Deadline
- Last Friday in February for Fall
- Last Friday in October for Spring |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/teacher-candidate-expectations/ | Expectations
SUNY Brockport teacher candidates are carefully selected and admitted into a teacher certification program through a competitive selection process. A team of faculty and staff carefully review each application and make offers of program acceptance to those most qualified.
The teacher candidate must submit the following during the semester prior to their field experience placement:
- Field Experience Application
- Resume
- Course registration
- Availability form
In all field experiences and student teaching placements, teacher candidates have the responsibility to demonstrate developing skills and dispositions required of teachers. Developing skills will be evaluated on the final assessment of the field experience.
Responsibilities
Candidate responsibilities for field experience vary based on the site and level of the field experience. Minimally, each candidate must observe and lead at least one learning experience or lesson. In tutoring programs such as AVID, candidates observe, tutor, and instruct students individually and in group settings. Additionally, all teacher candidates must have the opportunity to observe and participate in a classroom setting with a teacher certified in the content area or in students with disabilities.
The college supervisor will communicate specific field experience requirements at the beginning of the semester and contact the school-based teacher educator (SBTE) throughout the semester to maintain communication regarding the experience. Time logs will be provided to the candidate and need to be signed by the SBTE to verify attendance. Additional time logs can be found on our forms webpage.
It is expected that a teacher candidate will be at a developing or proficient skill level in the early field experiences. It is important for school-based teacher educators to recall their early experiences in a classroom and reflect on how their skills have developed over time. A veteran teacher often performs tasks without thinking of the “micro-steps” involved in each task. Teacher candidates often need time to develop these micro-steps and incorporate them into their teaching.
Teacher candidates should be familiar with and embody the six Teacher Candidate Dispositions:
- Positive Outlook
- Intellectual Integrity
- Respect
- Self-Awareness
- Dedication
- Professionalism |
academics | field-experience | https://www2.brockport.edu/academics/field-experience/teacher-educator-expectations/ | Expectations
The faculty and staff of the Department of Education and Human Development are most appreciative of the time and effort of school-based teacher educators to help Brockport teacher candidates learn their profession. Teacher candidates are both excited and nervous about the prospect of teaching in a classroom and show individual differences in their growth and development during field experiences and student teaching. The following serves to explain general responsibilities, policies, and tips that may help the school-based teacher educator during the field experience phases.
A Successful School-based Teacher Educator…
- Displays a disposition toward teacher education as an aspect of professional responsibility.
- Shares and eventually delegates classroom responsibilities.
- Communicates effectively and is able to articulate a rationale for all classroom practices.
- Demonstrates knowledge of the curriculum in the current assignment.
- Uses a variety of instructional, assessment, and classroom management strategies to meet the needs of diverse learners.
- Is proficient at short-term and long-range planning.
- Demonstrates a high degree of professionalism (e.g., regular attendance, involvement beyond the classroom, collaboration with all elements of the school community).
- Is a reflective, patient, and flexible practitioner.
- Encourages the development of the teacher candidate’s own personal style, is open to new ideas, and is willing to take risks.
- Is comfortable working with adults.
- Shows a willingness to devote time to appropriate guidance and feedback throughout the placement.
When Working with a Teacher Candidate…
- Take nothing for granted as your teacher candidate is relatively new to the teaching profession. Help the teacher candidate acquire and demonstrate competencies essential for becoming a certified teacher.
- Avoid assuming that a teacher candidate is like other candidates you have mentored.
- If possible, familiarize your teacher candidate with the building, office, safety procedures, and introduce them to other staff members. Share information such as a daily schedule, class lists, map of the school, list of faculty and staff, building procedures, basic classroom rules, student handbook, classroom technology, etc.
- Prepare your students for the teacher candidate’s arrival. Introduce them as another teacher who will be working with you.
- Provide workspace for your teacher candidate.
- Consider providing your home or cell phone number and email in case of illness or emergency.
- Establish a communication line that permits mutual questioning. Build confidence by staying positive and offering constructive and specific feedback.
- Based upon your judgment of the teacher candidate’s capability, gradually increase the responsibilities assumed. The needs of your students and their capacity to accept this role from the teacher candidate will understandably have an impact on the rate at which this transition can occur.
- Assist your teacher candidate initially with administrative tasks, grading, homework assessments, etc.
- Avoid asking your teacher candidate to teach without preparing for a lesson unless it is necessary.
- Provide opportunities for your teacher candidate to observe other teachers or their students in other classrooms.
- Please provide the college supervisor with periodic feedback related to the teacher candidate’s progress and achievement.
- Please review the course requirements and expectations for the field experience provided to you at the beginning of the semester by the college supervisor.
- Sign the candidate’s time log each time they are at the placement site. Candidates need to complete 50 hours over the course of the semester.
- Complete the field experience assessment and review it with your teacher candidate.
Stipend
School-based teacher educators are eligible to receive either a $400 cash stipend or two $250 tuition waivers for a full 15-week student teaching placement. School-based Teacher Educators hosting a candidate for a half-semester placement will receive a $200 stipend or a $250 tuition waiver. A Supervising/Critic Teacher Stipend/Waiver Election Form will be provided and should be completed and returned to the Field Experience Office.
- The New York State Financial System uses a Vendor Identification Number in place of a social security number. School-based teacher educators will be required to fill out a NYS Substitute W9 form one time, which will result in an assigned Vendor ID Number.
- The Internal Revenue Service considers tuition waivers as compensation for services performed in the year that the waiver is issued. An IRS Form 1099-MISC (Miscellaneous Income) must be filed for any individual receiving waivers/stipends that exceed $600.
Other Benefits
School-based teacher educators also are offered the following benefits from the University:
- Free library privileges. The community membership fee is waived. To obtain a courtesy card, contact Drake Memorial Library at (585) 395-2277.
- Faculty rates for individual recreation passes, which includes reduced rates on racquetball courts, the gymnasium, fitness center, pool, and basketball courts. Membership applications can be obtained by calling (585) 395-2681.
- Season passes to all regular home athletic events free of charge. Passes can be obtained by calling (585) 395-2681. |
academics | null | https://www2.brockport.edu/academics/film/ | What You’ll Learn
Film is a medium influenced and shaped by related fields such as anthropology, art history, communication, English, and history.
The interdisciplinary minor will help you explore it through different lenses – historical, political, and cultural. You’ll gain a broad understanding of the history of film, an awareness of film language used by filmmakers, and a critical viewing ability.
-
Curriculum
Curriculum includes courses in film history, theory, criticism, and a variety of electives. Recent course offerings include: Ecocinema, American Independent Cinema, and Women and Film.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
A National Treasure
The Writers Forum, a contemporary writer reading series, has received grants from the National Endowment for the Arts and the Witter Bynner Foundation.
-
Career Outlook
Many use a film studies minor to enhance an English or Broadcasting and Journalism major. A student with this minor may be looking to work in a variety of areas. Careers include: publicity, film production, screenwriting, film criticism, video editor, and others.
What’s Next?
Find Out More
Get personalized information about your area of interest.Request Info
Contact Us
Dr. Carter Soles
(585) 395-5825
Send Email
Start Your Application
Ready to start your application? We can’t wait to hear from you.Apply Now |
academics | null | https://www2.brockport.edu/academics/film/directory/ | Affiliated Faculty
-
Sharon Lubkemann Allen, Ph.D
(She/Her/Hers)
- Professor of Comparative Literature & Director of Graduate Studies
- (585) 395-5828
slallen@brockport.edu
Office: Liberal Arts 244
-
John P Daly, Ph.D
- Professor
- (585) 395-5685
jdaly@brockport.edu
Office: Liberal Arts 334
-
Carvin Eison
- Professor
- (585) 395-5767
ceison@brockport.edu
Office: Holmes Hall 224
-
Morag Martin, Ph.D
(she, her, hers)
- Professor and Chair
- (585) 395-5690
mmartin@brockport.edu
Office: Liberal Arts 308
-
Alexander Moe, Ph.D
- Assistant Professor
- (585) 395-2183
amoe@brockport.edu
Office: Holmes Hall 223
-
Virginia M Orzel
(She/Her/Hers)
- Professor
- (585) 395-5773
vorzel@brockport.edu
Office: Holmes Hall 228
Sidney Rosenzweig, Ph.D
- Lecturer
- (585) 395-5052
srosenzw@brockport.edu
Office: Liberal Arts 246
-
Natalie Sarrazin
- Professor, Music Studies Coordinator
- (585) 395-5256
nsarrazi@brockport.edu
Office: Tower 106
-
Carter Soles, Ph.D
- Associate Professor
- (585) 395-5825
csoles@brockport.edu
Office: Liberal Arts 224
-
Phil Young, Ph.D
- Adjunct Lecturer
- (585) 395-2750
pyoung@brockport.edu
Office: Liberal Arts 226
-
Christine Zinni, Ph.D
- Lecturer
- (585) 395-5142
czinni@brockport.edu
Office: Liberal Arts 315 |
academics | fine-arts | https://www2.brockport.edu/academics/fine-arts/ | Ticket prices (unless otherwise noted): $17, $12 (Senior Citizens, Brockport Alumni, Faculty, and Staff), or
$9 (Students)
Schedule of Events 2023-2024
Box Office Hours
- Mondays – Fridays: 12 – 5 pm
- Saturdays (when there are performances): 12 – 4 pm.
Gallery Hours
- Monday - Friday: 12 - 5 pm
- Saturday: Closed
- Sunday: 12 – 4pm |
academics | fine-arts | https://www2.brockport.edu/academics/fine-arts/parking/ | Parking
Until evening, parking permits are required to park in lots in proximity to our performance venues. These permits cost $5 and can be obtained at the Raye H. Conrad Welcome Center at the corner of New Campus and Commencement Drives. Parking is free and unregulated after 7 pm Monday – Thursday, after 5 pm on Friday, and throughout the weekend.
- At Tower Fine Arts Center: Lot G is adjacent to the Tower building. There is metered parking east of Tower.
- At Hartwell Dance Theater and Rose L. Strasser Studio: Lots M and N allow for easy access to Hartwell Hall.
Accessible Parking
Accessible parking is available in Lot G, adjacent to the Tower Fine Arts Center and Lot M, west of Hartwell Hall. Campus maps and driving directions to SUNY Brockport can be found below. |
academics | fine-arts | https://www2.brockport.edu/academics/fine-arts/policies/ | COVID-19 Protocols
SUNY policies pertaining to COVID-19 may be in place for these performances and exhibitions. Given the fluctuating nature of these protocols, please be sure to check the SUNY Brockport website or the Fine Arts Series Facebook page closer to your performance dates for up-to-date information on what to expect when you visit our venues.
Late Seating
After the performance begins, seating will be at the discretion of house management. You may not be seated until a suitable break in the performance, which might be intermission.
Age Recommendations
Children younger than age five are not permitted inside the theatre.
Recordings & Other Electronic Devices
All cameras and video or sound recorders are strictly prohibited. Please refrain from texting during the performance.
Access
The theatres at SUNY Brockport have barrier-free access.
WHEELCHAIRS
Wheelchair seating, and adjacent seating for companions, is available. Please inform the Box Office of your accessibility needs when placing your ticket order.
HEARING DEVICES
An infrared audio system is available in the Tower Fine Arts Center Mainstage. With these individual receivers, patrons can now augment the sound for any of the performances in this venue.
Emeriti
Emeriti are entitled to one complimentary ticket for each event. If you have questions about your status, please call (585) 395-2797. |
academics | fine-arts | https://www2.brockport.edu/academics/fine-arts/subscribe/ | Subscription Order Form
Selecting Performances
Some events require you to select a performance date and time. Be sure to indicate your performance preferences on the order form. Additional Tickets at reduced subscription rates may be ordered with your subscription. Enclose a note and the additional payment with your order.
Mail Order Only
Subscription orders must be mailed. We are unable to process walk-in subscriptions. If you feel your order will not reach us in time, drop off your order form and payment at the Box Office in the Tower Fine Arts Center. Tickets will be sent in time for your first event or we will confirm your order and have the tickets waiting for you at the Box Office.
Exchanges
Subscribers may exchange tickets at no cost for any other date on which an event is running by calling the Box Office at least 48 hours prior to the date of the tickets you hold. Tickets cannot be exchanged after the performance for which you are holding tickets. There are no refunds.
Group Reservations
Groups of 10 or more patrons attending the same performance receive a discounted price. To make a group reservation, call Stuart Ira Soloway, arts events manager at (585) 395-2797.
Help Line
If you need help completing your order or have questions about your subscription, please call the arts events manager, at (585) 395-2797. |
academics | fine-arts | https://www2.brockport.edu/academics/fine-arts/take-a-seat/ | Celebrating the performing arts at SUNY Brockport.
Take a Seat
Seat naming is a great way to celebrate your family’s name, honor or memorialize a loved one, or commemorate a special event. Create a lasting tribute by engraving a brass nameplate with your inscription of choice, which will be affixed to the arm of a theatre chair on campus.
Take a seat and contribute to excellence in fine arts and performance programming at Brockport. Your support will positively impact the success of current and future students.
Visit our webpage for more information to Take a Seat or contact the Division of Advancement at (585) 395-2451. |
academics | fine-arts | https://www2.brockport.edu/academics/fine-arts/welcome/ | Welcome to the 2023-24 Fine Arts Series.
Seemingly each year, the Rochester region experiences a snowfall dubbed “the Storm of the Century.” And then, the following year, we get another “Storm of the Century.” Not so special, right?
However, I can make you this promise: On April 8, 2024, we will all experience something in our own backyard that will truly be a once in a lifetime event: a Total Solar Eclipse. What makes it that much more special is that the SUNY Brockport campus is directly on the center line of the path of totality. Look for more details on events within these pages, and as we approach the Eclipse itself.
We are continuing to rebuild our Fine Arts Series in this post-COVID world. I am happy to report that this past season was an improvement over the one that preceded it, both in revenue and attendees. We can only hope that the 2023-24 season will be even better than last year, given some of the terrific productions and exhibits coming your way. We know that you are coming back because we are giving you something to come back to.
Whether it’s Sankofa, a play such as the Tony Award® and Pulitzer Prize Award-winning Proof, a special visit from the Buffalo Philharmonic Orchestra, or an exhibition that focuses on social justice, there’s a lot happening on our stages and in our galleries. And it is all here for you to experience. We’ve even got Rochester favorite Ed Popil (Mrs. Kasha Davis) starring in The Prom.
Enjoy the show. Or shows. The more you see, the more you can save, with our subscription discounts.
Thank you,
Monica Brasted
Interim Dean, School of Arts and Sciences |
academics | general-education | https://www2.brockport.edu/academics/general-education/ | Frequently Asked Questions
Find answers to commonly asked questions from our students about our Learning for Life General Education program.
General Education Course Approval Process
All proposals for new courses in the General Education program or modifications of existing General Education courses must be submitted to the College Senate in the form of Senate Resolutions. |
academics | general-education | https://www2.brockport.edu/academics/general-education/assessment-of-slos/ | Assessment of General Education Student Learning Outcomes (SLOs)
All instructors of General Education (GE) courses are required per SUNY and Middle States regulations to assess student achievement of GE SLOs using criteria that have been established for the program. To make this a routine part of the teaching process and to obtain sufficient data by which to make decisions for program improvement, all instructors across scheduled GE areas will collect program data and submit it via MachForm at the end of each semester.
The data from all courses in each area will be aggregated and analyzed by the General Education Assessment Committee to determine actions for program improvement and an annual report with the results will be distributed to all stakeholders for implementation. |
academics | general-education | https://www2.brockport.edu/academics/general-education/assessment/ | General education assessment is a process that measures the effectiveness of our General Education program through the systematic collection and evaluation of information about student learning.
Why is General Education Assessment Important?
- Provides a way to demonstrate our level of success in general education.
- Allows us to effectively analyze the strengths and weaknesses of our general education program.
- Informs decisions concerning the improvement of our general education program.
- Enables us to better meet our students’ educational needs.
General Education Assessment Committee
About
The General Education Assessment Committee was formed in November, 2014 to address the following:
- Ensure that General Education Assessment at SUNY Brockport, is comprehensive and systematic.
- Formulate sustainable General Education Assessment plans for the University.
- Ensure a clear connection or flow between the University’s General Education Assessment plan and the accreditation standards for the Middle States Commission on Higher Education.
Committee Charge
“The General Education Committee at SUNY Brockport will review the general education assessment plans, results and action plans from a university wide perspective and maintain appropriate inter-university relations with regard to general education assessment matters.”
Mission & Goals
The mission of the General Education Assessment Committee (GEAC) is to provide leadership and support for the meaningful and sustainable assessment of Brockport’s general education program in order to promote student and institutional success.
In order to achieve this mission, we focus on the following goals:
- Systematically and efficiently collect relevant student learning data.
- Engage in the analysis of data collected through the assessment process in order to improve our general education program.
- Support faculty in their efforts to develop better strategies to meet our general education program’s student learning goals .
- Provide a central site for data, reports, and other materials related to general education assessment.
- Effectively communicate our procedures and findings to the campus community and outside accrediting agencies.
- Develop and continually reassess plans for general education assessment.
- Support the development of effective and sustainable assessment procedures.
Structure of the Committee
A Quality General Education program at Brockport is delivered through the following:
-
Vice Provost’s Office
- Ensuring Delivery and Access for Students, Scheduling for General.
-
Senate General Education Committee
- Ensuring fidelity to the curriculum.
-
General Education Assessment Committee
- Disseminate data for continuous improvement.
Contact
For information regarding General Education Assessment Committee membership, please contact:
Frances Dearing
Director of Assessment (Committee Co-Chair)
The Office of Accountability and Assessment
fdearing@brockport.edu
Donna Wilkerson-Barker
Director of General Education
dwilkers@brockport.edu |
academics | general-education | https://www2.brockport.edu/academics/general-education/assessment/faqs/ | - All instructors teaching general education courses
Yes. The input of all faculty teaching general education courses helps to make the assessment process meaningful and allows the University to work toward continuous improvement. Departments should review assessment processes with all GE teaching faculty and arrange for full-time faculty to mentor part-time faculty if necessary.
Instructors submit their assessment data via MachForm at the end of each semester. The data from each area will be aggregated and reviewed by the General Education Assessment Committee and all stakeholders will receive an annual report detailing results.
Consult the assessment schedule. If you are teaching a course in a GE area that is on the schedule, you are responsible for collecting data. This may be once or twice a year. It is advisable to administer the assessment measures that you use to collect data every time you teach the course.
Data from all the courses in each area are aggregated in summary reports that are disseminated campus wide. The General Education Assessment Committee will review all data but individual course results are not identifiable in institutional reports.
You can begin your “assessment education” by consulting your department’s assessment coordinator or chairperson. For general education, there are guidelines and orientations to help you. Keep an eye out also for development opportunities conducted by the Center for Excellence in Learning and Teaching (CELT). The Director of General Education and the Director of the Office of Accountability and Assessment are also resources for you if you have specific questions about an assessment-related initiative.
All ideas for improving the General Education Assessment process are welcomed by the administration at SUNY Brockport. There are many ways to suggest changes. Instructors collecting data have an ongoing opportunity to reflect on the process and suggest improvements when they submit their reports. Instructors may also propose their ideas to any member of the GEAC at any time or discuss them with the Director of General Education, the Director of the Office of Accountability and Assessment, or school Deans. |
academics | general-education | https://www2.brockport.edu/academics/general-education/assessment/reports/ | Annual GE Summary Assessment Data Reports 2010-2014 Summary Report (pdf) 2014-2015 Summary Report (pdf) 2015-2016 Summary Report (pdf) 2016-2017 Summary Report (pdf) 2017-2018 Summary Report (pdf) 2018-2019 Summary Report (pdf) 2019-2020 Summary Report (pdf) 2020-2021 Summary Report (pdf) |
academics | general-education | https://www2.brockport.edu/academics/general-education/assessment/rubric/ | General Education Assessment Rubrics
General Education assessment rubrics are designed by teaching faculty and faculty members of the General Education Assessment Committee; they are subject to review and modification based on efforts for continuous improvement of teaching and learning. Instructors can also access rubrics on the GE instructors Teams group. |
academics | general-education | https://www2.brockport.edu/academics/general-education/assessment/schedule/ | Assessment Schedule
Fall 2023
- Humanities
- Diversity, Equity, Inclusion and Social Justice
- Social Sciences
- Written Communication
- Information Literacy (mapped to D, S, Q)
- World Languages
- Arts
- World History and Global Awareness
Spring 2024
- Mathematics and Quantitative Reasoning
- Natural Science and Scientific Reasoning
- Oral Communication
- US History and Civic Engagement
- Critical Thinking
- Perspectives on Gender
- Contemporary Issues
Fall 2024
- Mathematics and Quantitative Reasoning
- Natural Science and Scientific Reasoning
- Oral Communication
- US History and Civic Engagement
- Critical Thinking
- Perspectives on Gender
- Contemporary Issues
Spring 2025
- Humanities
- Diversity, Equity, Inclusion and Social Justice
- Social Sciences
- Written Communication
- Information Literacy (mapped to D, S, Q)
- World Languages
- Arts
- World History and Global Awareness
Orientations for each GE area will be held at the start of each semester to familiarize instructors with the evaluation criteria and reporting process, and to facilitate discussion about the SLOs and assessment measures.
Opportunities to collaborate and share resources with other instructors teaching in each area are available via the General Education Instructors Teams group. GE roundtable discussions will be held periodically throughout the academic year and other faculty development opportunities will be organized through CELT. |
academics | general-education | https://www2.brockport.edu/academics/general-education/frequently-asked-questions/ | FAQs from Students
You will follow the requirements of Brockport’s Learning for Life General Education Program.
If you have completed an Associate’s degree or 30 credits and seven of 10 SUNY categories at the time of matriculation, you do not have any additional GE requirements to complete at Brockport.
Transfer students who do not meet these conditions will receive credit for the courses they transfer in as determined by their general education transfer agreement. Remaining credits should be fulfilled according to the requirements in place at Brockport.
Continuing students will complete any outstanding general education requirements in the new curriculum. In the transition from the old curriculum to the new, some students may see a reduction in their GE requirements. In other cases, incomplete requirements may need to be fulfilled with a different type of course. Students will never face an increase in their requirements or a set-back in their progress toward graduation because of the transition to the revised general education curriculum. Students should work with their advisors if they have any questions about how the transition affects them.
Yes, but this is limited to specific requirements. Each general education course fulfills one SUNY knowledge area and may also fulfill one of the following requirements: contemporary issues, oral communication, or perspectives on gender. These areas are also offered as stand-alone courses.
Yes. Students should consult their major requirements or their advisors to see which general education courses count for the major as well.
You can track your progress in Degree Works. In Fall 2023, your audit will be updated to reflect your progress in relation to the new curriculum.
First, consult with your advisor who will help you to double check on any courses that you think are not accurately accounted for. If you confirm that a course should be counting for an unmet requirement, your advisor can work with the Registrar’s office to correct your audit. |
academics | general-education | https://www2.brockport.edu/academics/general-education/information-for-instructors/ | Proposing Courses
The Senate General Education Curriculum and Policies Committee reviews proposals on a rolling basis during the fall and spring terms. Ordinarily, faculty should submit a proposal at least one full semester in advance of the term in which they wish to offer the course.
To submit a course proposal consult the relevant guidelines and forms online. The course proposal must include the following components:
- A copy of the standard Course Registration Form signed by the chair and dean.
- A New Course or Course Change Proposal Form for the requested area code(s). Instructors are required to clearly define instructional content and assessment measures for each SLO contained in the course.
- A course syllabus that includes course objectives, a list of the student learning outcomes for the course, a course description, and a topical outline.
- A list of textbooks to be used and a current course bibliography, all with full bibliographic citations.
Policies for General Education Courses
- General Education courses generally should be coded A, Liberal Arts (refer to NYSED policy for guidance). If the proposed course is not coded A, you should indicate the exceptional circumstances that warrant its certification for the GEP in your proposal.
- GEP courses may fulfill only one Knowledge Area (H, S, F, L, V, O, D, M, Q, R)
- A Knowledge Area course may also be certified for ONE of the following areas: Oral Communication (Y), Contemporary Issues (I), or Perspectives on Gender (W). Instructors seeking one of these certifications should complete the form for Y, I, or W and submit it alongside the area proposal form.
- Oral Communication (Y), Contemporary Issues (I), and Perspectives on Gender (W) can be offered as stand-alone courses or with one other code (e.g., HY, YI, SW, WI, etc.)
Designing & Describing General Education Courses
GE courses should be accessible to the widest audience possible and geared toward non-specialists; prerequisites, if unavoidable, should be kept to the absolute minimum needed.
GE courses should ordinarily be taught every year to ensure that students who may need to repeat them are able to.
GE courses should be explicit in drawing connections between what students are learning in the classroom and how it applies to their personal growth and professional aspirations. Repeated emphasis on transferable skills and their relevance to coursework in the major and engagement in professional contexts will help students to understand the overall value of the GE program.
Course descriptions are an important tool to help students understand the value of the topics/problems they will study and why the course is relevant. Therefore, the Program suggests that GE course descriptions do the following:
- Speak directly to students using the second person;
- Engage students with thought-provoking questions or concepts;
- Share the guiding questions, context(s) and/or perspectives engaged in the course;
- Provide students with goals or takeaways, telling them what they will learn;
- Serve the goals of Gen Ed by explicitly connecting the course material to the world.
Instructors who need support for course design or assessment can reach out to the Director of General Education, Dr. Donna Wilkerson-Barker, at any time.
General Education Course Review & Recertification Process
The Senate General Education Curriculum and Policies Committee reviews all GE courses for recertification in three year cycles. A timeframe and schedule for the revised program will be determined and distributed at the start of the Fall 2023 semester. |
academics | general-education | https://www2.brockport.edu/academics/general-education/learning-for-life/ | Vision Statement
The University’s general education curriculum focuses on fundamental skills and ways of thinking necessary for effective engagement in today’s complex, interconnected world. The Learning for Life program engages students in problem solving from multiple perspectives and hones their ability to make connections and communicate across different disciplinary and cultural boundaries, laying a foundation for a lifetime of intellectual curiosity and learning.
Requirements
Brockport’s Learning for Life general education program is 31-40 credits. The combination of classes that students select is up to them, based on their professional, personal, and intellectual interests. The program’s emphasis on transferable skills ensures that each course will contribute meaningfully to students’ goals. Advisors work with students to help them tailor the general education program to their interests.
Learning for Life
In Foundations courses, students sharpen essential skills for upper division course work in the general education and major programs.
-
Written Communication (3)
-
Effective writing is an essential component of your skillset, no matter your chosen field of study. Having sharply honed writing skills can help you to communicate about important topics clearly and quickly and enable you to reach your full professional capacity. Effective communication is a highly sought-after skill that gives you the opportunity to present yourself as well-prepared and professional.
-
-
Oral Communication (0 - 3)
-
The ability to logically and clearly present one’s ideas is integral to success in almost any area of life. Oral communication is ubiquitous in our everyday lives: we communicate with classmates and colleagues on Zoom calls, we demonstrate our content knowledge and expertise in oral presentations, and we communicate our career goals to potential employers in job interviews. Courses that help you to develop and reflect on your oral communication skills prepare you for effective interaction in multiple contexts, enabling you to better reach your goals.
-
-
Mathematics and Quantitative Reasoning (3)
-
Math is essential for many aspects of your daily life from simple calculations necessary for a range of tasks to lifelong financial literacy and problem solving. Math helps strengthen reasoning skills and critical thinking and improves your investigative skills, resourcefulness, and creativity. Many careers use a wide variety of math concepts and no matter which career path you choose, math skills will open up opportunities.
-
-
World Language (3)
-
Learning a new language will prepare you for the multilingual and multicultural realities of life at home, work, or across national boundaries by introducing you to different cultural frameworks and diverse worldviews. Language learning goes beyond vocabulary and grammar. As the most direct expression of a culture, language immerses you in a different way of life, encouraging cultural humility and the development of empathy for others.
-
In Critical Perspectives courses, students explore and practice varied approaches and ways of reasoning that foster critical thinking and problem solving.
-
Humanities (3)
-
The humanities include the study of history, philosophy and religion, modern and ancient languages and literatures, fine arts, media and cultural studies, and other fields. Humanities research adds to your knowledge of the world, as you investigate differences between cultures and communities around the world and across time, consider the ways art is made and received, or unveil the undercurrents that have shaped history. Humanities education encourages you to think creatively and critically, to reason, and ask questions. Put simply, the humanities help you to understand and interpret the human experience, as individuals and societies. (Adapted from the National Center for the Humanities. “What Are the Humanities?” Humanities in Action, 1 Jan. 2021.)
-
-
Social Sciences (3)
-
Courses in social sciences give you an in-depth look into the human experience, from history, politics, and economics to psychology, sociology, anthropology, and more. You’ll learn how people interact with each other and their environment in different ways worldwide, as well as understand why specific societal and cultural trends exist. Social science courses engage you in thinking critically to interpret and analyze data and solve problems, helping you to develop a broader view of today’s complex world.
-
-
The Arts (3)
-
Arts education can help you to develop skills and ways of working that will benefit you in the future in whatever career you choose. Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative, and innovative—skills that employers value alongside qualifications. Making and participating in the arts aids the development of these skills and can also help with understanding, interpreting, and negotiating the complexities and diversity of society.
-
-
Natural Science and Scientific Reasoning with lab (4)
-
In the natural sciences, you can study everything from nanoparticles to living organisms to galaxies to differential equations, with opportunities to participate in innovative research that advances science and technology. Through the natural sciences, we investigate and understand ourselves, our world, and the universe. The natural sciences help you to become a strategic and inquisitive thinker with skills that are applicable in a broad range of careers.
-
Cultural Engagement courses prepare students for global citizenship in a complex and diverse society while offering more challenging learning contexts for skill development.
-
U. S. History and Civic Engagement (3)
-
Courses in US History and Civic Engagement promote civic education by exploring the theoretical, political, historical, and practical aspects of citizenship and democratic governance. You will gain a deeper understanding of the rights and responsibilities of citizens and the changing aspects of citizenship in relation to institutions, civil laws, and practices. Studying US history helps you to understand and grapple with today’s complex questions and dilemmas by examining how the past has shaped (and continues to shape) global, national, and local relationships between societies and people.
-
-
Diversity: Equity, Inclusion, and Social Justice (3)
- Learning about diversity, equity, inclusion, and social justice in the classroom gives you the opportunity to think critically about your beliefs and examine the world in fresh ways. Exposure to diversity promotes creativity and innovation, as well as decision-making and problem-solving skills. When you enter the professional world, you join a vast and diverse workforce. Interacting with people of all different backgrounds, mindsets, and social experiences can present a challenge without prior exposure to the principles of diversity, equity, inclusion, and social justice. This course will help you to develop the ability to effectively engage in diverse cultural and social situations, skills highly valued by employers.
-
World History and Global Awareness (3)
-
World History and Global Awareness courses help you to understand how your nation developed and where it may be headed in an increasingly pluralistic and interconnected world. As you study the interrelationship of people, cultures, and countries over time, you will be able to determine how and when contemporary global issues evolved. The study of global history prepares you for democratic citizenship in a global age as you critically interpret and unify past deeds and new information, enhancing your abilities to understand, react and interact with complex international issues.
-
-
Contemporary Issues (0 - 3)
-
Contemporary issues courses focus on problems that are difficult or impossible to solve because of their complex and interconnected nature. In a contemporary issues course, you will integrate multiple areas of knowledge and multiple modes of inquiry to address problems. This helps you to learn to apply knowledge from across your educational and life experiences to a wide variety of situations that shape a rapidly changing, connected world, contributing to your personal and professional success.
-
-
Perspectives on Gender (0 - 3)
-
Perspectives on gender courses provide a forum for exploring and understanding the ways gender shapes our world within an interdisciplinary context. In a world where gender is so ingrained in everything we do, it is vital to critically analyze our own internalized beliefs and biases around this subject. This makes it easier to identify what needs to change for society to move toward a more inclusive future.
- |
academics | general-education | https://www2.brockport.edu/academics/general-education/requirements/ | Students’ General Education requirements are determined by their matriculation date. For the most accurate information about their requirements and options, students can consult the Course Catalog in effect in the year of their matriculation or seek guidance from their academic advisor.
Transfer, AP, or CLEP credits may fulfill General Education requirements.
Transfer students who have completed an Associate’s degree or 30 credits and seven of 10 SUNY categories at the time of their matriculation are finished with their general education requirements.
Transfer students who do not meet these conditions will receive credit for the courses they transfer in as determined by their General Education transfer agreement. Remaining credits are fulfilled according to the requirements in place at Brockport.
For matriculated students, the degree audit tracks the completion of General Education requirements. Degree audits will reflect any transfer, AP, or CLEP credits that have been applied to fulfill General Education requirements. Students are responsible for consulting their audit frequently to make certain that these requirements are being completed in a timely manner. They should also discuss their General Education requirements with their advisors to make the most of this foundational part of their Brockport experience.
The program consists of 31-40 credits depending on course selection and certain variables discussed above.
Research a topic, develop an argument, and organize supporting details
Demonstrate coherent college-level written communication that informs, persuades, or otherwise engages with an audience
Evaluate communication for substance, bias, and intended effect
Demonstrate the ability to revise and improve written communication
Locate information effectively using tools appropriate to their need and discipline (information literacy competency)
Demonstrate coherent college-level oral communication that informs, persuades, or otherwise engages with an audience
Demonstrate the ability to revise and improve oral communication
An understanding of the methods scientists use to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of data analysis or mathematical modeling
Application of scientific data, concepts, and models in one of the natural sciences
Interpret and draw inferences from appropriate mathematical models such as formulas, graphs, tables, or schematics
Represent mathematical information symbolically, visually, numerically, or verbally as appropriate
Employ quantitative methods such as arithmetic, algebra, geometry, or statistics to solve problems
Describe major concepts and theories of at least one discipline in the social sciences
Demonstrate an understanding of the methods social scientists use to explore social phenomena
Evaluate information with an awareness of authority, validity, and bias (information literacy competency)
Demonstrate knowledge of the conventions and methods of at least one of the humanities
Recognize and analyze nuance and complexity of meaning through critical reflections on text, visual images, or artifacts
Demonstrate understanding of United States’ society and/or history, including the diversity of individuals and communities that make up the nation
Understand the role of individual participation in US communities and government
Apply historical and contemporary evidence to draw, support, or verify conclusions
Demonstrate knowledge of a broad outline of world history and/or the development of the distinctive features of at least one civilization or culture in relation to other regions of the world
Demonstrate an understanding of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts, and their impact on wellbeing and sustainability
Exhibit basic proficiency in the understanding and use of a world language
Demonstrate knowledge of the distinctive features of culture(s) associated with the language they are studying
Describe the historical and contemporary societal factors that shape the development of individual and group identity involving race, class, and gender
Analyze the role that complex networks of social structures and systems play in the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity
Apply the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action
Demonstrate an understanding of the ethical dimensions of information use, creation, and dissemination (information literacy competency)
Demonstrate an understanding of at least one principal form of artistic expression and the creative process inherent therein
Analyze a major issue of contemporary and enduring human significance
Recognize and articulate relationships between different Knowledge Areas
Locate, evaluate, and synthesize information from a variety of sources
Demonstrate an ability to develop and defend well-reasoned arguments
Demonstrate critical awareness of scholarship on women and gender as an aspect of patriarchal systems within a relevant knowledge area, with such scholarship constituting a central or major theme of the course as opposed to a peripheral or occasional consideration
Clearly articulate an issue or problem
Identify, analyze, and evaluate ideas, data, and arguments as they occur in their own or others’ work
Acknowledge limitations such as perspective and bias
Develop well-reasoned (logical) arguments to form judgments and/or draw conclusions |
academics | general-education | https://www2.brockport.edu/academics/general-education/student-learning-outcome-assessment-committee/ | Leadership
Co-Chair: Dr. Donna Wilkerson-Barker
Co-Chair: Dr. Sandeep Mitra
Committee Charge
Develop and propose an assessment plan and schedule for the ISLOs that aligns with the University’s existing Institutional Assessment Plan.
Elements of the plan should address how to:
- Identify, implement, or develop means of collecting and analyzing data
- Identify a structure for communicating ISLO assessment results to the University community
- Encourage units across the institution to articulate operational goals related to the ISLOs
- Establish regular ISLO assessment processes, analyze and publish results, and provide those results to budgetary and programmatic decision-makers
Committee Structure
Members of the committee represent various departments across the schools and administrative units of the University, selected on the basis of their experience with accreditation, general education assessment, or work as administrators.
The ISLOAC is conducting a pilot assessment of ISLO 1, Oral Communication in fall 2019. |
academics | healthcare-studies | https://www2.brockport.edu/academics/healthcare-studies/ | Join the No. 2 ranked health services program in New York State and learn how to improve the physical, mental, and emotional health of patients.
Addictions & Behavioral Health Program
In the wake of the COVID-19 pandemic, substance abuse is at an all-time high. Demand for substance abuse counselors is projected to grow at a rate of 25% over the next 10 years. Our program will help you gain immediate employment, practice as a licensed counselor and, most importantly, begin helping patients overcome addiction.
Nationally & REGIONALLY Ranked
Our Addictions and Behavioral Health major (formerly Alcohol and Substance Abuse Studies) is prestigiously ranked:
- 4th in the nation for Best Degrees in Addiction and Recovery by Best Counseling Degrees
- 5th in the nation for Top Addiction Degrees by College Choice
- 1st in New York State for Substance Abuse/Addiction Counseling by Universities.com
Healthcare Administration
The COVID-19 pandemic has left hospitals and medical facilities in dire need of qualified staff, both medical and administrative. Healthcare administrators are vital – so much so that employment is projected to grow by 32% by 2029. We prepare our graduates to make a difference behind the scenes.
My Brockport Experience
“My Healthcare Administration professors have definitely contributed to my success. Now, I’m excited to actively apply what I’ve learned throughout my program in my new role as Administrative Coordinator for Albany Medical Center.” |
academics | healthcare-studies | https://www2.brockport.edu/academics/healthcare-studies/addictions-behavioral-health-major-minor/ | What You’ll Learn
Our program provides you with the current knowledge and skills to be an effective substance abuse counselor in the first bachelor’s level substance abuse training program in New York state.
Graduates are extremely successful at obtaining employment and/or graduate school admission.
-
Curriculum
Gain practical experience and a degree.
The New York State Institute for Professional Development in the Addictions has recognized and honored our program with its New York State Award of Program Excellence in Addiction Education.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
National Accreditation
Our program is certified by both the New York State Office of Addiction Services and Supports (OASAS) and the Association for Addiction Professionals (NAADAC).
-
Career Outlook
Labor market changes and outcomes from the COVID-19 pandemic are expected to result in a significant increase in external demand for the Addictions and Behavioral Health program. Substantial growth is predicted in the substance abuse counseling field, at a much faster than average rate compared with other occupations.
The US Bureau of Labor Statistics’ Occupational Outlook Handbook reports that the job outlook for 2019-2029 is a growth rate of 25%, which is much faster than average, with an estimated 79,000 new jobs during that time frame.
In New York, the professions are expected to grow by 30.7% by 2028, with projected annual job openings of 2,590. Short-term projections (2021-2023) suggest a 5.9% growth rate, with 2,210average annual job openings.
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
“The ASAP program has taught me how to help others, but it also taught me a lot about myself that I would have never known if I was pushed to do so in the classroom and in my internship experience.” Rebecca Cary, Class of 2016 |
academics | healthcare-studies | https://www2.brockport.edu/academics/healthcare-studies/addictions-behavioral-health-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. Addictions & Behavioral Health
Clinical Track
First Year
Fall
Course
Credits
Gen Ed: Social Sciences (S) SOC 100 Intro to Sociology
3
Gen Ed: Written Communication (Q) ENG 112 English Composition
3
Gen Ed: Math and Quantitative Reasoning (M) MTH 243 Elementary Statistics
3
Gen Ed: US History and Civic Engagement (V) HST 110 Early America Survey
3
Gen Ed: Arts (F) ART 110 Art & Artists
3
GEP 100: Academic Planning Seminar
1
Total
16
Spring
Course
Credits
AAS 100 Intro AfrStudies
3
Gen Ed: Natural Science with Lab (L) ESC 195 Natural Disasters
4
Gen Ed: Humanities (H) WMS 302 Intro to Disability Studies
3
Gen Ed: World History & Global Awareness (O) WMS 330 Global Perspectives on Women and Gender
3
Gen Ed: World Language (R) ASL 111 Beg Sign Lang or SPN 111 Beg Spanish I
3
Total
16
Second Year
Fall
Course
Credits
PSH 110 Principles of Psych
3
Gen Ed: Contemporary Issues (I) SWO 476 Aging in America
3
CRJ 101 Intro to Criminal Justice
3
HCS 409 Intro to Alcohol and Other Drugs
3
Elective by Advisement
3
Total
15
Spring
Course
Credits
HCS 424 Counseling Diverse Populations
Gen Ed: Diversity, Equity, Inclusion, and Social Justice (D) and Perspectives on Gender (W)
3
HCS 423 Theories of Addiction & Behavioral Health
3
ABH Elective
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Third Year
Fall
Course
Credits
HCS 455 Ethics for Addiction Professionals
3
ABH Elective
3
Statistics (PSH 202 recommended)
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Spring
Course
Credits
HCS 437 Co-Occurring Disorders
3
HCS 445 Psychopharmacology of Addiction
3
ABH Elective
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Fourth Year
Fall
Course
Credits
HCS 421 Group Counseling Skills
3
HCS 422 Individual Counseling Skills for Addiction
Gen Ed: Oral Communication (Y)
3
HCS 435 Evaluation of Substance Use Disorders
3
ABH Elective
3
Elective by Advisement
3
Total
15
Spring
Course
Credits
HCS 497 Internship Seminar for Addiction Professionals
3
HCS 498 Internship for Addiction Professionals
12
Total
15
Major Specific Elective Courses
Course
Credits
HCS 404 Criminal Justice and Addictions
3
HCS 432 Counselor Wellness
3
HCS 439 Grief and Loss for Counseling Professionals
3
HCS 440 Trauma Informed Care
3
HCS 441 Families and Addiction
3
Total
15 Addiction & Behavioral Health
Non-Clinical Track
First Year
Fall
Course
Credits
Gen Ed: Social Science (S) SOC 100 Intro to Sociology
3
Gen Ed: Written Communication (Q) ENG 112 English Composition
3
Gen Ed: Math & Quantitative Reasoning (M) MTH 243 Elementary Statistics
3
Gen Ed: US History and Civic Engagement (V) HST 110 Early America Survey
3
Gen Ed: Arts (F) ART 110 Art & Artists
3
GEP 100: Academic Planning Seminar
1
Total
16
Spring
Course
Credits
AAS 100 Intro AfrStudies
3
Gen Ed: Natural Science with Lab (L) ESC 195 Natural Disasters
4
Gen Ed: Humanities (H) WMS 302 Intro to Disability Studies
3
Gen Ed: World History & Global Awareness (O) WMS 330 Global Perspectives on Women and Gender
3
Gen Ed: World Language (R) ASL 111 Beg Sign Lang or SPN 111 Beg Spanish I
3
Total
16
Second Year
Fall
Course
Credits
PSH 110 Principles of Psych
3
Gen Ed: Contemporary Issues (I) SWO 476 Aging in America
3
CRJ 101 Intro to Criminal Justice
3
HCS 409 Intro to Alcohol and Other Drugs
3
Elective by Advisement
3
Total
15
Spring
Course
Credits
HCS 424 Counseling Diverse Populations
Gen Ed: Diversity, Equity, Inclusion, & Social Justice (D) and Perspectives on Gender (W)
3
HCS 423 Theories of Addiction
3
MUS 208 Music & Healing
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Third Year
Fall
Course
Credits
HCS 455 Ethics for Addiction Professionals
3
HCS 439 Grief and Loss for Counseling Professionals
3
Statistics (PSH 202 recommended)
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Spring
Course
Credits
HCS 437 Co-Occurring Disorders
3
HCS 445 Psychopharmacology of Addiction
3
HCS 440 Trauma Informed Care
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Fourth Year
Fall
Course
Credits
HCS 421 Group Counseling Skills
3
HCS 422 Individual Counseling Skills for Addiction Gen Ed: Oral Communication (Y)
3
HCS 435 Evaluation of Substance Use Disorders
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Spring
Course
Credits
HCS 404 Criminal Justice and Addictions
3
HCS 441 Families and Addiction
3
HCS 499 Independent Study Capstone
3
Elective by Advisement
3
Elective by Advisement
3
Total
15
Major Specific Elective Courses
Course
Credits
HCS 432 Counselor Wellness
3
Total
3 |
academics | healthcare-studies | https://www2.brockport.edu/academics/healthcare-studies/awards/ | Departmental Scholar Awards (One Graduate, One Undergraduate)
This award recognizes a senior in the Department of Healthcare Studies who have achieved outstanding scholarship. Departmental criteria are as follows:
- Must have senior standing (84+ credits) or be a graduate student.
- All majors are eligible.
- Must have completed at least 36 credits at SUNY Brockport.
- Must have a GPA of 3.6 or better.
- Must have demonstrated scholarship ability.
Golden Eagle Summer Scholars Program
The goal of the Summer Scholars program is to provide a Brockport undergraduate student an intense summer educational experience in a research laboratory at a major university. The program was founded by prominent Brockport alumni Dr. Jane Clark and Dr. Robert Gold and is supported by other alumni and friends of the University. To qualify, the student must:
- Be a junior (at least 84 credits completed by mid-May), with an academic major in Healthcare Studies, Public Health and Health Education, or Kinesiology, Sport Studies, and Physical Education.
- Have a 3.0 minimum GPA at the time of application.
Sinacore Student Award for Excellence in Alcohol & Substance Abuse Studies
All award applications must be filed through the Brockport Foundation’s scholarships webpage. |
academics | healthcare-studies | https://www2.brockport.edu/academics/healthcare-studies/directory/ | -
Kelly Cary, CMA, MHA
- Lecturer
- (585) 395-5354
kcary@brockport.edu
Office: Hartwell Hall 23
Nicholas L. Ferraio
- Lecturer
- (585) 395-2643
nferraio@brockport.edu
Office: Hartwell Hall 20
-
Patti Follansbee, Ph.D LMFT
- Assistant Professor
- (585) 395-5483
pfollans@brockport.edu
Office: Hartwell Hall 23 B
-
Kerrie Gianvecchio, LCSW
- Lecturer
- (585) 395-2529
kgianvec@brockport.edu
Office: Hartwell Hall 20
-
Jennifer Green-Wilson, PT, Ed. D, MBA
- Associate Professor
- (585) 395-5477
jgreenwilson@brockport.edu
Office: Hartwell Hall 16B
-
Afeez A Hazzan, MSC, Ph.D
- Associate Professor (Healthcare Studies)
- (585) 395-5909
ahazzan@brockport.edu
Office: Hartwell Hall 16D
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
Sam Lanzafame
- Lecturer
- (585) 395-5477
slanzafame@brockport.edu
Office: Hartwell Hall 23
Christopher Le Feber
- Lecturer
- (585) 395-2643
clefeber@brockport.edu
Office: Hartwell Hall 23
Eliza Lyons
- Lecturer
- (585) 395-2643
epionessa@brockport.edu
Office: Hartwell Hall 20
-
Gary J Metz, M.P.A., MAC, CPP
- Associate Professor
- (585) 395-5117
gmetz@brockport.edu
Office: Hartwell Hall 17 B
Patricia Poteat, EDD
- Lecturer
- (585) 395-5477
ppoteat@brockport.edu
Office: Hartwell Hall 23
-
Laurie Scotti
- Administrative Assistant 1 Trainee
- (585) 395-5491
lscotti@brockport.edu
Office: Hartwell 23 D
-
Jessica Sniatecki, Ph.D, CRC
(She/Her/Hers)
- Associate Professor + Chair
- (585) 395-5092
jsniatecki@brockport.edu
Office: Hartwell Hall 23 A |
academics | healthcare-studies | https://www2.brockport.edu/academics/healthcare-studies/healthcare-administration-major/ | What You’ll Learn
Our program provides you with the educational background and internship experience you need to pursue career opportunities in healthcare.
Graduates have been successful at gaining employment in hospitals, dental practices, private practices, other non-profits, and with insurance companies. Some pursue graduate degrees in healthcare administration.
-
Curriculum
You’ll apply the theories learned in your coursework to an internship, giving you practical, hands-on experience. The internship experience allows for both on-the-job learning and professional networking.Curriculum & Learning Outcomes
-
Admission Requirements
Next Deadline for Transfer Students
Fall Semester: August 1Undergraduate Admissions
-
100% Online Major
Whether you live off campus in another state or you just prefer to take courses from your dorm room, our Healthcare Administration major is now fully online, offering maximum flexibility for our students.
-
Career Outlook
According to the U.S. Bureau of Labor Statistics, employment in healthcare occupations (including Medical and Health Services Managers) is projected to grow 32 percent from 2019 to 2029. In addition, they estimate that the median pay for Medical and Health Services Managers is $100,980 per year (or $48.55 per hour). Partly due to an aging population, further estimates project that the field of healthcare will add more new jobs than any other occupation in the coming years.
According to a recent report by the Center for Health Workforce Studies, health sector employment in New York State accounted for 12% of total employment in 2016, which was higher than the national level average of nearly 11%. This represents a growth of nearly 30% in health sector employment in New York State between 2000 and 2016, compared to less than 5% job growth for all other employment sectors.
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 |