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<h1>Social Work</h1>
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<li>Bread for the City
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<li>Child and Family Network Centers
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<li>Collaborative Solutions for Communities CONCERN
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<li>Congressional Coalition on Adoption Institute
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<li>Council on Social Work Education (CSWE)
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<li>DC Action for Children
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<li>DC Dept. of Youth Rehabilitation Services
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<li>DC Rape Crisis Center
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<h1>Earth Sciences, Geography & Geology</h1>
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<li>American Association of Geographers
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<li>American Geophysical Union
</li>
<li>American Geosciences Institute
</li>
<li>American Red Cross - GIS
</li>
<li>Arlington VA - GIS Intern
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<li>BAE Systems - GIS/Geospatial/Geology
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<li>Bureau of Land Management
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<li>Conservation International – GIS
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<li>CTC Energy & Technology
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<li>Department of Commerce – Bureau of the Census
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<li>Dewberry
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<li>ESRI
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<li>FracTracker Alliance
</li>
<li>GEI Consultants
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<li>Geological Society of America
</li>
<li>Global Forest Watch – GIS
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<li>HIP Consult
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<li>Jacobs
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<li>Leidos
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<li>MapBox
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<li>McFadden
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<li>National Air & Space Administration (NASA)
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<li>National Geographic Society
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<li>National Park Service
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<li>National Wildlife Federation
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<li>NCRC – Research Intern
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<li>NOAA
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<li>Novogradac & Company
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<li>Parsons Brinckerhoff
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<li>Rails to Trails Conservancy - GIS
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Research in the Solid Earth Science for Students <span style="background-color: transparent;">(RESESS)</span>
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<li>Surface Transportation Board - Office of Environmental Analysis
</li>
<li>U.S. Army Corps of Engineers
</li>
<li>U.S. Forest Service
</li>
<li>The White House – Office of Science and Technology Policy (OSTP)
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<li>World Wildlife Fund - Land-Use Change Remote
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<h1>Agriculture & Food Policy</h1>
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<h3>Ron Adams</h3>
<p>’00, Energy Program Evaluator, Monroe County HHS</p>
<h3>Rachel Baker August</h3>
<p>’10, Executive Director, Seneca Park Zoo</p>
<h3>Mark Bonsignore</h3>
<p>’99, Captain, Irondequoit Police Department (retired)</p>
<h3>Leonard Brock</h3>
<p>’05, Associate Vice President of Youth Development, The Community Place of Greater Rochester, Inc.</p>
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<p>’85, CFO, Rochester City School District</p>
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<h3>Margaret Clark</h3>
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<h3>Belinda Colon</h3>
<p>’05, Victims Assistance Program, City of Rochester</p>
<h3>Rob DiCarlo</h3>
<p>’90, Assistant Director, Office of Career Services, SUNY Brockport</p>
<h3>Edward Doherty</h3>
<p>’81, Vice President, Rochester Area Community Foundation</p>
<h3>Cynthia Elliott</h3>
<p>’95, Commissioner , Rochester City Board of Education</p>
<h3>Kevin Finnerty</h3>
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<h3>Shannon Grieve</h3>
<p>’06, Camp Director, Camp Good Days and Special Times</p>
<h3>Ron Harling</h3>
<p>’08, Jail Superintendent, Monroe County Sheriff’s Department</p>
<h3>David Keefe</h3>
<p>’81, Director, Fleet Services (retired), City of Rochester</p>
<h3>Diane Larter</h3>
<p>’86, Deputy Director, DSS (retired), Monroe County</p>
<h3>Jane Lynch</h3>
<p>’98, Chief Operating Officer, New York State Commission on Quality of Care and Advocacy for Persons with Disabilities</p>
<h3>Jeff McCann</h3>
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<h3>Mary Louise (Muffy) Meisenzahl</h3>
<p>’99, Administrator, Monroe County Office of Emergency Preparedness</p>
<h3>Maureen Nupp</h3>
<p>’00, Center for Disability Rights</p>
<h3>Steffie Patterson</h3>
<p>’93, Finance Administrator, Dept. of Psychiatry, Strong Behavioral Health</p>
<h3>Mary Patterson</h3>
<p>’99, Cerner Corporation</p>
<h3>Brandon Qualls</h3>
<p>’09, Coordinator, Office of Nursing Data and Information Management Clinical Nursing Research Center and Adult Nursing Services Office of Performance Improvement and Patient Safety, Strong Memorial Hospital</p>
<h3>Senator Joseph Robach</h3>
<p>’82, Senator, New York State Senate</p>
<h3>Daniel Sargent</h3>
<p>’91, Technology Support Coordinator, Brockport Downtown</p>
<h3>Candace Smith</h3>
<p>’03, VP, Patient Care Services, Park Ridge Hospital-Unity Health System</p>
<h3>Paula Smith</h3>
<p>’90, Director, Central Library of Rochester/Monroe County’</p>
<h3>Allyn Stelljes</h3>
<p>’00, Director of Advocacy and Leadership Development, The Advocacy Center</p>
<h3>Clare A. Stortini</h3>
<p>’09, Regional Resource Development Specialist<br />RRDC Traumatic Brain Injury Program at Unity Health System</p>
<h3>Sheila Strong</h3>
<p>’04, Assistant to the President, SUNY Brockport</p>
<h3>Donald Vacanti</h3>
<p>’93, Deputy Director, DSS (retired), Monroe County</p>
<h3>Daniel Varrenti</h3>
<p>’98, Chief of Police, Brockport Police Department</p>
<h3>James Winston</h3>
<p>’99, Assistant to President for Economic Development, Monroe Community College</p>
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<h1>Overview of the Assessment System</h1>
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<h2>Assessment System</h2>
<p>The Professional Education Unit (PEU) helps to implement and facilitate assessments to measure candidate performance and Unit operations. This page describes the data that are collected, and how they are used.</p>
<h3>What is Assessed?</h3>
<p>Candidate performance is assessed throughout the program – at admission, during the program, at program completion, and post-graduation. Assessments are aligned to accreditation standards, and institutional, programmatic, and course-based student learning outcomes. Assessments include course-based assignments, surveys, clinical experience evaluations, certification exams, and more. Assessments are most often designed and implemented by program faculty, with the assistance of the PEU. The concepts that are assessed primarily focus on the following areas: content knowledge, pedagogical knowledge, professional knowledge and skills, reflective skills, professional dispositions, and impact on K-12 learning.</p>
<h3>How are Data Used?</h3>
<p>The PEU maintains a “Professional Education Unit Assessment Data Collection, Storage, Access, and Use Policy” that defines who has access to data and how those data may be used. For privacy and security purposes, data access is limited to as few as people as possible, while data may be aggregated and shared with wider groups for the purposes of program improvement and transparency. The full policy is available online here: <a href="https://www2.brockport.edu/live/profiles/5212-professional-education-unit-assessment-data">PEU Data Use Policy</a>. Data that are publicly available are on posted on the PEU web site here: <a href="https://www2.brockport.edu/academics/professional-education/assessment-data/">PEU Assessment Data</a>.</p>
<p>The PEU Assessment Committee is the primary driver for collecting, aggregating, and disseminating assessment data. Data that the Committee collects are analyzed during three Unit-wide assessment days held each year. The attendees make recommendations to improve our programs, and those recommendations are brought to the appropriate committees or stakeholders to be considered and possibly implemented.</p>
<p>Data are also analyzed holistically once every 5-7 years by program faculty to assess the overall effectiveness of PEU programs. Faculty complete a Program Review Report for each program area, which are reviewed by our accrediting body, the Council for the Accreditation of Educator Preparation (CAEP). SUNY Brockport was most recently re-accredited in 2023 by CAEP.</p>
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<h1>Cell Phone & Social Media Policy</h1>
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<p style="box-sizing: border-box; margin: 0px 0px 1em; padding: 0px; font-family: abril-text, serif; font-size: 1rem; font-weight: 400; line-height: 1.5rem; text-rendering: optimizelegibility; color: #4f4f4f; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">The procedures described herein pertain only to a candidate’s status within the Professional Education Unit and are not meant to supplant existing university-wide policies or procedures. Candidates are still subject to all university-wide policies and procedures.</p>
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<h3 tabindex="-1">Cell Phone Policy and Social Media Policy in Class:</h3>
<p tabindex="-1">Cell phones and pagers ringing during class are highly disruptive. In general, cell phones and pagers should be left off during class periods. In the rare event that an emergency requires a student to monitor a cell phone or pager, the teacher candidate should inform the instructor at the beginning of the class period and sit near an exit where they may leave the room quietly.</p>
<p tabindex="-1">As cell phones are, increasingly, used for pedagogical reasons, their use in class will be at the discretion of the professor. However, teacher candidates found using cell phones to take photos, selfies, videos, or images of any kind during class for any reason may receive a dispositional referral, fail the course and may be removed from the program. If you use your cell phone to text in class, you could be asked to leave and it will count as an unexcused absence.</p>
<p tabindex="-1">If students are asked to leave class because of such a disruption, instructors are not obliged to allow makeup of missed work. Having a wireless communication device in hand or using earphones connected to one during examinations may be grounds for charges of academic dishonesty. Further information on disruptive behaviors, academic dishonesty and codes of student social conduct, including potential sanctions, processes and rights to appeal is published in Your Right to Know. (ISTE, Standard #4, 2008)</p>
<h3 tabindex="-1">Cell Phone Policy and Social Media Policy during Field Experience:</h3>
<p tabindex="-1">Cell phone or social media use during the field experience will be at the discretion of the School-Based Teacher Educator (SBTE), in consultation with the supervisor from SUNY Brockport. Under the guidance of the SBTE, electronic communication with students and/or parents may take place. Relatedly, there may be one or more ‘phone apps’ that could be appropriate for a given lesson. Their use would be at the discretion of the SBTE.</p>
<p tabindex="-1">Teacher candidates found using cell phones to take photos, ‘selfies’, videos, or images of any kind with/of P-12 students for any reason, and/or attempting to communicate with students via any social media site may receive a dispositional referral, fail the course, and may be removed from the program. (ISTE Standard #4, 2008)</p>
<h3 tabindex="-1">Social Media Guidelines</h3>
<p tabindex="-1">Social media has created new ways to communicate and can lead to compromising situations that may jeopardize one’s standing in the program; especially if teaching candidates do not practice sound judgment while using social media. Therefore, the faculty encourages you to abide by the following guidelines:</p>
<ol>
<li tabindex="-1">
Do not communicate, accept or seek friend requests, or send photos of any kind to students through social media sites (i.e. Facebook, Instagram, Twitter, Tumbler, Social Gaming, Yik Yak, Vine, Periscope, SAP, Messenger, Tango, or Spotify.
</li>
<li tabindex="-1">
Do not post any of your students’ images on any social media site (i.e. video clips or pictures).
</li>
<li tabindex="-1">
Do not share or exchange cell phone numbers with students.
</li>
<li tabindex="-1">
All personal social media profiles should be set to private.
<ol style="list-style-type: lower-alpha;">
<li tabindex="-1">
Facebook photos–set to private/change name
</li>
<li tabindex="-1">
Instagram photos–set to private/change name
</li>
<li tabindex="-1">
Snapchat–Set to private. Do not send photos because people can save your photo.
</li>
<li tabindex="-1">
Twitter–Set to private
</li>
<li tabindex="-1">
Dating sites–Set to private or just delete account. High school students are on these sites as well.
</li>
</ol>
</li>
<li tabindex="-1">
Do not post any questionable images or statements that can be interpreted as negative, degrading or lacking in judgment. Examples include political statements or pictures of a sexual nature or demonstrate a lack of judgment by drinking alcohol, smoking or chewing tobacco.
</li>
<li tabindex="-1">
Google yourself monthly to make sure that there is nothing on the internet about you that is inappropriate.
</li>
</ol>
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(585) 395-2896<br/>
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2016 Archaeological Field School in Petra, Jordan
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The Petra North Ridge Project - Overview
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Brockport students participated in a six week archaeological field school in Petra, Jordan in conjunction with North Carolina State University and East Carolina University. Students where not only learned archaeological methods and techniques first hand but also gained an incredible cultural experience by living in a developing world village and working with the local Bedouin population.
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The Petra North Ridge Project - Goals
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Despite the extent of archaeological research within Petra, surprisingly little is known about the city’s ancient inhabitants, especially the non-elite population. The Petra North Ridge Project seeks to address this gap by excavating Nabataean (primarily 1st century A.D.) tombs and Roman/Byzantine (1st-6th century) domestic structures along the North Ridge. The project is examining Petra’s population through several avenues of research.
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This project combines disparate kinds of evidence (ancient texts, material culture, and skeletal evidence) to allow insight into the economic, cultural, and social life of Petra’s people as well as their connections with other populations.
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<h1>Anthony Dumas</h1>
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Lecturer and Associate Director
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(585) 395-5257<br/>
<a id="email_address" href="mailto:tdumas@brockport.edu">tdumas@brockport.edu</a><br/>
Office: Tower 105<br/>
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<li>PhD in Ethnomusicology, University of California, Davis
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<li>Aesthetic Expression
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<li>Human Heritage
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<h1>Deborah Brague</h1>
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(585) 395-2291<br/>
<a id="email_address" href="mailto:dbrague@brockport.edu">dbrague@brockport.edu</a><br/>
Office: Cooper Hall H1<br/>
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<h1>Melanie Riley</h1>
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Recruitment and Advisement Coordinator
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(585) 395-5473<br/>
<a id="email_address" href="mailto:mriley@brockport.edu">mriley@brockport.edu</a><br/>
Office: Cooper Hall H8<br/>
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<li>Delta Orientation
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<li>Experiential Learning Practicum I
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<li>Experiential Learning Practicum II
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<h1>Delta College Domestic Student Application</h1>
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<p>All majors and certification programs offered at the University are compatible with our program and welcome to apply. There are no GPA or standardized test requirements. Instead, acceptance is based upon an essay and possible interview. We look for students whose aspirations align with our program.</p>
<h3><a class="go" href="https://forms.brockport.edu/view.php?id=5117334" target="_blank" rel="noopener">Delta College Application</a></h3>
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Courses
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Prepares students for a successful collegiate experience with the assistance of Delta faculty mentors. Concentrates on academic and personal decision-making by
</p>
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<li>Providing academic advisement
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<li>Presenting a comprehensive orientation to campus services and student life
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<li>Engaging in personal assessment and career exploration
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<li>Investigating personal learning styles, and e) developing better writing skills
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3 credits. Offered in the fall.
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<button aria-expanded="false" type="button">DCC 210 Human Heritage 1</button>
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Introduces students to the humanities by investigating early world civilizations. Explores shared human experience through literature, art and theater, while also focusing on key cultural commonalities and differences. Encourages a deeper appreciation of values, meaning and purpose underlying the human condition by means of discussion, formal and informal written assignments, and participation in theatrical performances.
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<p>
3 credits. Offered in the fall.
</p>
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Provides general exposure to the social sciences through an interdisciplinary study of history, geography, political science, economics, and sociology. Specifically examines how societies interact, influence or collide with one another. Introduces students to their first collaborative symposium, while focusing on scholarly research, writing and presentation skills.
</p>
<p>
3 credits. Offered in the fall.
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Introduces students to the aesthetic sensibilities of world cultures and fosters a deeper appreciation of the purposes of artistic expression. Examines works of art in a global context, further refines analytical skills in describing the intent of artists and their creations, considers the necessity of artists in society, and emphasizes the mutual influences between the world students personally experience and that which artists depict.
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3 credits. Offered in the fall.
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<button aria-expanded="false" type="button">DCC 225 Professional Development Seminar I</button>
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Prepares students to identify, research, and present on a selected topic while refining public presentation and personal communication skills, specifically active listening and assertion. Requires students to complete the necessary steps for their Experiential Learning Practicum 1 (DCC 235) contract by producing a professional resume and cover letter, and developing effective networking and interviewing skills.
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<p>
2 credits. Offered in the spring.
</p>
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<button aria-expanded="false" type="button">DCC 230 Scientific Exploration</button>
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Introduces students to science and the scientific method, as well as the commonalities and differences between various scientific disciplines. Highlights achievements, implications and consequences of science within everyday life, and considers scientific problem-solving as vital to human inquiry.
</p>
<p>
3 credits. Offered every fall.
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<button aria-expanded="false" type="button">DCC 235 Experiential Learning Practicum I</button>
</h4>
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<p>
Requires students to complete a volunteer, work or internship experience in a local or regional setting. After receiving their mentors’ approval for final placements, students must complete a minimum of 120 clock-hours at the site and fulfill by electronic mail or post the assignments and evaluations contained in their contracts.
</p>
<p>
2 credits. Offered every semester.
</p>
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<button aria-expanded="false" type="button">DCC 310 Human Heritage II</button>
</h4>
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<p>
Investigates Western civilizations as experienced through their literary, musical, and artistic traditions. Develops analytical, critical, and creative thinking skills in the broader arts & humanities.
</p>
<p>
3 credits. Offered in the spring.
</p>
</div>
</section>
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<button aria-expanded="false" type="button">DCC 315 Global Development</button>
</h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<p>
Expands students’ understanding of modern global history and the processes of modernization and development, which serve as a continuation of the various modes of social science inquiry. Engages students in a semester-long examination of a current theme or conflict facing the world community and promotes collaborative group-work. Emphasizes scholarly research, informal and formal presentations, individual and co-authored written work, and participation in the annual Delta World Conference.
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<p>
3 credits. Offered in the spring.
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<button aria-expanded="false" type="button">DCC 320 Arts in Society</button>
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<p>
Surveys trends in modern American society as they relate to the arts. Familiarizes students with issues of censorship, public funding and the First Amendment through written assignments, creative projects and presentations. Refines analytical abilities through student-run debates over aesthetic construal, community standards, controversial content, and artists’ freedom of expression.<em><br/></em>
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<p>
3 credits. Offered in the spring
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<p>
Allows students to identify and explore fundamental scientific principles in a semester-long research project. Emphasizes the design of experiments, including the formulation of hypotheses, interpretation of data and formal presentations of results. Also includes practical computer applications that assist in scientific experimentation.
</p>
<p>
4 credits. Offered in the spring
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Develops critical thinking and persuasive argumentation skills through study of current issues and rhetoric. Provides training in data management and statistical analysis through use of Microsoft Excel. Requires students to complete the necessary steps to finalize their Experiential Learning Practicum II contract (DCC 355).
</p>
<p>
2 credits. Offered in the spring.
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<button aria-expanded="false" type="button">DCC 355 Experiential Learning Practicum II</button>
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<p>
Requires students to complete a volunteer, work or internship experience at a regional or national site. After receiving mentor approval for final placements, students must complete a minimum of 120 clock-hours at the site, and fulfill by electronic mail or post the assignments and evaluations contained in their contracts.
</p>
<p>
2 credits. Offered every semester.
</p>
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<button aria-expanded="false" type="button">DCC 400 Interdisciplinary Studies Seminar</button>
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<p>
Enables students to demonstrate their mastery of critical thinking, research, scholarly writing, and presentation skills by exploring a complex national or international issue with enduring human significance. Requires students to synthesize materials from multiple perspectives and disciplines.
</p>
<p>
3 credits. Offered in the Fall and Spring.
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<button aria-expanded="false" type="button">DCC 410 Professional Development Seminar III</button>
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<p>
Identifies the “best practices” of ethical conduct and professional leadership by employing both analytical skills and personal reflection. Considers earlier philosophical approaches to ethics and investigates solutions to daily ethical dilemmas. Additionally, assists students with planning the Delta Capstone (DCC 420) and oversees the creation of academic portfolios and websites.
</p>
<p>
2 credits. Offered in the fall.
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<button aria-expanded="false" type="button">DCC 420 Delta Capstone</button>
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<p>
Requires students to complete 12-15 credits in one (or both) of the following:
</p>
<ul>
<li>Internship or study abroad
</li>
<li>Domestic internship / practicum
</li>
</ul>
<p>
12 – 15 credits. Offered in the fall, spring, or summer.
</p>
<p>
<strong>Please Note:</strong> Credits earned through internships or practicums required for the completion of a Brockport major, minor, or certification program (e.g. student teaching or social work field placements) may count toward completion of the Capstone requirement as well.
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<li> <a href="/support/university-events/">Office of University Events</a></li><li> <a href="/support/university-events/SERCimages/">SERC Layouts, Images and Videos</a></li>
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<h1>
SERC Layouts, Images and Videos
</h1>
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</p>
<h2 tabindex="-1">
SERC Floor Plans
</h2>
<p>
<picture class="lw_image lw_image3591 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/323/3591_Graduation_Layout_022412.rev.1657309300.webp 1x, /live/image/scale/2x/gid/168/width/500/height/323/3591_Graduation_Layout_022412.rev.1657309300.webp 2x, /live/image/scale/3x/gid/168/width/500/height/323/3591_Graduation_Layout_022412.rev.1657309300.webp 3x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.webp 1x, /live/image/scale/2x/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.webp 2x, /live/image/scale/3x/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.webp 3x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/323/3591_Graduation_Layout_022412.rev.1657309300.jpg 1x, /live/image/scale/2x/gid/168/width/500/height/323/3591_Graduation_Layout_022412.rev.1657309300.jpg 2x, /live/image/scale/3x/gid/168/width/500/height/323/3591_Graduation_Layout_022412.rev.1657309300.jpg 3x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.jpg 1x, /live/image/scale/2x/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.jpg 2x, /live/image/scale/3x/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.jpg 3x"/>
<img width="796" height="515" alt="SERC layout for graduation" data-caption="SERC layout for graduation" src="/live/image/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.jpg" title="Graduation Layout 022412" srcset="/live/image/scale/2x/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.jpg 2x, /live/image/scale/3x/gid/168/width/796/height/515/3591_Graduation_Layout_022412.rev.1657309300.jpg 3x" loading="lazy" data-max-w="3200" data-max-h="2071"/>
</picture>
<picture class="lw_image lw_image3579 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/323/3579_Banquet_Layout.rev.1657309299.webp 1x, /live/image/scale/2x/gid/168/width/500/height/323/3579_Banquet_Layout.rev.1657309299.webp 2x, /live/image/scale/3x/gid/168/width/500/height/323/3579_Banquet_Layout.rev.1657309299.webp 3x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.webp 1x, /live/image/scale/2x/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.webp 2x, /live/image/scale/3x/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.webp 3x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/323/3579_Banquet_Layout.rev.1657309299.jpg 1x, /live/image/scale/2x/gid/168/width/500/height/323/3579_Banquet_Layout.rev.1657309299.jpg 2x, /live/image/scale/3x/gid/168/width/500/height/323/3579_Banquet_Layout.rev.1657309299.jpg 3x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.jpg 1x, /live/image/scale/2x/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.jpg 2x, /live/image/scale/3x/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.jpg 3x"/>
<img width="796" height="515" alt="SERC layout for Banquets" data-caption="SERC layout for Banquets" src="/live/image/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.jpg" title="Banquet Layout" srcset="/live/image/scale/2x/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.jpg 2x, /live/image/scale/3x/gid/168/width/796/height/515/3579_Banquet_Layout.rev.1657309299.jpg 3x" loading="lazy" data-max-w="3200" data-max-h="2071"/>
</picture>
 
</p>
<h2 tabindex="-1">
Architect’s Renderings of the SERC Fitness Center
</h2>
<p>
<picture class="lw_image lw_image3601 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3601_11666-0003.rev.1657309300.webp 1x, /live/image/scale/2x/gid/168/width/500/height/281/3601_11666-0003.rev.1657309300.webp 2x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3601_11666-0003.rev.1657309300.webp 1x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3601_11666-0003.rev.1657309300.jpg 1x, /live/image/scale/2x/gid/168/width/500/height/281/3601_11666-0003.rev.1657309300.jpg 2x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3601_11666-0003.rev.1657309300.jpg 1x"/>
<img width="796" height="448" alt="Architect's Renderings of the SERC Fitness Center" data-caption="<h2 tabindex="-1">Architect's Renderings of the SERC Fitness Center" src="/live/image/gid/168/width/796/height/448/3601_11666-0003.rev.1657309300.jpg" loading="lazy" data-max-w="1024" data-max-h="576"/>
</picture>
<picture class="lw_image lw_image3573 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3573_11666-0009.rev.1657309299.webp 1x, /live/image/scale/2x/gid/168/width/500/height/281/3573_11666-0009.rev.1657309299.webp 2x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3573_11666-0009.rev.1657309299.webp 1x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3573_11666-0009.rev.1657309299.jpg 1x, /live/image/scale/2x/gid/168/width/500/height/281/3573_11666-0009.rev.1657309299.jpg 2x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3573_11666-0009.rev.1657309299.jpg 1x"/>
<img width="796" height="448" alt="Architect's Renderings of the SERC Fitness Center" data-caption="<h2 tabindex="-1">Architect's Renderings of the SERC Fitness Center" src="/live/image/gid/168/width/796/height/448/3573_11666-0009.rev.1657309299.jpg" loading="lazy" data-max-w="1024" data-max-h="576"/>
</picture>
<picture class="lw_image lw_image3574 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3574_11666-0016.rev.1657309299.webp 1x, /live/image/scale/2x/gid/168/width/500/height/281/3574_11666-0016.rev.1657309299.webp 2x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3574_11666-0016.rev.1657309299.webp 1x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3574_11666-0016.rev.1657309299.jpg 1x, /live/image/scale/2x/gid/168/width/500/height/281/3574_11666-0016.rev.1657309299.jpg 2x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3574_11666-0016.rev.1657309299.jpg 1x"/>
<img width="796" height="448" alt="Architect's Renderings of the SERC Fitness Center" data-caption="<h2 tabindex="-1">Architect's Renderings of the SERC Fitness Center" src="/live/image/gid/168/width/796/height/448/3574_11666-0016.rev.1657309299.jpg" loading="lazy" data-max-w="1024" data-max-h="576"/>
</picture>
<picture class="lw_image lw_image3575 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3575_11666-0017.rev.1657309299.webp 1x, /live/image/scale/2x/gid/168/width/500/height/281/3575_11666-0017.rev.1657309299.webp 2x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3575_11666-0017.rev.1657309299.webp 1x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/281/3575_11666-0017.rev.1657309299.jpg 1x, /live/image/scale/2x/gid/168/width/500/height/281/3575_11666-0017.rev.1657309299.jpg 2x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/796/height/448/3575_11666-0017.rev.1657309299.jpg 1x"/>
<img width="796" height="448" alt="Architect's Renderings of the SERC Fitness Center" data-caption="<h2 tabindex="-1">Architect's Renderings of the SERC Fitness Center" src="/live/image/gid/168/width/796/height/448/3575_11666-0017.rev.1657309299.jpg" loading="lazy" data-max-w="1024" data-max-h="576"/>
</picture>
 
</p>
<h2 tabindex="-1">
The Exterior of SERC, as of December 2012
</h2>
<p>
<picture class="lw_image lw_image3585 lw_align_left">
<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/206/3585_CroppedSERC_Exterior_view_4.rev.1657309299.webp 1x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/168/width/608/height/250/3585_CroppedSERC_Exterior_view_4.rev.1657309299.webp 1x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/168/width/500/height/206/3585_CroppedSERC_Exterior_view_4.rev.1657309299.jpg 1x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/168/width/608/height/250/3585_CroppedSERC_Exterior_view_4.rev.1657309299.jpg 1x"/>
<img width="608" height="250" alt="The Exterior of SERC, as of December 2012" data-caption="<h2 tabindex="-1">The Exterior of SERC, as of December 2012" src="/live/image/gid/168/width/608/height/250/3585_CroppedSERC_Exterior_view_4.rev.1657309299.jpg" title="CroppedSERC Exterior view 4" loading="lazy" data-max-w="608" data-max-h="250"/>
</picture>
</p></div>
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<h1>Recommendation</h1>
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<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet1">Recommendations from Town Hall Meeting #1</a></p>
<p>Incorporating themes of civic citizenship and civic engagement in the first college year</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet2">Recommendations from Town Hall Meeting #2</a></p>
<p>Themes of citizenship and civic engagement in General Education</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet3">Recommendations from Town Hall Meeting #3</a></p>
<p>Professional development programs, recognition and rewards to foster faculty interest and involvement in the goals of the American Democracy Project</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet4">Recommendations from Town Hall Meeting #4</a></p>
<p>The 2004 presidential election and citizenship education</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet5">Recommendations from Town Hall Meeting #5</a></p>
<p>The campus culture, citizenship, and civic engagement</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet6">Recommendations from Town Hall Meeting #6</a></p>
<p>Assessment of learning and progress in citizenship and civic engagement</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet7">Recommendations from Town Hall Meeting #7</a></p>
<p>Service Learning and Civic Engagement</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet8">Recommendations from Town Hall Meeting #8</a></p>
<p>Incorporating themes of citizenship and civic engagement in co-curricular activities and programs</p>
<p><a class="go" href="/academics/american-democracy-project/kickoff/recommendation#meet9">Recommendations from Town Hall Meeting #9</a></p>
<p>Incorporating themes of citizenship and civic engagement through working in/with the community</p>
<h3><a id="meet1"></a> Recommendations from Town Hall Meeting #1 (February 24, 2004)</h3>
<h3>Facilitated by Chris Price</h3>
<p><strong>Theme:</strong> Incorporating themes of civic citizenship and civic engagement in the first college year.</p>
<ol>
<li>
<p>How can themes of citizenship and civic engagement be built into orientation programs for first year college students?</p>
<ul>
<li>
Introduce students to “Make a Difference Day.”
</li>
<li>
Make students aware of service learning opportunities, especially those relating to social responsibility and social justice.
</li>
<li>
Make voter registration tables available to students on move-in day.
</li>
<li>
Get APS students to volunteer at BSG voter registration booths.
</li>
<li>
Have APS students participate in “Adopt a Grid on Campus” program
</li>
<li>
Plan an exercise to get new students to do something for others.
</li>
<li>
Inform students of leadership opportunities in local organizations.
</li>
<li>
Get across to students the importance of individual responsibility and engagement.
</li>
<li>
Plan a “Call to Action” event at beginning of semester to motivate students.
</li>
<li>
Organize “Teach-Ins” (guided discussion groups) on citizenship and civic engagement themes.
</li>
<li>
Utilize student activity clubs in APS sections.
</li>
<li>
Have a freshmen election for board of BSG.
</li>
<li>
Have APS sections “meet a new citizen.”
</li>
<li>
Get a speaker to talk about civic involvement at the academic convocation.
</li>
<li>
Design and have faculty and staff wear T-shirts with slogan at orientations and beginning of semester.
</li>
</ul>
</li>
<li>
<p>How can a summer reading program be incorporated into and strengthen the academic experience of first year students?</p>
<p>(Question discussed at meeting prior to Town Hall meeting.)</p>
</li>
<li>
<p>How can first year students’ course schedules be linked to create learning communities that focus on themes of citizenship and civic engagement?</p>
<p>(Discussion postponed for future meeting.)</p>
</li>
<li>
<p>How can faculty who teach first year students be assisted in infusing themes of citizenship and civic engagement in courses for first year students?</p>
<ul>
<li>
They can utilize the New York Times in class either through faculty use or through having students purchase the paper. (Subscription information is available through the office of Campus Life.)
</li>
<li>
Organize a “Survivor Challenge” between APS seminars. The challenges would be organized around service activities. (Could also be a co-curricular activity.)
</li>
<li>
Be sure to respect academic freedom of faculty and note any resistance from English and History faculty.
</li>
<li>
Emphasize that faculty have the option to incorporate ADP themes either informally or formally in their course.
</li>
<li>
Encourage (but do not require) faculty to attend CELT activities.
</li>
<li>
Create a teaching award (by discipline) on most creative usage and implementation of ADP themes.
</li>
<li>
Encourage faculty to generate ideas and be sure to offer assistance with implementation.
</li>
<li>
Inform and direct faculty to ADP liaison with questions and concerns.
</li>
<li>
Give faculty a chance to publicize what they are already doing that is in line with the goals of ADP.
</li>
<li>
Create spotlight on faculty in Statements based on what they do for ADP.
</li>
<li>
Blend APS requirements with ADP goals and objectives.
</li>
<li>
Create list of ADP writing topics for APS sections.
</li>
</ul>
</li>
<li>
<p>How can residence life and other student affairs professionals be teamed with faculty to strengthen the experience of first year students?</p>
<ul>
<li>
Schedule speakers (both faculty and outside) in residences.
</li>
<li>
Televise debates in lounges and have faculty response.
</li>
<li>
Provide absentee voting information to students who wish to vote this way.
</li>
<li>
Organize a campus-wide event where a voter registration card will cover either a full or reduced admission.
</li>
<li>
Survey students for past participation in clubs, teams, organizations etc, and make sure this information is utilized in some way.
</li>
<li>
Add questions related to ADP learning outcomes to CIRP.
</li>
</ul>
</li>
<li>
<p>How can extra-classroom events (speakers, arts and cultural events, etc.) bed developed to reinforce and complement themes of citizenship and civic engagement during the first college year?</p>
<p>(Discussion postponed for future meeting.)</p>
</li>
</ol>
<p>Participants: Summer Reading Project Working Group plus Chris Price, Joel Frater, Joe Franek, Ralph Trecartin, Mary Ann Giglio, Denise Sinclair</p>
<h3><a id="meet2"></a> Recommendations from Town Hall Meeting #2 (February 26, 2004)</h3>
<h3>Facilitated by Sharon Vasquez</h3>
<p><strong>Theme:</strong> Themes of citizenship and civic engagement in General Education.</p>
<ol>
<li>
<p>What citizenship and civic engagement ‘values’ or ‘themes’ do we find embedded in General Education?</p>
<ul>
<li>
Respect for Difference
</li>
<li>
Awareness of Current Events and Issues of Importance
</li>
<li>
Commitment to “Democracy” for Others
</li>
<li>
Knowledge within the Disciplines that Play Out in Public Policy
</li>
<li>
Concern for a ‘Common Good’
</li>
<li>
Participation in the Democratic Process
</li>
<li>
Importance of Personal Involvement
<ul>
<li>
Serving Others
</li>
<li>
Sense of Community
</li>
</ul>
</li>
<li>
Individual Responsibility (Small Impact)/Forming <strong>Group</strong> Responsibility (Larger Impact)
</li>
<li>
How to Rationally Analyze and Discuss Problems/Issues/Causes
</li>
</ul>
<p> </p>
</li>
<li>
<p>How do we move from stating values, to an awareness of issues, to engagement (participation)?</p>
<ul>
<li>
Values can underlie both classroom & co-curriculum.
</li>
<li>
Discussion of values and formation of values a role of the Humanities and the Arts
</li>
<li>
Awareness - many general education courses are designed to help students be <strong>aware</strong> (of both historical and contemporary issues and trends).
</li>
<li>
Participation (engagement) is found in the Social Sciences.
</li>
<li>
Might we address values, awareness, and participation in a more intentional manner in general education courses (especially W and D courses)?
</li>
</ul>
<p> </p>
</li>
<li>
<p>What are possible “strategies of engagement” in teaching and learning?</p>
<ul>
<li>
Regarding public health/environmental issues, students can become aware of issues and consider both individual responsibility and group responsibility related to various actions through course assignments.
</li>
<li>
Participation in community via service learning and practical projects.
</li>
<li>
In large classes use teams, discussion groups, and peer mentoring groups
</li>
<li>
Encourage cooperative projects, problem solving. Stress mutual responsibility, responsibility to the group as a whole, identify groups as communities.
</li>
</ul>
<ul>
<li>
Use Angel to post discussion questions and encourage discussions/debates.
</li>
<li>
Encourage reflection on values in class discussion rather than simply stating (or arguing) a point of view (this can reflect individual prejudice).
</li>
<li>
Present an issue (i.e. case study, response to article or reading) and ask students to provide:
<ul>
<li>
background of opinion/value;
</li>
<li>
analysis and assessment of opinion/value;
</li>
<li>
clarification regarding what a <strong>value</strong> is and is not (prejudice = unexamined value);
</li>
<li>
support for position as well as the argument against the stated position.
</li>
</ul>
</li>
<li>
Encourage moral pluralism (more than one moral system - all acknowledged) and not moral relativism.
</li>
<li>
Utilize election issues as a way to open discussion.
</li>
<li>
Encourage instructor neutrality so that students will not just say what they think the instructor wants to hear.
</li>
</ul>
<p> </p>
</li>
<li>
<p>How can citizenship and civic engagement ‘values’ or ‘themes’ become more embedded in extra curricular or co-curricular activity?</p>
<ul>
<li>
Support student engagement - encourage activism when appropriate
</li>
<li>
Staff/Faculty should stay aware of neutrality need by those in power (especially in areas like politics and coming election).
</li>
<li>
Engagement must be more than just curricular activity; it needs to be demonstrated throughout the institution.
</li>
<li>
Culture of campus: see it - hear it.
</li>
</ul>
<p><strong>Note</strong>: the group identified the following issues as disincentives to creating an “engaged campus”:</p>
<ul>
<li>
Staff indicated a message that one must be dedicated to the office then the college.
</li>
<li>
Faculty noted that expectations for teaching, research, and service do not include activity linked to community service. (Isn’t this civic engagement?)
</li>
<li>
Should civic engagement activity be judged by whether it advances goals for students to become more engaged?
</li>
<li>
The campus hasn’t really discussed these matters.
</li>
</ul>
<p> </p>
</li>
</ol>
<p>Participants: Michael Fox, Marcy Esler, P. Gibson (Trish) Ralph</p>
<h3><a id="meet3"></a> Recommendations from Town Hall Meeting #3 (March 1, 2004)</h3>
<h3>Facilitated by Sharon Vasquez</h3>
<p><strong>Theme:</strong> Professional development programs, recognition and rewards to foster faculty interest and involvement in the goals of the American Democracy Project.</p>
<ol>
<li>
<p>What are concrete examples of how faculty can embed ADP goals into existing course activity?</p>
<ul>
<li>
Use newspaper articles related to pubic policy that address the course content.
</li>
<li>
Use simulations and case studies.
</li>
<li>
Create a mechanism for discussion that presents arguments and counter arguments.
</li>
<li>
Ask a student or group of students to challenge an accepted assumption.
</li>
<li>
Create forums combining faculty and students.
</li>
<li>
Coordinate “events” produced by the department.
</li>
<li>
Provide students with background history of past policy related to the discipline being studied.
</li>
<li>
Set up debates within the classroom around subjects being studied.
</li>
<li>
Allow students to role-play so that they must assume an opposing point of view or circumstance.
</li>
<li>
Create special topics courses and/or integrate ADP learning outcomes into existing courses.
</li>
<li>
Encourage internships for real world experience in the community.
</li>
<li>
Create hypothetical topics for discussion.
</li>
<li>
Have students take advantage of special campus projects/events and relate these to the course content.
</li>
<li>
Provide opportunities for extra credit assignments that address community issues/problems.
</li>
<li>
Relate classroom ideas to work-related experiences.
</li>
<li>
Engage department advisory groups in classroom.
</li>
<li>
Encourage (or mandate) service-learning experiences.
</li>
<li>
Introduce and reinforce ADP ideas in likely courses (American History, Political Science, Women’s Studies, Contemporary Issues).
</li>
</ul>
</li>
<li>
<p>What are the most effective strategies to inform faculty about the ADP and to encourage their active involvement?</p>
<ul>
<li>
Debunk the myth that getting on board with the ADP is “too much work.”
</li>
<li>
De-emphasize the role of the Town Meetings so that people who can’t attend realize they can still participate.
</li>
<li>
Meet with departments to allow discussion directly with faculty.
</li>
<li>
Emphasize that the ADP is whatever we want to be (not a fixed program).
</li>
<li>
Create a loose network of champions who can speak to the purpose of the ADP and answer questions.
</li>
<li>
Develop an outline of key “talking points.”
</li>
<li>
Use Faculty Senate and Faculty Senators to champion and to encourage communication within departments.
</li>
<li>
Create and utilize visual symbols (i.e. stickers).
</li>
<li>
Inspire faculty and staff to join in (personal contact).
</li>
<li>
Appeal to intrinsic motivation of faculty staff.
</li>
<li>
Don’t over do.
</li>
<li>
Come up with one campus-wide idea to implement quickly (i.e. voter registration).
</li>
<li>
Avoid mandatory activities (and encourage volunteerism).
</li>
<li>
Find multiple means for distributing information
</li>
<li>
Use the cable station.
</li>
<li>
Create a series of transparencies and/or PowerPoint presentation.
</li>
<li>
Get concrete suggestions out to student clubs (BSG).
</li>
</ul>
<p> </p>
</li>
</ol>
<p>Participants: Jenny Lloyd, James Cordiero, Mary Jo Orzech, Rob DiCarlo, Robert Miller, P. Gibson (Trish) Ralph, David Bloom, Mark Chadsey, Dena Levy</p>
<h3><a id="meet4"></a> Recommendations from Town Hall Meeting #4 (March 3, 2004)</h3>
<h3>Facilitated by Sharon Vasquez</h3>
<p><strong>Theme:</strong> The 2004 presidential election and citizenship education.</p>
<ol>
<li>
<p>What steps should be taken to insure that a focus on the election remains nonpartisan, balanced and fair?</p>
<ul>
<li>
Use Angel for position papers and articles that reflect diverse points of view.
</li>
<li>
Use books (e.g. <em>The Control Board</em>).
</li>
<li>
Identify a bulletin board (or board at several locations) to post newspaper articles.
</li>
<li>
Use an attention grabbing set or prop (e.g. a fence).
</li>
<li>
Organize a political fair in the Union (BSG).
</li>
<li>
Provide faculty with a set of guidelines or pedagogical strategies to help assure that class discussions allow and honor multiple points of view.
</li>
<li>
Clarify campus policies regarding what kinds of political activity by faculty and staff is and is not possible. (Can individual faculty/staff raise money for a candidate, distribute materials endorsing a candidate, circulate petitions, give out political pamphlets, etc.?)
</li>
<li>
Utilize a forensic model for debate/discussion. (e.g., Steve Ullman’s best practices)
</li>
<li>
Highlight the process of voting in other countries.
</li>
<li>
Identify books that include discussion of opposing viewpoints (e.g., Greenwood Press).
</li>
<li>
Establish ongoing series in Stylus with opposing viewpoints.
</li>
</ul>
</li>
<li>
<p>How can civil discourse and civil listening be developed?</p>
<ul>
<li>
Articulate rules and standards for engagement.
</li>
<li>
Organize facilitator/moderator development training.
</li>
<li>
Encourage role-playing and improvisation.
</li>
<li>
Have students in the class set the ground rules.
</li>
<li>
Provide bystander education training. (What to do when you don’t agree.)
</li>
<li>
Encourage student voices (e.g. freshmen APS).
</li>
<li>
Highlight truth in advertising - flaws in logic, reasoning
</li>
<li>
Analyze speeches and spin.
</li>
<li>
Include a “spot the flawed logic article” once a week in Stylus.
</li>
<li>
Create coffee/soapbox hour with different issues each week (e.g.,’ health care’ in a safe room, tied to Stylus, with evaluation sheets on persuasiveness).
</li>
<li>
Put civil discourse component in WMS.
</li>
<li>
Utilize recording/video opportunities and use editing process as a way of learning and providing materials.
</li>
<li>
Identify existing campus guidelines regarding academic freedom opportunities (convene a work group to create guidelines, PLS and BSG).
</li>
<li>
Form a structure to coordinate and plan.
</li>
<li>
Post BSG guidelines and Brockport’s Communications guidelines.
</li>
</ul>
</li>
<li>
<p>What are the best voter education/registration strategies?</p>
<ul>
<li>
Establish steering committee to work with BSG President Matt G.
</li>
<li>
Event planned in Ballroom on election night with “jumbotron”.
</li>
<li>
‘Brock the Vote’ - EOP, Delta, BSG
</li>
<li>
Public Relations Club - volunteer re: flyers
</li>
<li>
Must be free. (Jesse Ventura effect-challenge authority-media candidates)
</li>
<li>
Put out cards and instruct students how/where/when to vote.
</li>
<li>
Create countdown calendar in Angel of how many days are left to register.
</li>
<li>
Recommend canceling classes on Election Day culminating with party.
</li>
<li>
Remind students about the new Congress, NY State and local elections, budget (January).
</li>
</ul>
</li>
</ol>
<p> </p>
<p>Participants: G. Bacheler, R. Blair, A. Graham, J. Lloyd, Ann Liao, M. J. Orzech, T. Ralph, Sandra Holinbaugh, Robert Branchle (Stylus)</p>
<h3><a id="meet5"></a> Recommendations from Town Hall Meeting #5 (March 9, 2004)</h3>
<h3>Facilitated by Sharon Vasquez</h3>
<p><strong>Theme:</strong> The campus culture, citizenship, and civic engagement</p>
<ol>
<li>
<p>What the most direct “signs” that a campus values citizenship and civic engagement? Where are these signs to be found?</p>
<ul>
<li>
Informal Gathering Places on Campus (to encourage engagement in a more diverse manner)
</li>
<li>
Who’s Who (with emphasis on civic engagement and citizenship)
</li>
<li>
Physical Signs and Symbols (Prometheus)
<ul>
<li>
Exterior Symbols (the eagle)
</li>
<li>
Public Art in the Environment
</li>
</ul>
</li>
<li>
Curriculum Signs (i.e. specific student learning outcomes in the general education curriculum)
</li>
<li>
Assessment of Learning Outcomes
</li>
<li>
Increased Expectation for Community Service
</li>
<li>
Values Weaved into Course Curricula
</li>
<li>
Make sure students know the institution values civic engagement (including student clubs).
</li>
<li>
Faculty and Staff Model Civic Engagement
</li>
<li>
Peer Mentoring Program
</li>
<li>
Evident in public relations materials and publications.
</li>
<li>
Rewards/awards for civic engagement achievement.
</li>
<li>
Campus rituals, external displays in convocation, commencement (that reflect important ideas/issues of the day).
</li>
<li>
Special days or events (i.e. Spring Clean Up) for entire campus.
</li>
<li>
Voter registration drive (reinforce, reinforce, reinforce in multiple ways).
</li>
<li>
See more of the community (cross fertilize ideas).
</li>
<li>
Make one of the campus buildings a polling place.
</li>
<li>
Partner with League of Women Voters.
</li>
</ul>
</li>
<li>
<p>What practical steps can the campus undertake (without new resources) to accomplish ideas expressed in question one?</p>
<ul>
<li>
Include civic engagement and citizenship in the annual report
</li>
<li>
Come up with “examples” of civic engagement and citizenship and include in a listing in Statements or other publications (and something similar on ADP web page.)
</li>
<li>
Send poll to student clubs.
</li>
<li>
Ask BSG to encourage student engagement in clubs/organizations to include civic engagement and citizenship in their constitutions
</li>
<li>
Include articles or columns in Stylus noting student achievements.
</li>
<li>
Name areas of the Union where discussion is encouraged.
<ul>
<li>
Ask Cultural Center to designate days/times for “open” times.
</li>
<li>
Come up with a “theme of the week” in these designated places
</li>
</ul>
</li>
<li>
Discuss general education with M. Fox and see what is possible to add to student learning outcomes.
</li>
<li>
Invite faculty teaching “I” courses (contemporary issues) to include a learning outcome.
</li>
<li>
Get rights for use of cover graphic for <em>Nickeled and Dimed.</em>
</li>
<li>
Ask Convocation speaker to address “themes” of ADP.
</li>
<li>
State the message verbally to students (i.e. “You are the leaders of tomorrow.” “These are things the campus values.”).
</li>
<li>
Since the author of the SPR book is a journalist, determine how this be integrated with CMC courses.
</li>
<li>
Invite BSG to utilize the ADP logo.
</li>
<li>
Look at events like Convocation each year (reinforce ideas).
</li>
<li>
Academic Convocation (faculty/staff) could include comments from the President that articulates the University’s values.
</li>
</ul>
</li>
<li>
<p>What champions or facilitators can we identify to help move these ideas forward?</p>
<ul>
<li>
Curriculum: Michael Fox, Faculty Senate
</li>
<li>
CELT
</li>
<li>
Public Relations and Marketing (Chris, Sam)
</li>
<li>
BSG Leadership
</li>
<li>
Campus Life
</li>
<li>
Greek organizations
</li>
</ul>
</li>
</ol>
<p> </p>
<p>Participants: Janie Hinds, Mary Jo Orzech, P. Gibson (Trish) Ralph, Adrienne Collier, Karen O’Toole, Robert Branchle (Stylus)</p>
<h3><a id="meet6"></a> Recommendations from Town Hall Meeting #6 (March 23, 2004)</h3>
<h3>Facilitated by Richard Lumb</h3>
<p><strong>Theme:</strong> Assessment of learning and progress in citizenship and civic engagement</p>
<ol>
<li>
<p>How can a campus American Democracy Project planning committee approach the issue of assessing outcomes?</p>
<ul>
<li>
Has knowledge been acquired?
</li>
<li>
Have attitudes changed?
</li>
<li>
Has student exposure to media increased?
</li>
<li>
Is there more talk about civic issues on campus?
</li>
<li>
What is the level of involvement in civic engagement activities? (Has the behavior of students/faculty/staff changed?
</li>
<li>
Has the number of civic engagement activities across campus increased?
</li>
<li>
Need to look at campus surveys.
</li>
<ul>
<li>
The “Core Survey” of alcohol use
</li>
<li>
NSSE (National Survey of Student Engagement)
</li>
<li>
The Student Opinion Survey
</li>
</ul>
<li>
<p>What are the appropriate and relevant goals of campus involvement in the American Democracy Project? Are these goals for the institution or for its students?</p>
<ul>
<li>
Increase student/faculty/staff participation in civic engagement projects.
</li>
<li>
More cross-campus collaboration. (Faculty, students, and staff working together.)
</li>
<li>
Increase student awareness of campus civic engagement activities.
</li>
<li>
Have student clubs “adopt a project.”
</li>
<li>
Plan and conduct a conference or series of workshops focused on civic engagement goals and activities.
</li>
<li>
Students, faculty, and staff will noticeably value civic engagement.
</li>
<li>
Faculty and staff will incorporate civic engagement into the curriculum.
</li>
</ul>
<p> </p>
</li>
<li>
<p>How are the outcomes of the American Democracy Project on any campus measurable? Are these academic outcomes or something else?</p>
<ul>
<li>
Outcomes are academic as well as behavioral and attitudinal.
</li>
<li>
All of the outcomes can be measured.
</li>
</ul>
<ol>
<li>
What might constitute observable benchmarks that can be used to chart progress in the American Democracy Project?
<ul>
<li>
The number of students that join clubs.
</li>
<li>
The number of students that vote.
</li>
<li>
The number of students that participate in civic education activities.
</li>
</ul>
</li>
<li>
At what point can a campus decide whether its involvement in the American Democracy Project has been a success?
<ul>
<li>
When there is observable “buy-in” on campus and students, faculty and staff are actively using civic engagement principles.
</li>
<li>
When students are prepared to use civic engagement principles.
</li>
<li>
When there is a change in both campus culture as well as infrastructure to reflect civic engagement principles.
</li>
</ul>
</li>
<li>
What is a realistic timeframe for a campus’s involvement in the work of the American democracy Project?
<ul>
<li>
At least five years (year one to investigate the project, year two to plan campus activities, year three, four and five to implement the activities).
</li>
</ul>
</li>
</ol>
</li>
<li>
<p>What effects’ of a college’s focus on the themes of citizenship and civic engagement might be expected to produce ‘results’ in students during the undergraduate years, or after graduation? What measures of alumni activity would indicate continuing ‘success’ of the project?</p>
<ul>
<li>
Improved student communication.
</li>
<li>
Civic engagement will help guide choice of textbooks
</li>
<li>
Get students to know that civic education is valued.
</li>
<li>
Students will understand the connections between themselves and the surrounding community.
</li>
<li>
Students will be able to think critically.
</li>
<li>
When alumni are involved on boards of civic engagement groups.
</li>
<li>
Alumni return for campus activities.
</li>
<li>
Donations from alumni to college will increase.
</li>
<li>
Alumni get current students involved in collaborative projects.
</li>
</ul>
<p> </p>
</li>
<li>
<p>What existing assessment measures are available to evaluate civic engagement? What new assessment mechanism could be used or developed for campuses?</p>
<ul>
<li>
(See answers for the first question.)
</li>
<li>
Use college experience / extracurricular activity portfolios for students.
</li>
<li>
Advise faculty on how to incorporate assessment in courses.
</li>
<li>
Get campus-wide appreciation for assessment through conversations around the topic.
</li>
<li>
Figure out how to coordinate American Democracy Project assessment with departmental level assessment.
</li>
<li>
Encourage self-assessment by faculty and staff through encouraging them to pursue a few civic engagement goals, objectives, or strategies.
</li>
</ul>
</li>
</ul>
</li>
</ol>
<p> </p>
<p>Participants: Ann Liao, Kim Ehret, Chris Price, Karen Podsiadly</p>
<h3><a id="meet7"></a> Recommendations from Town Hall Meeting #7 (March 25, 2004)</h3>
<h3>Facilitated by Colleen Donaldson</h3>
<p><strong>Theme</strong>: Service Learning and Civic Engagement</p>
<ol>
<li>
<p>What are some characteristics of service learning activities?</p>
<ul>
<li>
Activities that have both an external focus (students pursue service learning activities to accomplish goals) and an internal focus (students pursue service learning activities to further their development as individuals.)
</li>
<li>
Activities that help characterize individuals over the course of their lifetime.
</li>
<li>
Activities that encompass the entire campus.
</li>
<li>
Activities that encourage “learning by doing.”
</li>
</ul>
</li>
<li>
<p>Where are the opportunities for service learning in the curriculum? In the co-curriculum? In student organizations and groups?</p>
<ul>
<li>
Service-learning should serve both traditional and nontraditional communities.
</li>
<li>
Need to integrate service learning into courses and make sure that they serve more than one purpose.
</li>
<li>
Need opportunities for service learning in <strong>all</strong> courses.
</li>
<li>
“Adopt a theme” to publicize service learning on campus. (For example, tap into them of summer reading project book <em>Nickel and Dimed</em>.)
</li>
<li>
Establish a service-learning award for students.
</li>
<li>
Market service learning as something valuable at SUNY Brockport.
</li>
</ul>
<p> </p>
</li>
<li>
<p>What is the optimal structure for service learning to assure that service, learning, and civic reflection each occur?</p>
<ul>
<li>
Need a multi-pronged approach supported throughout the campus.
</li>
<li>
Conduct training on service learning for students, faculty, and staff that addresses all elements of service learning. (What is it?, What makes a good volunteer?, etc.)
</li>
<li>
Standardize campus format for service learning.
</li>
<li>
Establish a campus resource center for service learning. (For students this could be located at the Career Services Center. For faculty and staff, this could be located within CELT.)
</li>
<li>
Make sure the course credit offered for service learning opportunities benefit students.
</li>
</ul>
</li>
<li>
<p>What are the best resources that can be utilized to increase an understanding of service learning in the disciplines?</p>
<ul>
<li>
Tap in to the community’s needs.
</li>
<li>
Access community service grants.
</li>
<li>
Research successful service learning across the country and develop list of best practices.
</li>
<li>
Figure out how to assist student groups and clubs with undertaking service learning efforts.
</li>
<li>
Bring together and publicize current service learning efforts on campus.
</li>
<li>
Make service learning a topic for discussion at the faculty convocation.
</li>
<li>
Make sure administration support and get the word out about service learning at SUNY Brockport.
</li>
</ul>
<p> </p>
</li>
<li>
<p>What assessment strategies can be used in service learning to assure a connection to civic engagement outcomes?</p>
<ul>
<li>
Utilize feedback from community.
</li>
<li>
Utilize feedback from students.
</li>
<li>
Share results of service learning activities with the community to create a feedback loop. (For example, use journal entries by service learning students as op/ed articles.)
</li>
</ul>
<p> </p>
</li>
</ol>
<p>Participants: Carmen Aponte, Mary Jo Orzech, Rick Kinkaid, Rob Blair, Chris Price</p>
<h3><a id="meet8"></a> Recommendations from Town Hall Meeting #8 (March 31, 2004)</h3>
<h3>Facilitated by: Ken O’Brien</h3>
<p><strong>Theme:</strong> Incorporating themes of citizenship and civic engagement in co-curricular activities and programs.</p>
<ol>
<li>
<p>What roles can residence halls play in advancing the themes of citizenship and civic engagement?</p>
<ul>
<li>
Residence halls are an avenue for getting the word out for various campus events.
</li>
<li>
RAs are particularly important as they plan and lead functions.
</li>
<li>
Residence halls organize programs - but are there too many?
</li>
<li>
Why not focus on taking advantage of campus-wide programs/events already planned rather than creating lots of new activities?
</li>
<li>
Can activities related to civic engagement replace some “entertainment” (passive) activities?
</li>
<li>
How do we “meet students where they live” and encourage participation in events/activities that give something back (guest lectures, symposium, arts/cultural events, etc.)?
</li>
</ul>
<p> </p>
</li>
<li>
<p>What data do we have on students who live in the area but not in the residence halls?</p>
<ul>
<li>
Data is available on students by zip code and other modes.
</li>
<li>
The group who lives in the Village and the “in close” area do not really participate in campus life or civic life.
</li>
<li>
This population is often overlooked - they slip between the cracks.
</li>
<li>
Need to focus on this group in ADP.
</li>
<li>
What about our non-traditional students and civic engagement? How do our adult students participate/engage in community? What community?
</li>
<li>
We often characterize these students as apathetic but that seems simplistic.
</li>
<li>
Most students (non-residential especially) are busy, many work.
</li>
</ul>
<p> </p>
</li>
<li>
<p>Are athletic and/or other campus events/activities “civic” in nature? This would include arts events and guest lectures.</p>
<ul>
<li>
The gathering of students together around a common focus with faculty/staff has a community benefit (as in athletic events).
</li>
<li>
Building and nurturing community through formal and informal networks seems “civic” and may build habits of engagement.
</li>
<li>
How might BSG and other “presenters” cooperate on campus to bring in one or two significant speakers?
</li>
<li>
Are our activities too fragmenting? Is our <strong>approach</strong> too fragmented? Do we unnecessarily compete with each other?
</li>
<li>
We need a more organized approach as a campus.
</li>
<li>
ADP may provide a “college-wide” focus on a shared intellectual, academic/non academic set of experiences and events.
</li>
<li>
The campus-wide programming group is the beginning of a campus-wide planning group but many key players are missing.
</li>
<li>
Advanced planning is a key. Too many events are last minute and not planned (and advertised) far enough in advance.
</li>
<li>
Is there an opportunity to rethink the current BSG officer election cycle, which does not currently support good long range planning?
</li>
<li>
What other strategies may help support more effective long range planning?
</li>
</ul>
<p> </p>
</li>
<li>
<p>What are we doing in terms of issues surrounding the national elections as part of ADP?</p>
<ul>
<li>
Brock the Vote (Delta College)
</li>
<li>
BSG has plans for a voter registration drive, but this must begin soon or students will not be able to register in Monroe County and can only vote by absentee ballot.
</li>
<li>
Many activities are in discussion but a more organized planning process may help the campus avoid conflicts.
</li>
</ul>
<p> </p>
</li>
<li>
<p>How can BSG encourage and promote more civic engagement?</p>
<ul>
<li>
How can we promote more opportunities to encourage and facilitate open discussions?
</li>
<li>
BSG may have lost sight of activities that are not “social” in nature.
</li>
<li>
BSG officers have suggested that students might participate in campus governance by creating a course/internship for credit.
</li>
</ul>
<p> </p>
</li>
<li>
<p>How can the Greek students promote civic engagement?</p>
<ul>
<li>
There are only about 150 Greeks on campus.
</li>
<li>
Some of their activities are already service oriented.
</li>
<li>
Making the activities clearer to the campus community is needed.
</li>
<li>
Pulling the Greek student into other campus-wide activity and coordinating better is needed.
</li>
</ul>
<p> </p>
</li>
<li>
<p>What are some of the issues related to enhancing civic engagement on campus?</p>
<ul>
<li>
Community life is a shared life. In academia much of our work is isolated and perhaps the importance of finding community is important.
</li>
<li>
The ADP needs a structure and a planning process at a strategic level to support the process.
</li>
<li>
The student culture still reflects passivity. How can the ADP address the issue that students also prefer “entertainment” to more “serious” or academically linked presentations?
</li>
<li>
How do we empower students to find their voices when it seems that they do not believe that they can “make a difference.”
</li>
<li>
It is important to energize younger faculty and staff and empower them to take on leadership in college-wide events.
</li>
<li>
The ADP needs to utilize the student newspaper, radio station and other media help support civic engagement.
</li>
</ul>
<p> </p>
</li>
</ol>
<p>Participants: Arthur Graham, Rob Blair, Sharon Vasquez</p>
<h3><a id="meet9"></a> Recommendations from Town Hall Meeting #9 (April 1, 2004)</h3>
<h3>Facilitated by Lynae Sakshaug</h3>
<p><strong>Theme:</strong> Incorporating themes of citizenship and civic engagement through working in/with the community</p>
<ol>
<li>
<p>What role might the community play in the design of the American Democracy Project on our campus?</p>
<ul>
<li>
First identify <strong>who</strong> the community is.
</li>
<li>
Ascertain what organizations in community need and want.
</li>
<li>
Conduct a meeting on campus that begins a dialogue between the campus and community with a follow up meeting.
</li>
<li>
If this question is done right then question four is on its way.
</li>
<li>
Talk about strategic plan and student outcomes for the project.
</li>
<li>
Call the meetings between campus and community a “forum.”
</li>
<li>
Have civic groups develop banners, posters, tables that highlight their civic engagement activities. (Also include these items throughout campus.)
</li>
<li>
Start small in the immediate community with groups that directly affect students.
</li>
</ul>
<p> </p>
</li>
<li>
<p>What opportunities exist for engagement with the community in this project beyond service learning (e.g., a joint voter registration drive with the League of Women Voters)?</p>
<ul>
<li>
Brockport Integrated Community and Service Organization (BISCO)
</li>
<li>
The “Good Neighbor Committee”
</li>
<li>
Utilize people who are already committed.
</li>
<li>
Join up with the “Crop Walk.”
</li>
<li>
Work with Metro Center to establish contact with city of Rochester.
</li>
</ul>
<p> </p>
</li>
<li>
<p>What agencies or organizations might be campus partners (e.g., working with Rotary International on the world wide eradication of polio)?</p>
<ul>
<li>
Elks Club, Rotary, Lions Club
</li>
<li>
Police/Fire Departments
</li>
<li>
American Legion/VFW
</li>
<li>
YMCA
</li>
<li>
Senior Centers
</li>
<li>
Lifetime Assistance
</li>
<li>
PTA/PTO
</li>
<li>
School Districts
</li>
<li>
Religious Organizations
</li>
<li>
Village/Town Leaders
</li>
<li>
School Boards
</li>
<li>
State and Federal Representatives
</li>
</ul>
<p> </p>
</li>
<li>
<p>What characterizes a win/win situation for the campus and for the campus partner in a successful relationship that embraces civic engagement?</p>
<ul>
<li>
Make sure conversation between campus and community is ongoing.
</li>
<li>
Maintain “grassroots” appearance of project.
</li>
<li>
Goals that are constructed by both campus and community.
</li>
<li>
Ensure that this is not a “political” project.
</li>
<li>
Need an affective media campaign to publicize what project is about.
</li>
<li>
Have project leaders (administration, faculty, staff, and students) talk about project to local media.
</li>
<li>
Present to community as a <strong>Brockport</strong> (not a SUNY Brockport) project.
</li>
<li>
Make sure three or so projects come out of three or so ideas from the campus-community forums.
</li>
</ul>
<p> </p>
</li>
</ol>
<p>Participants: Rob Blair, Arthur Graham, Chris Price</p>
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<p class="intro">A look back at some of the varied events and initiatives the American Democracy Project has facilitated at Brockport, in addition to its speakers series.</p>
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On Thursday, September 17, we celebrated America’s newest citizens with Brockport’s naturalization ceremony in Seymour Union Ballroom at 11 am. This moving Brockport tradition is open to the entire University community and to the general public.
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The Annual Constitution Day Naturalization Ceremony will take place September 17th at 11:15am in the Seymour Union Ballroom
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Constitution Day on September 17th will once again be celebrated with a Naturalization Ceremony on campus in the Seymour Union Ballroom from 11am - noon.
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The “<a href="http://tinkertourusa.org/">Tinker Tour</a>” will visit campus on September 26.
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The Freshman Summer Reading Program 2006 selection was <em>The Things They Carried</em> by Tim O’Brien.
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The University joined forces with the Town of Sweden and the Village of Brockport to support a tsunami-damaged orphanage in Sri Lanka.
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The <a href="/academics/american_democracy_project/summer_reading_program/">Summer Reading Program</a> 2005 selection was <em>The Curious Incident of the Dog in the Night-Time</em> by Mark Hadden.
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<a href="/academics/american_democracy_project/congress.html">Congress to Campus</a> brought former Congressmen to Brockport in September 2005.
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<a href="/american_democracy_project/audit2004/index.html">Analysis of the Civic Engagement on campus</a> was released by Gregory Saxon. It was completed as part of the campus audit of civic engagement for the American Democracy Project.
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The Office of Institutional Research and Analysis has released the CIRP Survey Summary for the entering 2003 Brockport Freshman class, covering social and political opinions of our student body as well as important University considerations.
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<strong>Dr. George Mehaffy</strong> from the American Association of State Colleges and Universities visited SUNY Brockport Feb. 13 for a <a href="/academics/american_democracy_project/kickoff/index.html">Colloquium</a> to begin campus discussion on the American Democracy Project.
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The Center for Civic Life at Lock Haven University of Pennsylvania presents Democracy Lab, a new resource that promotes civic engagement and aids in the development of students’ leadership skills. Democracy Lab creates small deliberation groups through various online forums. These groups bring together 15-20 students from across the country giving them a place dedicated to fostering discussion and debate 24 hours a day, seven days a week. Together, the students set an agenda, explore research questions and decide on ways to get involved in their communities. For more information, including descriptions of the individual labs and ways to sign up students, visit the Democracy Lab Web site.
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“Teaching the young about democracy.” 2003, Nov. 2. <em>Rochester Democrat and Chronicle.</em>
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<a href="/newsbureau/309.html">SUNY Brockport Announces Participation in the American Democracy Project</a>
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American Democracy Project is proud to present a screening of the Oscar nominated documentary Gasland along with a question and answer session with producer Josh Fox. This documentary addresses the issue of hydraulic fracturing for natural gas, a pressing concern for our local community as the current moratorium on “fracking” is set to expire in July. Come along and learn how this process might impact our local environment in this thought provoking and provocative film. This event is on April 28th in Edwards Blue Room. The screening will begin at 6pm and questions and answers with Josh Fox will commence at 7.45pm. The event is free and open to the public.
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<p class="intro">Each freshman at SUNY Brockport participates in the Summer Reading Program. The purpose of this program is to help orient new students to the Brockport academic community by having a common reading experience with fellow classmates and faculty members. First-year students receive a copy of the book with support materials and additional information about the program in early July.</p>
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<p>The summer reading project is a valued experience at SUNY Brockport and continues to be part of our involvement in the American Democracy Project for Civic Engagement, a national, multi-campus initiative that seeks to foster informed civic engagement in the United States. The project seeks to create a greater intellectual understanding and commitment to participate in the civic life of the United States. Students will be asked to react to the book during the Orientation weekend and throughout the semester. They will also take part in discussions, projects and lectures debating noteworthy themes generated by the book.</p>
<h3>Summer 2005 Choice :<br /><em>The Curious Incident of the Dog in the Night-Time</em><br />-by Mark Hadden</h3>
<h3>From the Publisher</h3>
<p>Christopher John Francis Boone knows all the countries of the world and their capitals and every prime number up to 7,057. He relates well to animals but has no understanding of human emotions. He cannot stand to be touched. Although gifted with a superbly logical brain, Christopher is autistic. Everyday interactions and admonishments have little meaning for him. Routine, order and predictability shelter him from the messy, wider world. Then, at fifteen, Christopher’s carefully constructed world falls apart when he finds his neighbor’s dog, Wellington, impaled on a garden fork, and he is initially blamed for the killing.</p>
<p>Christopher decides that he will track down the real killer and turns to his favorite fictional character, the impeccably logical Sherlock Holmes, for inspiration. But the investigation leads him down some unexpected paths and ultimately brings him face to face with the dissolution of his parents’ marriage. As he tries to deal with the crisis within his own family, we are drawn into the workings of Christopher’s mind.</p>
<p>And herein lies the key to the brilliance of Mark Haddon’s choice of narrator: The most wrenching of emotional moments are chronicled by a boy who cannot fathom emotion. The effect is dazzling, making for a novel that is deeply funny, poignant, and fascinating in its portrayal of a person whose curse and blessing is a mind that perceives the world literally.</p>
<h3>For More Information</h3>
<p>For additional questions about the summer reading, please call (585) 395-5346 or e-mail <a href="mailto:mesler@brockport.edu">mesler@brockport.edu</a>.</p>
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<h1>Kickoff</h1>
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<h3>A Series of Town Meetings for the University Community</h3>
<p>The American Democracy Project at SUNY Brockport is sponsoring a series of <a href="/academics/american_democracy_project/kickoff/recommendation.html">town meetings</a> to continue the discussions started by the Spring Colloquium. Students, faculty, and staff are invited to participate.</p>
<h3>Colloquium Keynote</h3>
<p>We are grateful for Dr. George Mehaffy’s visit to SUNY Brockport for our spring Academic Affairs Colloquium as we began the campus discussion on the American Democracy Project. Dr. Mehaffy’s presentation is available here:</p>
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Dr. Mehaffy’s Feb. 13 Presentation, PDF (911 kB)<br />(use this version if you prefer to read this presentation online)
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Dr. Mehaffy’s Feb 13 Presentation, 6 pages up, PDF (533 kB)<br />(use this version to save paper if you prefer to print the presentation)
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If you have trouble accessing these files, please contact the <a href="mailto:webmaster@brockport.edu">SUNY Brockport Webmaster</a> for assistance.
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<p>In the coming days and weeks, we will be summarizing the ideas generated by our working lunch, and will distribute them here.</p>
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<h1>Civic Engagement</h1>
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<h2 tabindex="-1">An Analysis of Faculty and Staff Activities, Attitudes, and Beliefs</h2>
<h3 tabindex="-1">Campus Audit of Civic Engagement - Executive Summary</h3>
<p tabindex="-1">The American Democracy Project (ADP) is a multi-campus initiative that seeks to create an intellectual and experiential understanding of civic engagement for undergraduates enrolled at institutions that are members of the American Association of State Colleges and Universities (AASCU). The goal of the project is to produce graduates who understand and are committed to engaging in meaningful actions as citizens in a democracy.</p>
<p tabindex="-1">As an initial step in SUNY Brockport’s participation in the American Democracy Project, a comprehensive online survey of undergraduate faculty and professional staff was conducted in the fall of 2003. The purpose of the campus audit is to identify places and programs on campus where civic engagement activities are already underway, and places where activities might be started. The campus audit will allow participants to celebrate civic engagement that is already occurring, link sometimes unconnected efforts to one another, and identify opportunities to begin work in areas where civic engagement activities could occur as part of ADP planning.</p>
<p tabindex="-1">The survey shows that an overwhelming majority of both faculty and staff believe that a college education can and should strive to change student values, goals and attitudes regarding civic engagement. One of the most salient findings is that faculty and staff already oversee or facilitate a considerable amount of student civic engagement activities. Practically all faculty members, and 51% of all responding professional staff members, are currently working in some way to foster the civic engagement of SUNY Brockport’s undergraduate students.</p>
<p tabindex="-1">Overall, there is currently a considerable amount of instructional activity in the skills, values, and knowledge areas required to foster civic engagement among the student body. Public speaking and team building appear to be skills incorporated in most classes with leadership skills noted by slightly less than half of the respondents. One of the most common teaching practices designed to foster civic engagement is the practice of democratic teaching practices in the classroom (such as encouraging critical thinking, taking and supporting independent positions, not simply agreeing with the faculty member’s point of view, and providing opportunities to challenge others in respectful ways). Of the respondents, 65% reported utilizing these “very frequently” or “frequently”. Lastly, civic engagement-related <em tabindex="-1">values</em> —including the importance of participation, ethical judgment, civic and social responsibility, and diversity and inclusion—already have widespread usage in the campus classroom. In terms of course content, over half of responding faculty and over one third of responding staff reported they “frequently” or “very frequently” included contemporary issues in American life and community needs and wants within courses.</p>
<p tabindex="-1">The survey also asked the extent to which faculty and staff attempt to measure <em tabindex="-1">student-learning outcomes</em> resulting from participation in service-learning activities. Faculty tend to measure outcomes related to academic performance and team building skills where staff measure outcomes related to leadership skills and acquisition of jobs and internships. Overall, this remains a relatively underdeveloped area with wide variation in measurement approaches.</p>
<p tabindex="-1">The survey shows that the College’s professional staff form a significant part of the campus’ civic engagement efforts geared toward students. 40% of professional staff surveyed regularly teach undergraduate courses on campus, and 51% are currently engaged in student civic engagement activity.</p>
<p tabindex="-1">The survey revealed numerous examples of extensive, quality student civic engagement activities facilitated by the faculty and staff—including a significant number of experiential and service-learning activities. Examples range from the use of case studies in the classroom to full-semester internship program projects in the community and from field experiences in K-12 to work in government or social agencies. Other activities involving civic engagement were also noted in residence halls, in student programming, informal discussions, in promotion of voter registration, and in various examples of collaborative research and classroom presentations. Additionally, many examples were given of personal civic involvement on the part of faculty and staff in social service agencies, the political arena, the not-for-profit sector, churches, and local government.</p>
<p tabindex="-1">Faculty and staff shared their ideas on “best practices” in student civic engagement, and noted the changes and resources they would most like to see as part of Brockport’s involvement in the American Democracy Project. Suggested examples of specific best practices worthy of further implementation included projects such as Leadership Rochester’s Collegiate Civic Engagement Program and the America Reads Program. Also of note are the Brockport Career Exploration Course and programming initiatives made possible through Better Community Grants. Additionally, the SUNY Brockport Small Business Development Center’s activities interact directly with civic organizations and agencies. Finally, numerous programs encourage or require internships or field placements that place students in real world settings (i.e., Business and Accounting Department, Delta College, Honor’s Program, and student teaching). Faculty and staff indicated hope that the American Democracy Project would provide opportunities for workshops addressing various aspects of civic engagement, opportunities and budget support for service learning, cross-disciplinary activities, community projects, organized debates on controversial civic issues, and exploration of a common reading project for the campus.</p>
<p tabindex="-1">While a majority of respondents, both faculty and staff, expressed great hope for participation in the American Democracy Project activities, several strands of pessimism came to the fore. First, many respondents expressed concern about the widespread apathy of the student body as a whole. Second, many felt that today’s student is already overworked given the prevalence of part-time and full-time employment responsibilities leading to lack of motivation to ‘be involved’. Third, some faculty pointed out that civic engagement activities—such as “service learning”—take a great deal of faculty/staff time and resources to organize and oversee. Lastly, respondents noted that the institutional trend to streamline resources and increase class size counteracts the goal of facilitating civic engagement among the student body.</p>
<p tabindex="-1">Overall the campus seems supportive of the concepts and values underlying the American Democracy Project. There appears to be fertile ground for SUNY Brockport to begin discussion of becoming an ‘engaged campus’ since many existing beliefs and practices demonstrate congruence with the underlying principles of the American Democracy Project initiative.</p>
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<h1>The Tsunami Challenge 2005</h1>
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<h2 tabindex="-1">Village to Village: Tirukkovil Village Orphanage, Sri Lanka</h2>
<p tabindex="-1">Sponsored by the Village of Brockport, the Town of Sweden, and the SUNY Brockport.</p>
<h3 tabindex="-1">About the Project</h3>
<p>
<picture class="lw_image lw_image4689 lw_align_left lw_block">
<source type="image/webp" srcset="/live/image/gid/106/width/145/height/204/4689_theva.rev.1657562890.webp 1x"/>
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<img width="145" height="204" alt="Portrait of Rev. Sinnathamby Thevanesan" data-caption="Portrait of Rev. Sinnathamby Thevanesan" src="/live/image/gid/106/width/145/height/204/4689_theva.rev.1657562890.jpg" loading="lazy" data-max-w="145" data-max-h="204"/>
</picture>
</p>
<p tabindex="-1">Rev. Sinnathamby Thevanesan, or Pastor Theva as he prefers to be known, moved to the U.S. from Sri Lanka in the mid-eighties, and served many churches in western NY before coming to the Brockport United Methodist Church in 2001. Following the recent tsunami, he returned to Sri Lanka to provide counseling to many pastors he once supervised, financial assistance to two churches in his former circuit, and started gathering information that is guiding his Brockport congregation toward further support of these people.</p>
<p tabindex="-1">But one non-denominational project may be of interest to the larger community:</p>
<h3 tabindex="-1">The Orphanage</h3>
<p>
<picture class="lw_image lw_image4680 lw_align_left lw_block">
<source type="image/webp" srcset="/live/image/gid/106/width/150/height/352/4680_orphanage.rev.1657562890.webp 1x"/>
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</picture>
</p>
<p tabindex="-1">The Orphanage, as it is simply called, is a two-story structure located in the town of Tirukkovil - about 75 miles south of Batticaloa on the east coast of Sri Lanka.</p>
<p tabindex="-1">It is governed by a board of directors composed of leaders from the local community, and elected officials of the Methodist church. It has always been ecumenical in nature and exists for humanitarian, not religious purposes. Two populations are served: 71 boys who live in The Orphanage and, since the tsunami, about 14 girls who come there for the day. Collectively they are characterized as “The poorest of the poor.”</p>
<p tabindex="-1">The boys go to a traditional school during the day, but live at The Orphanage. The younger boys live downstairs and help out with small jobs such as home upkeep, and maintaining a small vegetable garden. The older boys live on the second floor. When they are not at school, they learn basic construction and mechanical skills. They make construction blocks from donated raw materials, learn welding and how to construct basic housing. Many of the boys have lost parents and or siblings.</p>
<p tabindex="-1">All the girls are older. While a few came here before, the tsunami dramatically increased their numbers. In many cases they have lost both parents, and are the sole “bread winners” of what remains of their families. They commute from a refugee center to learn how to make clothing for themselves, but more importantly so that they will learn a skill in order to support themselves. One market is making uniforms for local school students. For most of these girls the commute for this training is about five miles - by foot.</p>
<p tabindex="-1">Skills training has always been a part of The Orphanage’s mission, but the tsunami swept away much of what was needed to teach those skills. When asked what two things specifically were needed most right now, the Director replied: “Sewing machines, but also bicycles. The walk from the refugee center uses up several hours a day when the students could be learning.”</p>
<p tabindex="-1">Other things are needed too: The facility itself needs repair. Bedding is needed. The Orphanage also lost its few computers, and more tools are needed for construction training. Moreover, there is a need to increase the size of this facility over the next six months in order to support the growing number of children identified as homeless.</p>
<h3 id="goals" tabindex="-1">The Tsunami Challenge</h3>
<p tabindex="-1"><strong tabindex="-1">Goal:</strong> To raise $9,060 by Commencement Day (May 14), to be presented as a check to Rev. S. Thevanesan, who will do the invocation at the undergraduate ceremony.</p>
<p tabindex="-1"><strong tabindex="-1">Strategy:</strong> To set goals for each sector of the University Community:</p>
<ul tabindex="-1">
<li tabindex="-1">
Academic departments and student clubs
</li>
<li tabindex="-1">
Professional Units
</li>
<li tabindex="-1">
Residence Halls
</li>
<li tabindex="-1">
Student service fraternities/sororities/other
</li>
</ul>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">School of Letters and Sciences</th>
<th tabindex="-1"><strong tabindex="-1">Goal: $1,250</strong></th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5 bikes</td>
<td tabindex="-1">$400</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5 sewing machines</td>
<td tabindex="-1">$850</td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">School of Arts and Performance</th>
<th tabindex="-1"><strong tabindex="-1">Goal: $1,250</strong></th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5 bikes</td>
<td tabindex="-1">$400</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5 sewing machines</td>
<td tabindex="-1">$850</td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">School of Professions</th>
<th tabindex="-1"><strong tabindex="-1">Goal: $1,250</strong></th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5 bikes</td>
<td tabindex="-1">$400</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5 sewing machines</td>
<td tabindex="-1">$850</td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Professional Staff</th>
<th tabindex="-1"><strong tabindex="-1">Goal: $1,500</strong></th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">6 bikes</td>
<td tabindex="-1">$480</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">6 sewing machines</td>
<td tabindex="-1">$1,020</td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Administration</th>
<th tabindex="-1">Goal: $1,800</th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">3 computers</td>
<td tabindex="-1">$1,800</td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Residence Hall Students</th>
<th tabindex="-1">Goal: $960</th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">12 bikes</td>
<td tabindex="-1">$960</td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Student service fraternities/sororities/other</th>
<th tabindex="-1">Goal: $1,050</th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">42 uniforms</td>
<td tabindex="-1">$1,050</td>
</tr>
<tr tabindex="-1">
<th tabindex="-1"> </th>
<th tabindex="-1"><strong tabindex="-1">Total: $9,060</strong></th>
</tr></tbody></table>
<p tabindex="-1"> </p>
<h2 id="contribute" tabindex="-1">How to Contribute</h2>
<p tabindex="-1">A special fund has been set up within the Brockport College Foundation to accept donations for the Tirukkovil Orphanage tsunami relief effort. Personal checks can be made out to “The Brockport College Fund”, with “Tsunami Relief” in the memo line, and sent to:</p>
<address tabindex="-1">Division of Institutional Advancement<br tabindex="-1" />c/o Sue Parrino<br tabindex="-1" />350 New Campus Dr.<br tabindex="-1" />Brockport, NY 14420</address>
<p tabindex="-1">Departments are encouraged to participate as a group. Additional giving opportunities will occur.</p>
<h2 tabindex="-1">In The News</h2>
<ul tabindex="-1">
<li tabindex="-1">
The Stylus: Local pastor and ADP create relief fund for tsunami victims
</li>
</ul>
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<h1>ATS Policies</h1>
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<h3>Media Duplication Policy</h3>
<p><strong>Academic Technology Services provides only such duplication services that comply with the Copyright Law of the United States and the Fair Use Guidelines for Educational Multimedia</strong></p>
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ATS will not utilize College equipment or personnel to illegally duplicate copyrighted media.
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ATS will only duplicate entire copyrighted media for academic use with prior written permission from the copyright owner.
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It is the responsibility of the user to obtain the proper written permission.
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ATS will only duplicate portions of copyrighted media for academic use as governed by the Fair Use Guidelines for Educational Multimedia.
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ATS will not duplicate any media that shows evidence of being an unlicensed copy.
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The user should supply the blank media for audio/video duplication.
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<a href="https://library.brockport.edu/copyright">Brockport’s informational site on copyright</a>
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<a class="offsite" href="http://www.copyright.gov/">Copyright Law of the United States</a>
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<h1>Alumni Survey</h1>
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<h3>Overview</h3>
<p>The Professional Education Unit (PEU) administers an annual survey to alumni to measure the satisfaction of program completers. The survey is used to measure candidate opinion on how effective their program was for enhancing their abilities, and how relevant the program was in preparing them to enter the field. It is administered every year, to the cohort that graduated 2 years prior. There are two versions of the Alumni Survey tool. The “initial” alumni survey is administered to graduates of initial certification programs. The “advanced” alumni survey is administered to graduates from programs that lead to professional certification. The results of these surveys are analyzed by Brockport faculty and staff, who then use the results to improve programs. The process ensures alumni have an opportunity to engage in program evaluation and our continuous improvement process.<br />Graduates from programs are asked to rate how effective Brockport was in preparing them for a number of responsibilities related to their field, and a few questions asking them to rate their overall preparation. Alumni use the following 4-point rating scales, depending on the question:</p>
<ul>
<li>
very ineffective, ineffective, effective, very effective
</li>
<li>
strongly disagree, disagree, agree, strongly agree
</li>
<li>
not at all relevant, partially relevant, mostly relevant, very relevant
</li>
<li>
very poor value, poor value, good value, excellent value
</li>
</ul>
<h3>Results</h3>
<p>The most recent alumni survey was administered in 2023 to the 2020-2021 graduating cohort. Here are percent of alumni that rated Brockport a 3 or 4, using the 4-point scales, on the advanced-level survey criteria:</p>
<table><tbody>
<tr>
<th>Criteria</th>
<th>Percent of positive responses<br />(n=20)</th>
</tr>
<tr>
<td>How effective did the Brockport program prepare you to use the following skills in your professional field?<br />understand the central concepts, tools of inquiry, and structures of your discipline or field of specialization.</td>
<td>95%</td>
</tr>
<tr>
<td>apply data literacy so that learning and development opportunities for P-12 students are enhanced</td>
<td>100%</td>
</tr>
<tr>
<td>employ data analysis and evidence to develop supportive school environments</td>
<td>84%</td>
</tr>
<tr>
<td>use research and understanding of qualitative, quantitative and/or mixed methods research methodologies</td>
<td>84%</td>
</tr>
<tr>
<td>lead and/or participate in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents</td>
<td>89%</td>
</tr>
<tr>
<td>use appropriate technology so that learning and development opportunities for P-12 students are enhanced</td>
<td>89%</td>
</tr>
<tr>
<td>understand and apply the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies appropriate to your field of specialization.</td>
<td>89%</td>
</tr>
<tr>
<td>reflect upon your own practice</td>
<td>95%</td>
</tr>
<tr>
<td>demonstrate professional dispositions including positive outlook, intellectual integrity, respect, self-awareness, and dedication</td>
<td>95%</td>
</tr>
<tr>
<td>collaborate with persons from different cultural or linguistic backgrounds from your own</td>
<td>78%</td>
</tr>
<tr>
<td>How relevant were your experiences in the Brockport program to the responsibilities you confront in your current position?</td>
<td>88%</td>
</tr>
<tr>
<td>Overall, how do you rate the effectiveness of your education program at Brockport in preparing you for success in your current job or graduate studies?</td>
<td>94%</td>
</tr>
<tr>
<td>When you compare the cost of obtaining your degree to the contribution the degree has made to your success as a professional, how do you rate the degree’s overall value?</td>
<td>94%</td>
</tr>
<tr>
<td>Please rate how strongly you agree or disagree with the following statement:<br />SUNY Brockport provided rich clinical experiences (student teaching, internships, etc.) that provided opportunities for me to develop my practice and prepare me for the responsibilities of my profession</td>
<td>89%</td>
</tr></tbody></table>
<p> </p>
<p>Here are the number and percent of alumni that rated Brockport a 3 or 4, using the 4-point scales, on the initial-level survey criteria:</p>
<table><tbody>
<tr>
<th>Criteria</th>
<th>Percent of positive responses<br />(n=16)</th>
</tr>
<tr>
<td>
<p>How effective did the Brockport program prepare you to use the following skills in your professional field?</p>
<p>Understand the central concepts of your discipline (content knowledge)</p>
</td>
<td>88%</td>
</tr>
<tr>
<td>Understand individual differences and diverse cultures</td>
<td>81%</td>
</tr>
<tr>
<td>Collaborate effectively with colleagues and other stakeholders</td>
<td>75%</td>
</tr>
<tr>
<td>Apply theories and research that are relevant to your field</td>
<td>81%</td>
</tr>
<tr>
<td>Interpret and make professional decisions based on assessment data</td>
<td>69%</td>
</tr>
<tr>
<td>Reflect on your own professional practice to improve outcomes</td>
<td>81%</td>
</tr>
<tr>
<td>Effectively integrate technology into your professional practice</td>
<td>75%</td>
</tr>
<tr>
<td>Demonstrate professional dispositions (including self-awareness, dedication, respect, intellectual integrity, and positive outlook)</td>
<td>88%</td>
</tr>
<tr>
<td>Plan P-12 instruction that supports every student in meeting learning goals and standards (example: common core standards)</td>
<td>75%</td>
</tr>
<tr>
<td>Use a variety of instructional strategies to positively impact learning for all students</td>
<td>94%</td>
</tr>
<tr>
<td>How relevant were your experiences in the Brockport program to the responsibilities you confront in your current position?</td>
<td>71%</td>
</tr>
<tr>
<td>Overall, how do you rate the effectiveness of your education program at Brockport in preparing you for success in your current job or graduate studies?</td>
<td>79%</td>
</tr>
<tr>
<td>When you compare the cost of obtaining your degree to the contribution the degree has made to your success as a professional, how do you rate the degree’s overall value?</td>
<td>79%</td>
</tr>
<tr>
<td>Please rate how strongly you agree or disagree with the following statement:<br />SUNY Brockport provided rich clinical experiences (student teaching, internships, etc.) that provided opportunities for me to develop my practice and prepare me for the responsibilities of my profession</td>
<td>86%</td>
</tr></tbody></table>
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<h1>Advanced Program Assessments</h1>
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<h3>Overview</h3>
<p>The assessment of candidates at program completion in advanced-level education programs varies by program. Advanced-level programs use clinical experience evaluations completed by a site supervisor, a New York State certification exam, grade point averages, or course-based assessments, such as a thesis project or action-research project, to assess candidate competencies. </p>
<h3>Results</h3>
<p>Overall, the results from advanced programs’ assessments of candidates at program completion show that candidates are prepared for their field.</p>
<p>Candidates in the Adolescence Science MSEd program are assessed via a course-based action research project. The project is aligned to CAEP standards, and the National Board for Professional Teaching Standards (NBPTS) science standards. 100% of candidates in 2021-2022 met or exceeded expectations on all grading criteria for their project.</p>
<p>Candidates in the Adolescence Mathematics MSEd program are assessed via an action research project that integrates innovative teaching practices and research-based pedagogy into planning, instruction, and assessment. 100% of candidates in 2021-2022 met or exceeded expectations for their action research project.</p>
<p>Candidates in the Adolescence English MSEd program are assessed at program completion with a Capstone project that requires candidates to contribute to the profession of English language arts education. 100% of candidates in 2021-2022 met or exceeded expectations for their project.</p>
<p>Candidates in the Adolescence Social Studies MSEd program are assessed at program completion with a Capstone project that requires candidates to contribute to the profession of Social Studies education (for example, through a conference presentation, or the creation of a resource for other teachers). 100% of candidates in 2021-2022 met or exceeded expectations for their project.</p>
<p>Candidates in the Adolescence Physical Education MSEd program are assessed on two research projects that require candidates to work collaboratively to understand a topic and apply it to Physical Education. 100% of candidates in 2021-2022 met or exceeded expectations for their projects.</p>
<p>Students in the Teaching English to Speakers of Other Languages program are assessed with a New York State content specialty test (CST) and a Capstone project at program completion. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate, and all candidates in 2021-2022 met or exceeded expectations on all grading criteria for their Capstone project.</p>
<p>Students in the Literacy Education B-12 program are also assessed with a New York State content specialty test. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate.</p>
<p>Students in the School Health Education program are also assessed with a New York State content specialty test. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate.</p>
<p>Students in the School District Business Leader program are assessed with a New York State content specialty test. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate.</p>
<p>Students in the Bilingual Education program are assessed using multiple course-based assessments to ensure they meet CAEP and discipline-specific standards. At program completion, candidates complete a Capstone Project, which is assessed using a rubric with a three-level scale: developing, proficient, and exemplary. During the 2021-2022 academic year, students were rated “proficient” or “exemplary” on 100% of the criteria for the Project.</p>
<p>Students in the School Building & District Leader (CAS) program are assessed at the end of their internship experience by their site supervisor using a three-level scale: unacceptable, acceptable, and target. Site supervisors rate candidate performance based on the Educational Leadership Constituent Council (ELCC) standards. In 2021-2022, 100% of candidates reached “acceptable” or “target” levels of performance on all ELCC standards.</p>
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<h1>Global Assessment of Candidate Performance</h1>
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<h3>Overview</h3>
<p>The Global Assessment of Candidate Performance (GACP) is a measurement of knowledge, skills, and professional dispositions of teacher candidates in initial-level programs. The GACP is administered at the end of each student teaching placement. Each teacher candidate is assessed by their school-based teacher educator (SBTE) and college supervisor using the GACP rubric. The rubric is available online here: <a href="https://www2.brockport.edu/academics/field-experience/gacp/">Global Assessment of Candidate Performance</a>.</p>
<ul>
<li>
The teacher candidate understands the concepts of the discipline
</li>
<li>
The teacher candidate develops appropriate instructional plans, including learning goals and objectives
</li>
<li>
The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways
</li>
<li>
The teacher candidate uses technology to enhance student learning
</li>
<li>
The teacher candidate manages the classroom
</li>
<li>
The teacher candidate implements appropriate assessments to measure student learning
</li>
<li>
The teacher candidate uses assessment data
</li>
<li>
The teacher candidate reflects on practice
</li>
<li>
The teacher candidate positively impacts P-12 learning
</li>
<li>
The teacher candidate builds a school-home connection
</li>
<li>
The teacher candidate exhibits a positive outlook
</li>
<li>
The teacher candidate exhibits respect towards others
</li>
<li>
The teacher candidate exhibits intellectual integrity
</li>
<li>
The teacher candidate exhibits dedication
</li>
<li>
The teacher candidate exhibits self-awareness
</li>
<li>
The teacher candidate exhibits professionalism
</li>
</ul>
<p>College supervisors use the assessment results, along with the discipline-specific student teaching evaluation and their own observations, to decide whether a candidate has the skills necessary to teach at program completion, and pass the student teaching experience.</p>
<h3>Results</h3>
<p>Overall, the results from the final student teaching evaluation indicate that Brockport candidates are prepared to teach at the end of their student teaching experience. The criteria that Brockport candidates could improve upon the most is their ability to build a school-home connection, with a mean score of 2.37 out of 3.0. The table below shows the mean scores for all rubric criteria from SBTE ratings of candidate performance during the 2021-2022 academic year.</p>
<table><tbody>
<tr>
<th>Rubric Criteria</th>
<th>Mean Score</th>
</tr>
<tr>
<td>The teacher candidate understands the concepts of the discipline</td>
<td>2.75</td>
</tr>
<tr>
<td>The teacher candidate develops appropriate instructional plans, including learning goals and objectives</td>
<td>2.71</td>
</tr>
<tr>
<td>The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways</td>
<td>2.71</td>
</tr>
<tr>
<td>The teacher candidate uses technology to enhance student learning</td>
<td>2.66</td>
</tr>
<tr>
<td>The teacher candidate manages the classroom</td>
<td>2.61</td>
</tr>
<tr>
<td>The teacher candidate implements appropriate assessments to measure student learning</td>
<td>2.63</td>
</tr>
<tr>
<td>The teacher candidate uses assessment data</td>
<td>2.57</td>
</tr>
<tr>
<td>The teacher candidate reflects on practice</td>
<td>2.85</td>
</tr>
<tr>
<td>The teacher candidate positively impacts P-12 learning</td>
<td>2.74</td>
</tr>
<tr>
<td>The teacher candidate builds a school-home connection</td>
<td>2.37</td>
</tr>
<tr>
<td>The teacher candidate exhibits a positive outlook</td>
<td>2.81</td>
</tr>
<tr>
<td>The teacher candidate exhibits respect towards others</td>
<td>2.91</td>
</tr>
<tr>
<td>The teacher candidate exhibits intellectual integrity</td>
<td>2.86</td>
</tr>
<tr>
<td>The teacher candidate exhibits dedication</td>
<td>2.79</td>
</tr>
<tr>
<td>The teacher candidate exhibits self-awareness</td>
<td>2.79</td>
</tr>
<tr>
<td>The teacher candidate exhibits professionalism</td>
<td>2.78</td>
</tr></tbody></table>
</div>
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<h1>Brockport Alumni Impact Study</h1>
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<h3>Overview</h3>
<p>In 2020, the Professional Education Unit (PEU) began a study to assess how well graduates of its education programs are performing in the field. The PEU gathered supervisor evaluations of recent graduates’ performance. So far, all supervisor evaluations that have been gathered used the Daniel Framework for Teaching rubric. The evaluation uses a four-level scale (ineffective, developing, effective, and highly effective) on key teaching domains, including planning and preparation, the classroom environment, instruction, and professional responsibilities. More information on the rubric can be found on the <a href="https://danielsongroup.org/the-framework-for-teaching/">Danielson Framework for Teaching website</a>.  </p>
<h3>Results</h3>
<p>Brockport has received 15 graduates’ observation forms since spring 2021, with at least one observation from every initial-level program. Observation forms were collected from alumni that graduated within the past 3 years. The table below shows the graduates’ mean scores and ranges for the Danielson rubric criteria. Graduates were not rated on all criteria by their supervisor – some supervisors only rated a graduate on some of the criteria. Due to the low sample size, we are omitting scores for the criteria in which fewer than 10 candidates received a score. Across all criteria on the observation forms, 99% of supervisors’ ratings of our graduates were at the “effective” or “highly effective” levels. In addition to supervisor evaluations, the Unit has analyzed the assessment results of P-12 students in classrooms taught by 3 alums. Although the sample size is relatively small, data from observation forms and P-12 performance indicate Brockport graduates are performing well in the field. </p>
<h4>Brockport Alumni Teaching Evaluation Scores</h4>
<p><strong>Due to small sample size, responses from all cycles of data (spring 2021 – fall 2022) and all programs have been combined:</strong></p>
<table><tbody>
<tr>
<th>Danielson component</th>
<th>Total</th>
<th>Mean</th>
<th>Range</th>
</tr>
<tr>
<td>1a: Demonstrates Knowledge of Content and Pedagogy</td>
<td>11</td>
<td>3.6</td>
<td>3-4</td>
</tr>
<tr>
<td>1b: Demonstrates Knowledge of Students</td>
<td>10</td>
<td>3.4</td>
<td>3-4</td>
</tr>
<tr>
<td>1c: Sets Instructional Outcomes</td>
<td>9</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>1d: Demonstrates Knowledge of Resources</td>
<td>10</td>
<td>3.4</td>
<td>3-4</td>
</tr>
<tr>
<td>1e: Designs Coherent Instruction</td>
<td>10</td>
<td>3.7</td>
<td>2-4</td>
</tr>
<tr>
<td>1f: Designs Student Assessments</td>
<td>9</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>2a: Creates an Environment of Respect and Rapport</td>
<td>14</td>
<td>3.6</td>
<td>3-4</td>
</tr>
<tr>
<td>2b: Establishes a Culture for Learning</td>
<td>13</td>
<td>3.5</td>
<td>3-4</td>
</tr>
<tr>
<td>2c: Managing Classroom Procedures</td>
<td>10</td>
<td>3.4</td>
<td>3-4</td>
</tr>
<tr>
<td>2d: Managing student behavior</td>
<td>9</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>2e: Organizing Physical Space</td>
<td>7</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>3a: Communicates with Students</td>
<td>12</td>
<td>3.7</td>
<td>3-4</td>
</tr>
<tr>
<td>3b: Uses Questioning and Discussion Techniques</td>
<td>13</td>
<td>3.2</td>
<td>3-4</td>
</tr>
<tr>
<td>3c: Engages Students in Learning</td>
<td>14</td>
<td>3.5</td>
<td>2-4</td>
</tr>
<tr>
<td>3d: Uses Assessment in Instruction</td>
<td>13</td>
<td>3.3</td>
<td>2-4</td>
</tr>
<tr>
<td>3e: Demonstrates Flexibility and Responsiveness</td>
<td>6</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>4a: Reflecting on Teaching</td>
<td>5</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>4b: Maintaining Accurate Records</td>
<td>2</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>4c: Communicating with Families</td>
<td>2</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>4d: Participating in a Professional Community</td>
<td>2</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>4e: Growing and Developing Professionally</td>
<td>3</td>
<td>low n</td>
<td>low n</td>
</tr>
<tr>
<td>4f: Showing Professionalism</td>
<td>2</td>
<td>low n</td>
<td>low n</td>
</tr></tbody></table>
<p class=""><a href="https://danielsongroup.org/the-framework-for-teaching/">https://danielsongroup.org/the-framework-for-teaching/</a></p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/professional-education/">Professional Education Unit (PEU)</a></li><li> <a href="/academics/professional-education/employer-survey/">Employer Survey</a></li>
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<h1>Employer Survey</h1>
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<h3>Overview</h3>
<p>Every two years, the Professional Education Unit surveys local principals and administrators. These principals and administrators are often the direct supervisors of Brockport alumni. The University asks them to rate Brockport alumni using a three-point scale (approaching expectations, meeting expectations, or exceeding expectations) on a number of knowledge, skills, and dispositions. We also ask them to rate their overall satisfaction with our graduates’ preparation for their assigned responsibilities using a four-point scale (dissatisfied, slightly dissatisfied, satisfied, and very satisfied).</p>
<h3>Results</h3>
<p>Brockport received 12 responses from the 2020 survey, and 13 responses from the 2022 survey. All 25 (100%) of employers from the past two surveys, indicated they are “satisfied” or “very satisfied” with Brockport employees’ preparation for their assigned responsibilities.</p>
<p>Employers used the three-point scale to rate how well prepared Brockport Alumni were to do the following:</p>
<ul>
<li>
Create a positive learning environment, including managing student behaviors
</li>
<li>
Plan developmentally appropriate instruction that addresses students’ diverse needs
</li>
<li>
Apply State/National standards to their professional practice
</li>
<li>
Demonstrate thorough content knowledge (depth and breadth of knowledge in their field)
</li>
<li>
Use multiple instructional strategies that engages all learners
</li>
<li>
Effectively integrate technology into their professional practice
</li>
<li>
Implement appropriate methods of assessment that guides decision making
</li>
<li>
Positively impact the learning of all students
</li>
<li>
Reflection practice, including identifying strengths and weaknesses to make improvements
</li>
<li>
Exhibit professional dispositions (including positive outlook, intellectual integrity, respect, self-awareness, and dedication)
</li>
</ul>
<p>Results from the 2022 survey indicated that implementing “appropriate methods of assessment [to guide] decision making” was the area that graduates had the most opportunity to improve upon, with a mean score of 1.69. Results also indicated that “exhibiting professional dispositions” was our graduates’ biggest strength, with a mean score of 2.38.</p>
<h3>Data Tables</h3>
<h4>2022 Employer Survey Results (n=13)</h4>
<table><tbody>
<tr>
<th>Criteria</th>
<th>Mean</th>
<th>Range</th>
</tr>
<tr>
<td>Create a positive learning environment, including managing student behaviors</td>
<td>2.08</td>
<td>2-3</td>
</tr>
<tr>
<td>Plan developmentally appropriate instruction that addresses students’ diverse needs</td>
<td>2.08</td>
<td>2-3</td>
</tr>
<tr>
<td>Apply State/National standards to their professional practice</td>
<td>2.15</td>
<td>2-3</td>
</tr>
<tr>
<td>Demonstrate thorough content knowledge (depth and breadth of knowledge in their field)</td>
<td>2.23</td>
<td>2-3</td>
</tr>
<tr>
<td>Use multiple instructional strategies that engages all learners</td>
<td>1.77</td>
<td>1-3</td>
</tr>
<tr>
<td>Effectively integrate technology into their professional practice</td>
<td>2.15</td>
<td>1-3</td>
</tr>
<tr>
<td>Implement appropriate methods of assessment that guides decision making</td>
<td>1.69</td>
<td>1-3</td>
</tr>
<tr>
<td>Positively impact the learning of all students</td>
<td>2.33</td>
<td>2-3</td>
</tr>
<tr>
<td>Reflect on practice, including identifying strengths and weaknesses to make improvements</td>
<td>2.08</td>
<td>1-3</td>
</tr>
<tr>
<td>Exhibit professional dispositions (including positive outlook, intellectual integrity, respect, self-awareness, and dedication)</td>
<td>2.38</td>
<td>2-3</td>
</tr></tbody></table>
</div>
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<h1>Alumni Employment</h1>
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<h3>Professional Education Unit</h3>
<h4>Overview</h4>
<p>This page includes the known employment rate of alumni from SUNY Brockport’s educator preparation programs. Data are gathered using an alumni survey, and from publicly available employment databases and websites. Data are gathered 6 to 12 months post-graduation. Data are aggregated by initial-level programs (initial certification), and advanced-level (professional certification) programs. Please note that we have only included alumni whose employment information we were able to locate. Alumni with unknown employment information are omitted from the data.</p>
<h4>Results</h4>
<p>In 2021-2022, 178 students graduated from initial-level educator preparation programs. Brockport located the employment information of 57 graduates. 54 (95%) of the alumni are employed in a position relevant to their degree.</p>
<p>In 2021-2022, 194 students graduated from advanced-level (professional certification) educator preparation programs. Brockport located the employment information of 159 graduates. 159 (100%) of identified graduates are employed in the education field.</p>
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<h1>2024 Student Honors and Awards Ceremony</h1>
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<h2>Friday, April 19, 2024 at 3:30 pm</h2>
<h2>Seymour Union, Ballroom</h2>
<h3>Faculty, staff, students, and the Brockport community are invited.</h3>
<p>The SUNY Brockport community comes together annually to celebrate student success at the Honors and Awards Ceremony. This long-standing tradition recognizes academic excellence, honoring students for outstanding achievement.</p>
<p>Since 1982, the Honors and Awards Ceremony has recognized thousands of extraordinary students in all academic areas of the University. </p>
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<h1>2023 School of Education, Health & Human Services</h1>
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<h2>Outstanding Undergraduate Award</h2>
<p>The <strong>School of Education, Health, and Human Services Outstanding Undergraduate Award</strong> recognizes the School’s top scholar. To qualify, a student must be a senior who has earned a minimum 3.75 GPA, exhibited a strong master of understanding/performance element in their discipline, and demonstrated a significant service element related directly to their department or program.</p>
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<p>Karen J. Lathigee-Blank is completing her public health major with a 3.77 GPA. She is a member of the Eta Sigma Gamma Honors Society, has been employed for 22 years with the YMCA of Greater Rochester, and volunteers for the Hilton United Methodist Church. Karen has been a research assistant to Dr. Rhodes, Dr. Antwi, and Hunter Czajkowski. Upon graduating, she plans to work as a Public Health Consultant for any organization that needs her experience-based skills and is especially interested in the University of Rochester, the YMCA of Greater Rochester, or the National Association of Chronic Disease Directors. In 1993, Karen completed her Associate Degree in Applied Science – Recreational Therapy.</p>
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<h2>Outstanding Graduate Award</h2>
<p>The <strong>School of Education, Health, and Human Services Outstanding Graduate Award</strong> is presented to an outstanding graduate student who is matriculated in a program leading to a master’s degree or certificate of advanced study. The recipient must have a minimum GPA of 3.85 and have made significant contributions to the profession and/or to the community in the field of graduate discipline (e.g. scholarly publication, leadership in the field, or outstanding clinical performance).</p>
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<img width="796" height="1194" alt="Hunter Czajkowski" data-caption="Hunter Czajkowski" src="/live/image/gid/192/width/796/height/1194/9710_hunter-czajkowski-public-health-2023.rev.1682104110.jpg" data-max-w="800" data-max-h="1200"/>
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<h3>Hunter S. Czajkowski</h3>
</div>
<div spellcheck="false">
<p>Hunter Czajkowski is completing her Master of Public Health with a 4.0 GPA. She has been a pole vaulter on SUNY Brockport’s Varsity Track Team, the treasurer of the Pre-professional Health Club, the vice president of the Public Health Club, and a volunteer in the NICU at the University of Rochester. She received the SUNY Chancellor’s Award in 2022. Hunter completed nine published orthopedic research projects through her involvement with Tri-County Orthopedics and is currently involved in two research projects with Brockport’s Department of Public Health. Upon graduating, she will be applying for medical school with the hopes of starting her medical program in fall 2024 and using her master’s degree in public health in the interim. She previously received her Bachelor of Science in Biochemistry from SUNY Brockport (2022).</p>
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<p> </p>
<hr />
<h2>Departmental Scholar Awards</h2>
<p>The <strong>Departmental Scholar Awards</strong> that follow are presented in recognition of outstanding achievement within the academic majors. Although award criteria differ among departments, faculty from each academic major nominate and select the Departmental Scholar based on performance in the classroom, scholarly activity outside the classroom, and commitment to the discipline and/or profession.</p>
<table><tbody>
<tr>
<td><h4><strong>Department</strong></h4></td>
<td><h4><strong>Recipient</strong></h4></td>
</tr>
<tr>
<td><p><strong>ADDICTIONS AND BEHAVIORAL HEALTH</strong></p></td>
<td><p><em>Skyler Roberts</em></p></td>
</tr>
<tr>
<td><p><strong>CONSUMER HEALTH</strong></p></td>
<td><p><em>Mikayla Weden</em></p></td>
</tr>
<tr>
<td><p><strong>EDUCATION AND HUMAN DEVELOPMENT</strong></p></td>
<td><em>Emily Pierpont</em></td>
</tr>
<tr>
<td><p><strong>EXERCISE SCIENCE</strong></p></td>
<td><em>Leah Bisgrove</em></td>
</tr>
<tr>
<td><p><strong>HEALTHCARE ADMINISTRATION</strong></p></td>
<td><em>Kristina Burdick</em></td>
</tr>
<tr>
<td><p><strong>KINESIOLOGY</strong></p></td>
<td><p><em>Sabastian Rodriguez</em></p></td>
</tr>
<tr>
<td><p><strong>NURSING</strong></p></td>
<td><p><em>Cassondra G. Carroll</em></p></td>
</tr>
<tr>
<td><p><strong>PHYSICAL EDUCATION TEACHER EDUCATION</strong></p></td>
<td><em>Gregory Caryk<br /></em></td>
</tr>
<tr>
<td><p><strong>PUBLIC HEALTH</strong></p></td>
<td><em>Emily Field</em></td>
</tr>
<tr>
<td><p><strong>RECREATION, THERAPEUDIC RECREATION, AND TOURISM</strong></p></td>
<td><p><em>Madison Ross</em></p></td>
</tr>
<tr>
<td><p><strong>SOCIAL WORK</strong></p></td>
<td><p><em>Nives Hannie</em></p></td>
</tr>
<tr>
<td><p><strong>SPORT MANAGEMENT</strong></p></td>
<td><p><em>Gabrielle Gare</em></p></td>
</tr></tbody></table>
</div>
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<h1>2023 School of Business and Management</h1>
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<h2>Outstanding Undergraduate Student</h2>
<p>The <strong>School of Business and Management Outstanding Undergraduate Student Award</strong> recognizes the accomplishments of an exemplary student. To qualify, a student must be a graduating senior and have a GPA of at least 3.75. The recipient also must display a strong willingness to improve their community by participating in worthwhile campus and local organizations. Through their accomplishments at the University, the individual will show great promise in the business professions. Moreover, their involvement in campus activities will predict that they will actively represent the ideals of the School and the University upon graduation.</p>
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<h3>Rachel Swick</h3>
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<p>Rachel Swick is completing her double major in finance and marketing with a minor in economics and a 3.92 GPA. She is an ACS Peer Tutor in advanced economics classes and a member of the Beta Gamma Sigma International Business Honor Society and Alpha Chi National Honor Society. She is a member and one-year treasurer of the Rotaract Club and a member of the Marketing Club. She is also the Social Media Manager of the SUNY Brockport Women’s Gymnastics Team, where she plans the social media content calendar, develops graphics showcasing the team, and increased followers by 25% during her first five months in the position. For the Brockport Junior Eagle Gymnastics Program, Rachel is the Social Media and Digital Marketing Communications Coordinator and a volunteer instructor in the sport. For the Brockport Junior Eagle Excel Program, she introduces physical activity and gymnastics to children with disabilities. She spent time as a Student Portfolio Manager for the SUNY Brockport Wade Student Managed Investment Fund, spent a summer as a marketing Intern for ActionCOACH Central Ohio, and is currently a marketing intern at Krile Communications. Rachel is a five-time President’s List recipient and a two-time Dean’s List with Honors recipient. She has received the WGCA Academic All-American Award (2022), the Robert J. and Nancy B. Marino Business Leadership Scholarship (2022), the Josh Silber Excellence Award (2022), and the Raymond C. Shaheen Award in Business. Upon graduation, Rachel plans to pursue a Master of Business Administration at Brockport and continue collegiate gymnastics. Following her graduate studies, she plans to work for and eventually open her own consulting firm to create marketing campaigns that increase revenue for companies.</p>
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<h2>Outstanding Graduate Student</h2>
<p>The <strong>School of Business and Management Outstanding Graduate Award</strong> recognizes the accomplishments of an exemplary student in the Master of Science in Accounting, Master of Business Administration, and Master of Public Administration programs. To qualify, a student must be completing a School of Business and Management graduate degree in the year they receive the award. Besides proving to be an outstanding student by achieving a GPA of at least 3.75, the award recipient will have displayed mastery of the program content, commitment to high ethical standards, and will demonstrate future dedication toward a career in academics, accounting, business, or public service.</p>
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<h3>Heather Bacchetta</h3>
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<p>Heather Bacchetta is completing her Master of Business Administration with a 3.89 GPA. She is a member of the Beta Gamma Sigma Honor Society. She has over 15 years of experience in medical device and pharmaceutical research, and she has worked for several medical device manufacturers as a Product Development Engineer before her promotion to her current position of Clinical Research Manager at Rochester Regional Health. She oversees the clinical research program at the Lipson Cancer Institute. In addition, Heather works to support the administration of the hematology and medical oncology fellowship program, hospice and palliative medicine fellowship program, and the cancer center accreditation with the American College of Surgeons Commission on Cancer. She spent two years as a Voluntary Associate Board Member of the American Cancer Society Rochester Chapter, supporting local events and fundraisers. Heather is a co-inventor of the Bioabsorbable Magnesium Knot Patent (no. 8,398,680) awarded in March 2013 and has co-authored four peer-reviewed publications in the <em>Innovation Journal</em> on cardiac surgery device research. After graduation, she plans to use her new knowledge and skills to be a better leader for her team, improve the business operations of her organization, and spearhead strategies toward the continued advancement of cancer research at the Lipson Cancer Institute. This will support her team’s expansion of research operations across their cancer center service line to serve their patients better. She previously completed her Bachelor of Science in Mechanical Engineering from The Watson School of Engineering at Binghamton University.</p>
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<h2>Departmental Scholar Awards</h2>
<p>The <strong>Departmental Scholar Awards</strong> that follow are presented in recognition of outstanding achievement within the academic majors. Although award criteria differ among departments, faculty from each academic major nominate and select the Departmental Scholar based on performance in the classroom, scholarly activity outside the classroom, and commitment to the discipline and/or profession.</p>
<h4>ACCOUNTING</h4>
<p><em>Allison Choate</em></p>
<h4>BUSINESS ADMINISTRATION</h4>
<p><em>Isabella Palermo</em></p>
<h4>FINANCE</h4>
<p><em>Abigail Allen</em></p>
<h4>MARKETING</h4>
<p><em>Heather Slawinski</em></p>
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<h1>2023 School of Arts and Sciences</h1>
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<h2>Outstanding Undergraduate Student</h2>
<p>The <strong>School of Arts & Sciences Outstanding Undergraduate Student Award</strong> recognizes the School’s top scholar. To qualify, a student must be a senior who has earned a minimum 3.5 GPA, exhibited a strong master of understanding/ performance element in their discipline, and demonstrated a significant service element related directly to their department or program.</p>
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<img width="360" height="456" alt="Grace Crow" data-caption="Grace Crow" src="/live/image/gid/192/width/360/height/456/9706_grace-crowe-honors-awards.rev.1681846400.jpg" loading="lazy" data-max-w="360" data-max-h="456"/>
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<h3>Grace Crow</h3>
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<p>Grace Crow is completing her double major in biochemistry and neuroscience, with a double minor in pre-professional health and psychology and a 3.99 GPA. She is a member of the Honors College, the Alpha Chi Honors Society, a Chemistry Lab Preparatory Assistant, and a Chemistry Teaching Assistant. Grace has received the Paul J. Kronthaler Memorial Prize in Chemistry, the Outstanding Scholar Award in Biochemistry and Neuroscience, and the Derek Hill Memorial Scholarship. She has a published research thesis entitled “The Influence of Osmolytes and Perchlorate on the Folding of Z-Nucleic Acid Helices.” Upon graduation, Grace will attend Ohio State University to get her PhD in Biochemistry.</p>
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<h2>Outstanding Graduate Student</h2>
<p>The <strong>School of Arts and Sciences Outstanding Graduate Award</strong> is presented to an outstanding graduate student who has completed or is completing a program of study within the School of Arts and Sciences in the academic year of nomination. The nominee must have a minimum GPA of 3.85 and significant scholarly activity in their field of study.</p>
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<img width="796" height="1194" alt="Bonnie Rose Thomson" data-caption="Bonnie Rose Thomson" src="/live/image/gid/192/width/796/height/1194/9663_bonnie-rose-thomson-honors-awards_1.rev.1681239710.jpg" title="bonnie-rose-thomson-honors-awards-2023" data-max-w="800" data-max-h="1200"/>
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<h3>Bonnie Rose Thomson</h3>
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<p>Bonnie Rose Thomson is completing her Master of Arts in Psychology with a clinical research emphasis and a 3.83 GPA. At Brockport, she has served as a graduate assistant for the Department of Psychology and the Office of Special Sessions and Programs, taught two sections of Statistics Lab for undergraduate students, and given guest lectures in several psychology courses, including Introductory Statistics for Psychology, Personal and Professional Development in Psychology, and Principles of Psychology. Bonnie received the Distinguished Professor Graduate Student Research Award a grant for her thesis entitled, “Family Structure and Discrepant Parenting as a Context for College Student Alcohol Consumption.” She has been involved in Dr. Abar’s Health Risk Behaviors Lab, collaborating on multiple research projects and co-authoring manuscripts. Additionally, Bonnie has worked with Dr. Forzano’s lab, providing statistical consultations and co-authoring manuscripts. After graduating, she will pursue a career as a clinician-scientist exploring risk, resiliency, and evidence-based interventions, emphasizing addressing mental health disparities for underserved populations. Bonnie previously received a Bachelor of Science in Psychology with a minor in child development from California Polytechnic State University (2021).</p>
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<p> </p>
<hr />
<h2>Departmental Scholar Awards</h2>
<p>The <strong>Departmental Scholar Awards</strong> that follow are presented in recognition of outstanding achievement within the academic majors. Although award criteria differ among departments, faculty from each academic major nominate and select the Departmental Scholar based on performance in the classroom, scholarly activity outside the classroom, and commitment to the discipline and/or profession.</p>
<table><tbody>
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<td><h4>DEPARTMENT</h4></td>
<td><h4>RECIPIENT</h4></td>
</tr>
<tr>
<td><p><strong>AFRICAN AND AFRICAN AMERICAN STUDIES</strong></p></td>
<td><p><em>Jabez Turner</em></p></td>
</tr>
<tr>
<td><strong>ANTHROPOLOGY</strong></td>
<td><em>Natalie Klein</em></td>
</tr>
<tr>
<td><p><strong>ART</strong></p></td>
<td><p><em>Caitlin Ashton</em></p></td>
</tr>
<tr>
<td><strong>BIOCHEMISTRY</strong></td>
<td><em>Grace Crowe</em></td>
</tr>
<tr>
<td><p><strong>BIOLOGY</strong></p></td>
<td><em>Mackenzie Drum</em></td>
</tr>
<tr>
<td><p><strong>CHEMISTRY</strong></p></td>
<td><em>Nathaniel Paddock</em></td>
</tr>
<tr>
<td><p><strong>COMMUNICATION</strong></p></td>
<td><em>Julia Lanning</em></td>
</tr>
<tr>
<td><p><strong>COMPUTER INFORMATION SYSTEMS</strong></p></td>
<td><em>Michael Hess</em></td>
</tr>
<tr>
<td><p><strong>COMPUTER SCIENCE</strong></p></td>
<td><em>Matthew Morgan</em></td>
</tr>
<tr>
<td><p><strong>CRIMINAL JUSTICE</strong></p></td>
<td><em>Sophia D. Siracuse</em></td>
</tr>
<tr>
<td><p><strong>DANCE</strong></p></td>
<td><p><em>Lily Wegerski</em></p></td>
</tr>
<tr>
<td><p><strong>EARTH SCIENCES: GEOLOGY</strong></p></td>
<td><p><em>Christiana DeLuca</em></p></td>
</tr>
<tr>
<td><p><strong>ENGLISH</strong></p></td>
<td><p><em>Jacob Snell</em></p></td>
</tr>
<tr>
<td><p><strong>ENVIRONMENTAL SCIENCE AND ECOLOGY</strong></p></td>
<td><p><em>Grace Dowdall</em></p></td>
</tr>
<tr>
<td><p><strong>HISTORY</strong></p></td>
<td><em>Sean Hinck</em></td>
</tr>
<tr>
<td><p><strong>INTERNATIONAL STUDIES</strong></p></td>
<td><p><em>Clara Rodriquez</em></p></td>
</tr>
<tr>
<td><p><strong>JOURNALISM AND BROADCASTING</strong></p></td>
<td><p><em>Lauren Higgins</em></p></td>
</tr>
<tr>
<td><p><strong>MATHEMATICS</strong></p></td>
<td><p><em>Don Michael Millar</em></p></td>
</tr>
<tr>
<td><p><strong>MODERN LANGUAGES AND CULTURES</strong></p></td>
<td><em>Edwin Serrano</em></td>
</tr>
<tr>
<td><p><strong>NEUROSCIENCE</strong></p></td>
<td><em>Grace Crowe</em></td>
</tr>
<tr>
<td><p><strong>PHILOSOPHY</strong></p></td>
<td><em>Qudus Bawa-allah</em></td>
</tr>
<tr>
<td><p><strong>PHYSICS</strong></p></td>
<td><em>Alexander Mesiti</em></td>
</tr>
<tr>
<td><p><strong>POLITICAL SCIENCE</strong></p></td>
<td><em>Jessica Shoemaker</em></td>
</tr>
<tr>
<td><p><strong>PSYCHOLOGY</strong></p></td>
<td><em>Jessica Shoemaker</em></td>
</tr>
<tr>
<td><p><strong>SOCIOLOGY</strong></p></td>
<td><em>Trevor Jonas</em></td>
</tr>
<tr>
<td><p><strong>THEATRE</strong></p></td>
<td><p><em>Julia Gullo</em></p></td>
</tr>
<tr>
<td><p><strong>WOMEN AND GENDER STUDIES</strong></p></td>
<td><p><em>Kylene Smith</em></p></td>
</tr></tbody></table>
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<h1>High-Impact Educational Practices</h1>
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<p class="leadin">The following is from <em>The LEAP Vision for Learning: Outcomes, Practices, Impact, and Employers’ Views</em>, Liberal Education and America’s Promise. 2009. Washington, DC: AAC&U. 18</p>
<hr />
<h3>First-Year Seminars and Experiences</h3>
<p>Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest- quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.</p>
<h3>Common Intellectual Experiences</h3>
<p>The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/ or required participation in a learning community (see below).These programs often combine broad themes-e.g., technology and society, global interdependence-with a variety of curricular and cocurricular options for students.</p>
<h3>Learning Communities</h3>
<p>The key goals for learning communities are to encourage integration of learning across courses and to involve students with “big questions” that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/ or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others feature service learning.</p>
<h3>Writing-Intensive Courses</h3>
<p>These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.</p>
<h3>Collaborative Assignments and Projects</h3>
<p>Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.</p>
<h3>Undergraduate Research</h3>
<p>Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines.With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research.The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.</p>
<h3>Diversity/Global Learning</h3>
<p>Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies- which may address U.S. diversity, world cultures, or both—-often explore ” difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/ or by study abroad.</p>
<h3>Service Learning, Community-Based Learning</h3>
<p>In these programs, field-based “experiential learning” with community partners is an instructional strategy- and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community.A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.</p>
<h3>Internships</h3>
<p>Internships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting-usually related to their career interests—and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.</p>
<h3>Capstone Courses and Projects</h3>
<p>Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of”best work,” or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well.</p>
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<h1>Excellence Pillar Goals 2017-06-26</h1>
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<h2 tabindex="-1">Excellence:</h2>
<h3 tabindex="-1">Goal 1: Leadership</h3>
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<h3 tabindex="-1">Goal 4: Instructional, Programmatic, and Administrative Operations</h3>
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<h1>Excellence Pillar Description 2017-06-26</h1>
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<h3 tabindex="-1">Excellence Foundational Principles:</h3>
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Essential to the mission of SUNY Brockport is to be the premier university education and experience for all members of the Brockport community, whether on or beyond the campus.
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A Brockport culture which uniformly aspires all to excellence is core to achieving this mission.
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Excellence is both expected and apparent in the ways Brockport students, faculty, staff, alumni, and leadership inclusively teach, learn, support, and care for and on behalf of the University.
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A culture of excellence is realized by engaging SUNY Brockport community in ways that recognize the critical nature of each member’s unique contribution, and the critical importance of their commitment to continuous learning and improvement.
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The success of each Brockport graduate and their long-term affinity with The University affirms that a culture of excellence is routinely achieved rather than solely aspired.
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<h1>Strategic Planning Minutes 2016-08-31</h1>
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<h2 tabindex="-1">8:00-9:30 a.m. ~ 220 Seymour Union</h2>
<p tabindex="-1">Present: Sharon Allen, Steve Ireland, Megan Obourn, Mike Andriatch, Heidi Macpherson - Chair, Julie Pruss, Devin Bonner, Jose Maliekal, Laurie Smith - Staff, Frances Dearing, Dave Mihalyov, Karen Webber Greg Garvey, Mark Noll, James (Beau) Willis, Jim Haynes – Vice Chair, Cherise Oakley, Katy Wilson, Arielle Ingrassia</p>
<p tabindex="-1">Guests Present: Megan Asbeck - Presenter, Janet Roy - Presenter, Ralph Trecartin</p>
<p tabindex="-1">Members Absent: Sara Kelly</p>
<h3 tabindex="-1">Introduction of New Members: Mike Andriatch, Devin Bonner, Jim Haynes, Dave Mihalyov, Mark Noll, and Megan Obourn</h3>
<p tabindex="-1">Dr. Macpherson stated the SPC has expanded as we are utilizing sub-committees for development of our pillars and our Mission, Vision, and Values statements.</p>
<ul tabindex="-1">
<li tabindex="-1">
Mike Andriatch will co-lead the Community pillar with Sharon Allen.
</li>
<li tabindex="-1">
Devin Bonner is BSG President this year.
</li>
<li tabindex="-1">
Jim Haynes is our new interim Provost and will co-lead the Excellence pillar with Karen Webber.
</li>
<li tabindex="-1">
Dave Mihalyov and Mark Noll will co-lead the Mission Vision Values work.
</li>
<li tabindex="-1">
Megan Obourn is our new interim Chief Diversity Officer.
</li>
</ul>
<p tabindex="-1"> </p>
<h3 tabindex="-1">Website update from: Janet Roy, Megan Asbeck, and Frances Dearing</h3>
<p tabindex="-1">Ms. Roy and Ms. Asbeck walked us through visuals of the revised draft SPC web pages, housed under the “About” tab at the top of the College’s main website page. Features include: icons to access each pillar, a link to the last town hall meeting video, draft mission statement, link to a new timeline feature, and a comment section at the bottom of the page.</p>
<ul tabindex="-1">
<li tabindex="-1">
The draft Mission Statement section shows the current and proposed statements, along with the feedback information from the poll that ended 5/31/16: overall rating by respondents, total number of respondents, a pdf report summary of comments, and a callout sampling of quotes & comments.
<ul tabindex="-1">
<li tabindex="-1">
Suggestion: Make the callout comments “move” so they catch the eye, encouraging more folks to comment.
</li>
</ul>
</li>
<li tabindex="-1">
The [new] Timeline of SPC meetings, events, and milestones with descriptions
<ul tabindex="-1">
<li tabindex="-1">
Suggestion: Add more content/text to each meeting date so one can easily see, while scrolling, the topics discussed at each meeting (i.e. which pillar)
</li>
<li tabindex="-1">
Dr. Haynes stated this would be great to share with the Middle States representative during his visit to our campus on 10/13/16.
</li>
</ul>
</li>
<li tabindex="-1">
The Pillar pages will each contain and informative video, summary, and feedback link
</li>
<li tabindex="-1">
The Related Resources section will contain Middle States information, etc.
</li>
<li tabindex="-1">
The Strategic Planning Archive section will house the minutes, etc.
<ul tabindex="-1">
<li tabindex="-1">
Ms. Dearing added we need to include the previous strategic plan here, too.
</li>
</ul>
</li>
</ul>
<p tabindex="-1"> </p>
<p tabindex="-1">Dr. Macpherson stated there will be a Daily Eagle announcement for encourage further SPC website comments and feedback.</p>
<p tabindex="-1">Dr. Haynes would like the SPC website more prominent than just in the “About” section of the College website. Ms. Roy responded they can make a more prominent section within the About page for SPC, as we agree this is the best location, along with the history and leadership of the college located here, etc.</p>
<h3 tabindex="-1">Review of the last meeting notes – May 18, 2016</h3>
<p tabindex="-1">Although the Pillar Polls (noted on page 1, item 2) have not yet started, there were no objections to the meeting notes and so they were approved.</p>
<h3 tabindex="-1">Review of the year and changes to the format of the committee work</h3>
<p tabindex="-1">Dr. Macpherson stated enrollment is up! And 40-45 senior citizens are auditing classes this year, up from eight to nine.</p>
<p tabindex="-1">Review of Strategic Planning: Next Steps (in the meeting packet)</p>
<ul tabindex="-1">
<li tabindex="-1">
As the pillar work will take longer than originally planned, subcommittees were formed for each pillar, as well as for Mission, Vision, and Values.
</li>
<li tabindex="-1">
The SPC will meet every two weeks now, instead of weekly.
</li>
</ul>
<p tabindex="-1"> </p>
<p tabindex="-1">Review of Charge to the Strategic Planning Committee, February 2016 (in the meeting packet)</p>
<ul tabindex="-1">
<li tabindex="-1">
Reviewed the charge for the new Subcommittee on Mission, Vision, and Values, as well as for the Subcommittees on Pillars; the latter can be added to by each Subcommittee
<ul tabindex="-1">
<li tabindex="-1">
Dr. Maliekal inquired how connectivity between the different subcommittees will be handled regarding input or overlap.
<ul tabindex="-1">
<li tabindex="-1">
Dr. Macpherson responded this would be handled during the bi-weekly SPC meetings.
</li>
</ul>
</li>
</ul>
</li>
</ul>
<p tabindex="-1"> </p>
<p tabindex="-1">Website Questions draft – handed out during meeting</p>
<ul tabindex="-1">
<li tabindex="-1">
Note the cohesiveness of the feedback questions
</li>
</ul>
<p tabindex="-1"> </p>
<h3 tabindex="-1">Subcommittees – Pillar Leaders to disseminate information on membership, timing of meetings, etc</h3>
<p tabindex="-1"> </p>
<ol tabindex="-1" type="a">
<li tabindex="-1">
Community – Sharon Allen and Mike Andriatch
</li>
<li tabindex="-1">
Engagement – Frances Dearing and Katy Wilson
</li>
<li tabindex="-1">
Excellence – Jim Haynes and Karen Webber
</li>
<li tabindex="-1">
Transformation – Beau Willis and Jose Maliekal
</li>
<li tabindex="-1">
Mission, Vision, & Values – Dave Mihalyov and Mark Noll
</li>
</ol>
<p tabindex="-1"> </p>
<p tabindex="-1">The subcommittees will meet bi-weekly, on opposite weeks from the SPC. The full list of subcommittee members, meeting days, times, and locations is attached, courtesy of Ms. Pruss.</p>
<p tabindex="-1">Dr. Macpherson stated the subcommittee leaders are free to invite her to some of their subcommittee meetings, for input, as desired.</p>
<h3 tabindex="-1">Next Steps</h3>
<p tabindex="-1">Dr. Macpherson stated subcommittee work is to be accomplished by the beginning of our next fiscal year, so it is expected that the majority of the work should be completed this semester, to allow for Spring Semester review and consultations.</p>
<h3 tabindex="-1">The meeting adjourned at 9:12 a.m.</h3>
<h3 tabindex="-1">Next meeting: Wednesday, 9/14/16 @ 8:00 a.m. in 220 Seymour Union</h3>
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<td tabindex="-1">1/19/2017</td>
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<td tabindex="-1">1/26/2017</td>
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<td tabindex="-1">2/24/2017</td>
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<td tabindex="-1">3/1/2017</td>
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<td tabindex="-1">3/31/2017</td>
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<h1>Engagement Pillar Description 2016-10-27</h1>
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<h3 tabindex="-1">General:</h3>
<p tabindex="-1">Engagement is described as behaviors that fulfill our individual and collective obligation to offer meaningful and intentional learning opportunities that promote intellectual, professional and interpersonal development. The impact of these experiences contributes to the achievement of learning outcomes, scholarly accomplishments, professional growth, and quality of place. Such engagement contributes to the development and maintenance of our collaborative, inclusive community based on reciprocal relationships within and outside the classroom.</p>
<h3 tabindex="-1">HIPs & CHIPs:</h3>
<p tabindex="-1">Faculty and staff are committed to an enriched learning environment shaped by conditions and experiences that foster engagement across the entire university community. The University employs evidence-based strategies, such as high impact practices (HIPs) that provide “substantial educational benefits” to students. HIPs are defined and recognized nationally by the Association of American Colleges & Universities as effective and impactful practices in the curriculum. Co-curricular high impact practices have been defined institutionally and developed based on national best practices. These efforts are complemented by the SUNY Applied Learning Initiatives as well as effective support systems that engage students from recruitment to graduation and beyond.</p>
<h3 tabindex="-1">Professional Growth & Service:</h3>
<p tabindex="-1">Engagement in scholarship, professional development, certificate programs, and training demonstrates an investment in the growth and achievement of faculty and staff, who in turn provide a high quality environment for our students. The University will promote and celebrate involvement in local, regional, national and international communities demonstrating our commitment to leadership, civic engagement and global awareness.</p>
<h3 tabindex="-1">Equity, Diversity & Inclusion:</h3>
<p tabindex="-1">Promoting a culture of engagement across the divisions, departments and disciplines complements the University’s goals to build a more inclusive campus community. Faculty, staff and students will partner to advance goals related to inclusion, creating an environment where all members of our community are respected, valued and included.</p>
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<h1>Engagement Pillar Draft 2016-10-27</h1>
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<h1>Engagement Pillar Goals 2016</h1>
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<h1>The Triple Bottom Line (TBL)</h1>
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<h3 tabindex="-1">Framework For Goals, Objectives, Strategies & Metrics</h3>
<p tabindex="-1">Evaluates institutional performance in three areas: social, environmental (or ecological) and financial. <strong tabindex="-1">people, planet</strong> and <strong tabindex="-1">profit (public good)</strong></p>
<p tabindex="-1"><strong tabindex="-1">People</strong> — A Great University at Which to Learns and Work acknowledges that People are our most important assets.</p>
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<span>“Policy-makers use TBL sustainability assessment frameworks to decide which actions they should or should not take to make society more sustainable. Policy-makers want to know the cause and effect relationship between actions—projects or policies—and whether the results move society toward or away from sustainability.”</span>
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<h3 tabindex="-1">The Brockport Experience<br tabindex="-1" />A Transformational Framework</h3>
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Great University at Which to Learn and Work
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Engaged Campus – “A Better Brockport for a Better World”
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<h1>Transformation Pillar Goals and Measures of Success</h1>
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<li tabindex="-1">
To be a Great University at which to Learn and Work
<ol tabindex="-1" type="a">
<li tabindex="-1">
Achieve Chronicle of Higher Education recognition as a Great University to Work For (2022)
</li>
<li tabindex="-1">
Achieve Appropriate Benchmarks (e.g. top quartile) for Princeton Review, NSSE, and/or FSSE surveys
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</li>
<li tabindex="-1">
To be an Community Engagement Campus “A better Brockport for a better Village… …a better Brockport for a better World”
<ol tabindex="-1" type="a">
<li tabindex="-1">
Achieve Carnegie Foundation Designation as a Community Engagement College (2020)
</li>
</ol>
</li>
<li tabindex="-1">
To be Instructionally Sustainable for the 21st Century
<ol tabindex="-1" type="a">
<li tabindex="-1">
Achieve STARS (Sustainability Tracking, Assessment & Rating System ratings of Bronze (2018), Silver (2020) and Gold (2022)
</li>
<li tabindex="-1">
Achieve Middle States Criterial (best of class) for Fiscal and Operational Sustainability
</li>
</ol>
</li>
<li tabindex="-1">
To be a Great University at which to Work
<ol tabindex="-1" type="a">
<li tabindex="-1">
A campus with a healthy campus climate and a culture of excellence
</li>
<li tabindex="-1">
Employees have pride, enjoy working, and have trust in the institution
</li>
<li tabindex="-1">
Faculty and staff are engaged resulting in stronger performance, reduced turnover, and higher customer satisfaction (e.g., students, internal clients, and the external public).
</li>
</ol>
</li>
<li tabindex="-1">
At the heart of being a Great Place to Work is confidence and trust in the institution
<ol tabindex="-1" type="a">
<li tabindex="-1">
Work environments having trust at their foundation are ripe for innovation, agility, resilience, and efficiency
</li>
</ol>
</li>
</ol>
<p tabindex="-1"> </p>
<h3 tabindex="-1">Strategy Development:</h3>
<p tabindex="-1">Current campus planning efforts and other Strategic Pillar goals / strategies map to The Brockport Experience Transformation:</p>
<p tabindex="-1">Transformation goal strategies are to be developed by:</p>
<p tabindex="-1"> </p>
<ol tabindex="-1">
<li tabindex="-1">
Cross-walking existing campus plans to Transformation Pillar goals (e.g. Accessibility is a both a FaMP and Diversity Plan objective that would directly feed into Great University to Work and measures of student satisfaction).
</li>
<li tabindex="-1">
Map Excellence, Engagement, and Community Pillar strategies to specific Transformation Pillar goals (e.g. Community Pillar – Engagement with Brockport and Rochester Communities)
</li>
<li tabindex="-1">
Perform a gap-analysis on each Transformation Pillar goal to identify areas requiring strategies (e.g. Economic Development Plan / Strategy for A Better Brockport for a Better… and Carnegie Engaged College designation).
</li>
</ol>
<p tabindex="-1"> </p>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Goal</th>
<th tabindex="-1">Measures</th>
<th tabindex="-1">Strategies</th>
<th tabindex="-1">Activity/Metric</th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">To be a Great University at Which to Work and Learn</td>
<td tabindex="-1">Achieve the designation as a Great University at which to work designation by the Chronicle of Higher Education (2022)<br tabindex="-1" />Achieve the designation as a Great University at Which to Learn</td>
<td tabindex="-1">EDI Plan<br tabindex="-1" />Physical Master Plan (FaMP)<br tabindex="-1" />Human Resource Transformation<br tabindex="-1" />Great Place to Work Strategy<br tabindex="-1" /><br tabindex="-1" />Excellence Pillar Goals/Strategies<br tabindex="-1" />Engagement Pillar Goals<br tabindex="-1" />Physical Master Plan (FaMP)<br tabindex="-1" />Strategic Plan for Undergraduate Education</td>
<td tabindex="-1"> </td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">To be a Community Engaged University</td>
<td tabindex="-1">Achieve Carnegie Foundation Designation as a Community Engagement University.</td>
<td tabindex="-1">Community Pillar Goals / Strategies<br tabindex="-1" />Engagement Pillar Goals / Strategies<br tabindex="-1" />Economic and Community Development Plan</td>
<td tabindex="-1"> </td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">To be Institutionally Sustainable</td>
<td tabindex="-1">Achieve STARS ratings of Bronze (2018), Silver (2020)m Gold (2022)<br tabindex="-1" />Achieve Middle States Criteria (best of class) for Fiscal and Operational Sustainability</td>
<td tabindex="-1">Physical Master Plan (FaMP) Energy Master Plan (EO-88) Sustainability Plan<br tabindex="-1" /><br tabindex="-1" />Administrative Transformation Road Map</td>
<td tabindex="-1"> </td>
</tr></tbody></table>
<p tabindex="-1"> </p>
<p tabindex="-1"> </p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Goal</th>
<th tabindex="-1">Measures</th>
<th tabindex="-1">Activity Metric</th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">To be Institutionally Sustainable</td>
<td tabindex="-1">Achieve Bronze STARS (2018)<br tabindex="-1" />Achieve Silver STARS (2020)<br tabindex="-1" />Achieve Gold STARS (2022)</td>
<td tabindex="-1"><ol tabindex="-1" type="a">
<li tabindex="-1">
Charge a Sustainability Committee to perform a STARS gap analysis (academics, engagement, operations, and planning & administration) and develop a Sustainability Plan:
<ol tabindex="-1">
<li tabindex="-1">
Conduct greenhouse gas (GHC) inventory and reduction plan.
</li>
<li tabindex="-1">
Energy use master strategy to reduce building energy use, including EO-88.
</li>
<li tabindex="-1">
Conduct an inventory of sustainability course offerings.
</li>
<li tabindex="-1">
Support and reward faculty for incorporating sustainability learning outcomes in courses.
</li>
<li tabindex="-1">
Expand “Eco-reps” programs that engage students to serve as educators in peer-to-peer sustainability outreach.
</li>
<li tabindex="-1">
Establish sustainability planning that includes climate action plan, among other things.
</li>
</ol>
</li></ol></td>
</tr></tbody></table>
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<h1>Transformation Pillar Goals</h1>
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<h2 tabindex="-1">The Brockport Experience: A Transformational Framework</h2>
<p tabindex="-1">The daily operations and activities of the University resulting from institution, division, and unit planning, priorities and actions, gives rise to one’s experience at the University. These efforts should reinforce the other, as they strengthen the whole becomes greater than the sum of the parts. The Brockport Experience gains clarity.</p>
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To be a Great University at which to Learn and Work
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To be an Engaged Campus “A better a Brockport for a better Village… …a better Brockport for a better World”
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<h3 tabindex="-1">Are the scaffolding by which this is accomplished.</h3>
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<h1>Cabinet response to IEAC Spring 2014</h1>
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<h3 tabindex="-1">1.1 Increase service learning within the curriculum</h3>
<p tabindex="-1">The IEL is overseeing the HIP Hoc committee. Deliverable to the next provost will report status and recommended next steps. We disagree that it has not been identified as a priority within Academic Affairs. There was a HIP proposal to Senate in AY 12-13, the creation of the HIP AACU team, and now the HIP Hoc committee. The NSSE ’14 survey will also inform our work. Service learning embedded within courses does not generally require staff and financial resources beyond the individual faculty time.</p>
<h3 tabindex="-1">2.1 Implement a cohesive and intentional GEP</h3>
<p tabindex="-1">The goal should be re-written as the GEP PPR suggested that we have a cohesive and intentional GEP. Instead, the GE team is working to enhance the centrality of the GE SLOs to the campus, specifically as it relates to the GE courses, as it relates as a foundation to the majors and as they are extended as SLOs into the majors. The GE team will deliver results and recommendations to the next provost. The hope is that they will suggest communicating the GE SLOs, internally and externally, as central to the foundational, GE courses, and the advanced, upper division major courses. Perhaps with assessment at the completion of the GE course, and assessment in the senior year, expecting the majors to extend the GE SLOs to an advanced level. Curriculum mapping of the GE SLOs might occur within each major as taught and with a sophomore and senior assessment plan.</p>
<h3 tabindex="-1">2.2 Increase programmatic accreditation where available.</h3>
<p tabindex="-1">This goal should be reworded to maintain programmatic accreditation and seek programmatic accreditation where available.</p>
<p tabindex="-1">This goal is well known. There should be an inventory of where are they available against where we have or have not achieved such accreditation, against which goals and timetables can be set. Resources have been identified.</p>
<h3 tabindex="-1">3.1 Increase student involvement in faculty scholarship</h3>
<p tabindex="-1">Graduate Education and Scholarship may have limited impact. Instead, DSI emphasis for scholarship involving students should be implemented.</p>
<h3 tabindex="-1">3.2 Incorporate HIPs into curriculum.</h3>
<p tabindex="-1">HIPs are robust and the HIP Hoc committee will report 7/1/14. Resource allocation may not be an issue if in fact few seniors are not reaching the 2 HIP goal.</p>
<h3 tabindex="-1">4.2 ASC.</h3>
<p tabindex="-1">Moving along appropriately in an alternate, perhaps better, location: Brown.</p>
<h3 tabindex="-1">4.3 IEL Full scale launch.</h3>
<p tabindex="-1">This goal may be refined after the HIP Hoc Committee reports 7/1/14.</p>
<h3 tabindex="-1">4.4 Diversity</h3>
<p tabindex="-1">Students: Campus climate survey may inform retention efforts. International enrollment assessment should be assessed after 3-5 years, as reported to the BRC.</p>
<p tabindex="-1">Faculty/Staff: HR may take the lead. For faculty, guidance and leadership to chairs and search committees on the importance and specific processes in place to move the dial.</p>
<h3 tabindex="-1">7.1 Increase partnerships with K-12 schools</h3>
<p tabindex="-1">This goal should be reworded to be “Enhance partnerships….” because we don’t necessarily need more, we need better, richer experiences for our candidates and for P- 12 students.</p>
<p tabindex="-1">The funding received to send a team, including representatives from PUC charter schools, Brockport Central, and RCSD along with Campus representatives to the NAPDS conference will enhance the experience for our candidates.</p>
<p tabindex="-1">Greater involvement in Roc the Future will enhance the P-12 outcomes.</p>
<h3 tabindex="-1">7.2 Increase partnerships with regional businesses</h3>
<p tabindex="-1">The IEAC recommends that the SOBAE Dean and Director of Career services share this responsibility. This is implied in the bullet points but can be made more explicit.</p>
<h3 tabindex="-1">Global Measurable Outcomes</h3>
<p tabindex="-1">We agree with the IEAC’s recommendations that the Retention Rates and Graduation Rates outlined in the Strategic Plan need to be revised and that the IEAC should charge the Enrollment Management Committee.</p>
<p tabindex="-1">Also, a review of Aspirant Peers should be undertaken by the Institutional Research and Planning and IEAC and recommendations made to Cabinet.</p>
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<h1>Community Pillar Draft Definition</h1>
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<h1>Community Pillar Core Concepts 2016-10-13</h1>
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<h3 tabindex="-1">What is our central Identity as a Community?</h3>
<p tabindex="-1">At core, we are an academic institution, committed to providing an exemplary undergraduate and graduate education through integrated liberal arts and professional programs.</p>
<h3 tabindex="-1">Who are the Constituents of our Community?</h3>
<p tabindex="-1">We are a culturally diverse, continually developing body of undergraduate and graduate students, alumni, teaching faculty, professional and operational staff</p>
<h3 tabindex="-1">What is the Character of our Community?</h3>
<p tabindex="-1">We are committed to excellence in every aspect of teaching, scholarship, and service, both within and beyond the bounds of our University Community. That is, we are dedicated to a culture of continual development through collaborative, critically informed, creatively innovative, disciplined, reflective, integrated learning, refining the knowledge and skills of students, faculty and staff within a diverse, inclusive, nurturing environment. Further, we recognize the essential ways in which every member of the institution contributes to creating and sustaining a physical, psychological, and intellectual environment conducive to excellence in teaching and learning, advancement in the arts and professions, and responsible civic engagement.</p>
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<p tabindex="-1">Collectively scholarly, creative, and professional, we are culturally, ideologically, disciplinarily and operationally diverse and interdependent. We cultivate a culture of inclusivity, nurture, respect, dialogue, safety, sustainability, and resilience.</p>
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<h1>Community Pillar Draft Goals</h1>
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equity, diversity and inclusion within the University,
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interdisciplinary dialogue and collaboration across Departments and Divisions,
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engagement with Brockport and greater Rochester communities,
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<li> <a href="/support/institutional-assessment/">Institutional Assessment</a></li><li> <a href="/support/institutional-assessment/edtpa-resources/">edTPA Resources</a></li>
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<h1>edTPA Resources</h1>
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<h3>Getting Started</h3>
<p><a class="go" href="http://edtpa.aacte.org/resources/candidate-to-candidate-reflections-on-taking-edtpa" target="_blank" rel="noopener">Candidate Reflections on the edTPA</a></p>
<p><a class="download file file_4163 lw_files_pdf" title="10 Tips for edTPA Success - Education Week Teacher.pdf" href="/live/files/4163-10-tips-for-edtpa-success-education-week" target="_blank" rel="noopener">10 Tips for edTPA Success - Education Week Teacher (pdf)</a></p>
<h3>Permission Forms</h3>
<p><a class="download file file_4143 lw_files_pdf" title="edtpa_parent_permission_fall_2018.pdf" href="/live/files/4143-edtpaparentpermissionfall2018pdf" target="_blank" rel="noopener">PEU edTPA Video Permission Letter (pdf)</a></p>
<p><a class="download file file_4145 lw_files_pdf" title="EdTPA-Video-Release-Spanish.pdf" href="/live/files/4145-edtpa-video-release-spanishpdf" target="_blank" rel="noopener">PEU edTPA Video Permission Letter in Spanish (pdf)</a></p>
<p><a class="download file file_4168 lw_files_document" title="adult permission letter _spring_2015.docx" href="/live/files/4168-adult-permission-letter-spring2015docx" target="_blank" rel="noopener">Adult Permission Letter (word document)</a></p>
<p><a class="download file file_4152 lw_files_pdf" title="PEU_edTPA_Borrowed_Equipment_Agreement.pdf" href="/live/files/4152-peuedtpaborrowedequipmentagreementpdf" target="_blank" rel="noopener">Borrowed Equipment Agreement Form (pdf)</a></p>
<p><a class="download file file_4239 lw_files_document" title="Guidelines for Candidate Use of edTPA Videos.docx" href="/live/files/4239-guidelines-for-candidate-use-of-edtpa-videosdocx" target="_blank" rel="noopener">Guidelines for Candidate Use of edTPA Videos (word document)</a></p>
<h3>edTPA Planning Tools</h3>
<h4>PHYSICAL EDUCATION CANDIDATES</h4>
<p><a class="download file file_7206 lw_files_pdf" title="phed_edtpa_files_checklist_2018.pdf" href="/live/files/7206-phededtpafileschecklist2018pdf" target="_blank" rel="noopener">Check-off List for Submitting to your College Supervisor (pdf)</a></p>
<p><a class="download file file_7207 lw_files_pdf" title="phed_submit_edtpa_checklist_2018.pdf" href="/live/files/7207-phedsubmitedtpachecklist2018pdf" target="_blank" rel="noopener">Check-off List for Submitting to Pearson (pdf)</a></p>
<h4>EDUCATION AND HUMAN DEVELOPMENT CANDIDATES</h4>
<p><a class="download file file_4227 lw_files_document" title="edTPA_LPT.docx" href="/live/files/4227-edtpalptdocx" target="_blank" rel="noopener">Brockport edTPA Lesson Plan Template (word document)</a></p>
<p><a class="go" href="https://iris.peabody.vanderbilt.edu/resources/ebp_summaries/" target="_blank" rel="noopener">IRIS Evidence-Based Practice Summaries Resource</a></p>
<p><a class="download file file_4255 lw_files_pdf" title="uploading-files2.pdf" href="/live/files/4255-uploading-files2pdf" target="_blank" rel="noopener">Labeling, Configuring and Uploading edTPA files for Tk20 (pdf)</a></p>
<p><a class="download file file_4158 lw_files_document" title="SubmitChecklist.docx" href="/live/files/4158-submitchecklistdocx" target="_blank" rel="noopener">Checklist for Getting Ready to Submit edTPA to Pearson (word document)</a></p>
<p><a class="download file file_4154 lw_files_pdf" title="resources-evidence-based practice.pdf" href="/live/files/4154-resources-evidence-based-practicepdf" target="_blank" rel="noopener">Resources for Evidence-Based Practice (pdf)</a></p>
<h4>CHECKLISTS</h4>
<p><a class="download file file_4162 lw_files_document" title="edTPA Elementary Education Checklist.docx" href="/live/files/4162-edtpa-elementary-education-checklistdocx" target="_blank" rel="noopener">edTPA Elementary Education (word document)</a></p>
<p><a class="download file file_4136 lw_files_document" title="edTPA Secondary English.docx" href="/live/files/4136-edtpa-secondary-englishdocx" target="_blank" rel="noopener">edTPA Secondary English (word document)</a></p>
<p><a class="download file file_4137 lw_files_document" title="edTPA Secondary History .docx" href="/live/files/4137-edtpa-secondary-history-docx" target="_blank" rel="noopener">edTPA Secondary History (word document)</a></p>
<p><a class="download file file_4138 lw_files_document" title="edTPA Secondary Mathematics.docx" href="/live/files/4138-edtpa-secondary-mathematicsdocx" target="_blank" rel="noopener">edTPA Secondary Math (word document)</a></p>
<p><a class="download file file_4139 lw_files_document" title="edTPA Secondary Science.docx" href="/live/files/4139-edtpa-secondary-sciencedocx" target="_blank" rel="noopener">edTPA Secondary Science (word document</a></p>
<p><a class="download file file_4141 lw_files_document" title="edTPA World Language.docx" href="/live/files/4141-edtpa-world-languagedocx" target="_blank" rel="noopener">edTPA World Language (word document)</a></p>
<h3>Academic Language Guidance</h3>
<p><a class="download file file_4181 lw_files_pdf" title="4-1. webcast1005-academic_lang.pdf" href="/live/files/4181-4-1-webcast1005-academiclangpdf" target="_blank" rel="noopener">Academic Language Functions Chart (pdf)</a></p>
<p><a class="download file file_4165 lw_files_pdf" title="1028_ACADEMIC-LANGUAGE-FUNCTION-Otay-Ranch-High.pdf" href="/live/files/4165-1028academic-language-function-otay-ranch-highpdf" target="_blank" rel="noopener">Academic Language Function Toolkit (pdf)</a></p>
<p><a class="download file file_4208 lw_files_pdf" title="bloom_ec.pdf" href="/live/files/4208-bloomecpdf" target="_blank" rel="noopener">Bloom’s Taxonomy Expanded Chart (pdf)</a></p>
<h3>edTPA Resources for School-Based Teacher Educators</h3>
<p><a class="download file file_4178 lw_files_document" title="The edTPA and Your Student Teaching Candidate.doc" href="/live/files/4178-the-edtpa-and-your-student-teaching-candidatedoc" target="_blank" rel="noopener">The edTPA and Your Student Teaching Candidate (word document)</a></p>
<p><a class="download file file_4172 lw_files_pdf" title="edTPA provides support.pdf" href="/live/files/4172-edtpa-provides-supportpdf" target="_blank" rel="noopener">edTPA Provides Support (pdf)</a></p>
<p><a class="download file file_4173 lw_files_pdf" title="edTPA teachers who support.pdf" href="/live/files/4173-edtpa-teachers-who-supportpdf" target="_blank" rel="noopener">edTPA Teachers who Support (pdf)</a></p>
<p><a class="download file file_4169 lw_files_pdf" title="Correlation of edTPA and APPR.pdf" href="/live/files/4169-correlation-of-edtpa-and-apprpdf" target="_blank" rel="noopener">edTPA/APPR Crosswalk (pdf)</a></p>
<p><a class="go" href="https://www.teachingquality.org/5-edtpa-tips-for-cooperating-teachers/" target="_blank" rel="noopener">5 edTPA Tips for Cooperating Teachers</a></p>
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<h2 tabindex="-1">Congress to Campus</h2>
<h3 tabindex="-1">Former Members of Congress to Visit SUNY Brockport</h3>
<p tabindex="-1">On September 26-28, two former Members of the United States Congress, the Honorable Orval Hansen (R-ID, 1969-1975) and the Honorable Andy Jacobs (D-IN, 1965-73, 1975-97) will visit SUNY Brockport as part of the Congress to Campus Program. The Congress to Campus Program was founded by the U.S. Association of Former Members of Congress in 1976 with the goal of introducing students and others in college communities to individuals with firsthand knowledge of our representative democracy and a life dedicated to public service. The program continues as collaboration between the Association of Former Members, the Stennis Center for Public Service, and the Center for Democracy and Citizenship. Each year, the program sends bipartisan pairs of former Members of Congress - one Democrat and one Republican - to visit college campuses around the country. The former members spend about one and a half days on campus conducting classes, holding community forums, meeting informally with students and faculty, visiting high schools and civic organizations, and doing interviews and talk show appearances with local press and media.</p>
<p tabindex="-1">The Congress to Campus program fits perfectly within the objectives of the American Democracy Project as it personalizes those individuals who perform a crucial role in the federal government. The program is especially designed to reach out to students who feel alienated and distant from their government. It is a crucial part of the program’s mission to help close the civic learning and engagement deficit among the county’s college-age young people. Congress to Campus also hopes to inspire some students to enter a career in public service. The program’s benefits are stated nicely by a professor who hosted a visit to Northern Arizona University, “The students have been unanimous in expressing both their appreciation and how much they learned. For most of them, seeing a ‘real live’ member of Congress is something they would never experience, and the exposure they received at NAU will stay with them for a long time.”</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/american-democracy-project/">American Democracy Project</a></li><li> <a href="/academics/american-democracy-project/kickoff/">Kickoff</a></li><li> <a href="/academics/american-democracy-project/kickoff/agenda/">Agenda</a></li>
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<h1>Agenda</h1>
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<th>10 am-Noon</th>
<th>First Plenary Session</th>
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<td>10 am</td>
<td>Welcome: Dr. Timothy J. Flanagan, Vice President of Academic Affairs and Provost</td>
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<td>10:05 am</td>
<td>Introduction: Dr. Paul Yu, President</td>
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<td>10:10 am</td>
<td><em>The American Democracy Project: A National Perspective,</em> Dr. George Mehaffy, Vice President, Academic Leadership and Change, American Association of State Colleges and Universities (AASCU)</td>
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<td>10:50 am</td>
<td>Q/A with Dr. Mehaffy</td>
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<td>11:10 am</td>
<td><em>Getting Started with the American Democracy Project: A Regional Perspective,</em> Brief updates from SUNY campuses (three minutes each)
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<li>
SUNY Brockport
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<li>
SUNY College at Buffalo
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<li>
SUNY College at Cortland
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SUNY College at Fredonia
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SUNY College at Geneseo
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SUNY College at Oneonta
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<td>11:45 am</td>
<td><em>An Innovative Partnership: The New York Times,</em> Kevin Cappallo</td>
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<td>Noon</td>
<td>
Working Lunch: <em>The American Democracy Project and Strategic Opportunities</em>
<p>Opportunities to learn from one another. Participants select one of the nine topics below and join colleagues in addressing prepared questions. Summaries of ideas will be shared with the AASCU membership (178 institutions) participating in the American Democracy Project.</p>
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<a href="/academics/american_democracy_project/kickoff/response.html#one">The First Year Experience</a>
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<a href="/academics/american_democracy_project/kickoff/response.html#two">General Education</a>
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<a href="/academics/american_democracy_project/kickoff/response.html#three">Faculty Development</a>
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<a href="/academics/american_democracy_project/kickoff/response.html#four">The 2004 National Elections</a>
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<a href="/academics/american_democracy_project/kickoff/response.html#five">Campus Culture and Institutional Intentionality</a>
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<td>1-2 pm</td>
<td><h4>SECOND PLENARY SESSION</h4></td>
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<td>1:10 pm</td>
<td>Key Findings: Brief summaries of each discussion topic (3 minutes each)</td>
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<td>1:40 pm</td>
<td>Summary: Dr. George Mehaffy</td>
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<td>2 pm</td>
<td>Adjourn</td>
</tr></tbody></table>
<h2>Colloquium Leader</h2>
<h3>George L. Mehaffy Vice President for Academic Leadership and Change American Association of State Colleges and Universities</h3>
<p>George Mehaffy currently serves as the Vice President for Academic Leadership and Change at the American Association of State Colleges and Universities. His division is responsible for a number of special programs and projects for AASCU presidents in the areas of teacher education, technology, and international education. His division also organizes and directs two national conferences annually for AASCU chief academic officers, as well as managing and directing leadership programs and special projects.</p>
<p>Prior to coming to AASCU, Mehaffy served for five years as the Vice President for Academic Affairs at Eastern New Mexico University (ENMU). During his tenure there, he initiated a university-wide focus on the use of technology in teaching and greatly expanded the distance education program. For that work, in l997 Eastern was awarded the Pew Leadership Award for the Renewal of Undergraduate Education, with an unrestricted gift of $ 250,000. He also implemented a Freshman Year program that resulted in significant improvements in recruiting and retention.</p>
<p>Before coming to Eastern, Mehaffy served for eight years as the Director of the School of Teacher Education at San Diego State University. In that role, he managed the preparation for NCATE and state accreditation and directed the creation and management of a number of professional development schools across seven school districts, including the award-winning project at Clear View Elementary School in the Chula Vista School District. He also initiated a number of nationally recognized teacher preparation projects in areas of subject matter content knowledge, technology and diversity.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/american-democracy-project/">American Democracy Project</a></li><li> <a href="/academics/american-democracy-project/kickoff/">Kickoff</a></li><li> <a href="/academics/american-democracy-project/kickoff/lunch/">Lunch</a></li>
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<h1>Lunch</h1>
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<h3>New York Room, Cooper Hall<br />February 13, 2004</h3>
<p> </p>
<h2>Discussion Questions</h2>
<h3>How to Participate</h3>
<p>Unfortunately, the entire University community cannot participate at the Colloquium due to a lack of space. However, those interested in providing feedback on any of the following questions are encouraged to send their thoughts to Cynthia Boaz the American Democracy Project’s Campus Coordinator, at <a href="mailto:cboaz@brockport.edu">cboaz@brockport.edu</a> or (585) 395-5671</p>
<h3 id="table1"><a href="/academics/american_democracy_project/kickoff/response.html#one">Table 1. Incorporating themes of citizenship and civic engagement in the first college year.</a></h3>
<p>(Facilitator/Recorder/Reporter: Marcy Esler)</p>
<ol start="1" type="a">
<li>
How can themes of citizenship and civic engagement be built into orientation programs for first year college students?
</li>
<li>
How can a summer reading program be incorporated into and strengthen the academic experience of first year students?
</li>
<li>
How can first year students’ course schedules be linked to create learning communities that focus on themes of citizenship and civic engagement?
</li>
<li>
How can faculty who teach first year students be assisted in infusing themes of citizenship and civic engagement in courses for first year students?
</li>
<li>
How can residence life and other student affairs professionals be teamed with faculty to strengthen the experience of first year students?
</li>
<li>
How can extra-classroom events (e.g., speakers, arts and cultural events, etc.) be developed to reinforce and complement themes of citizenship and civic engagement during the first college year?
</li>
</ol>
<h3 id="table2"><a href="/academics/american_democracy_project/kickoff/response.html#two">Table 2. Incorporating themes of citizenship and civic engagement in General Education.</a></h3>
<p>(Facilitator/Recorder/Reporter: Christopher Brennan)</p>
<ol start="1" type="a">
<li>
What student learning outcomes concerning citizenship and civic engagement are most appropriately sought via a General Education program?
</li>
<li>
Do themes of citizenship and civic engagement “compete” with other goals and objectives of the General Education program?
</li>
<li>
If themes of citizenship and civic engagement are embedded in General Education programs, how can these themes be carried over into the major and minor?
</li>
<li>
Where would a focus on themes of citizenship and civic engagement “fit” within SUNY Trustees student learning outcomes for General Education programs?
</li>
<li>
How could student learning outcomes on citizenship and civic engagement within a General Education Program be most effectively assessed?
</li>
</ol>
<h3 id="table3"><a href="/academics/american_democracy_project/kickoff/response.html#three">Table 3. Professional development programs, recognition and rewards to foster faculty interest and involvement in the goals of the American Democracy Project.</a></h3>
<p>(Facilitator/Recorder/Reporter: Robert Miller)</p>
<ol start="1" type="a">
<li>
With numerous and competing demands on faculty time, how can we encourage and recruit faculty involvement in the work of the American Democracy Project?
</li>
<li>
What are the most effective strategies to inform faculty about the work of the American Democracy Project and to encourage their active involvement?
</li>
<li>
In what ways would a multi-campus collaboration contribute to faculty interest and involvement, or does this add a layer of complexity that discourages faculty?
</li>
<li>
What role should a faculty development center (e.g., Center for Excellence in Learning and Teaching) play in fostering faculty involvement in the campus ADP program? Are there more effective organizational locations for this work? (e.g., existing offices of service learning, outreach, social responsibility centers, or others).
</li>
<li>
What are the most meaningful ways to recognize, celebrate and reward faculty who energetically and effectively provide leadership for this effort as well as those who directly contribute to fostering themes of citizenship and civic engagement among students?
</li>
<li>
How is the concept of scholarship changing in ways that encourage greater engagement with the local community?
</li>
<li>
How might the role of service by faculty be reconceptualized to include community service?
</li>
</ol>
<h3 id="table4"><a href="/academics/american_democracy_project/kickoff/response.html#four">Table 4. The 2004 presidential election and citizenship education.</a></h3>
<p>(Facilitator/Recorder/Reporter: Ken O’Brien)</p>
<ol start="1" type="a">
<li>
How can we capitalize on the 2004 national election to focus students’ attention on citizenship and civic engagement?
</li>
<li>
What steps must be taken to insure that a focus on the election remains nonpartisan, balanced, and fair?
</li>
<li>
After November 2, how can the election continue to be used to educate students about themes of citizenship and civic engagement?
</li>
<li>
What special events could be developed to foster voter interest and understanding?
</li>
<li>
How can civil discourse and civil listening be developed?
</li>
<li>
What are the best voter education/registration strategies?
</li>
</ol>
<h3 id="table5"><a href="/academics/american_democracy_project/kickoff/response.html#five">Table 5. The campus culture, citizenship, and civic engagement.</a></h3>
<p>(Facilitator/Recorder/Reporter: Colleen Donaldson)</p>
<ol start="1" type="a">
<li>
What are the most direct “signs” that a campus values citizenship and civic engagement? Where are these signs to be found? (e.g., mission statement, slogans, ceremonies, other).
</li>
<li>
What role and activities should the University president, provost, deans and others play to reinforce and encourage the campus focus on themes of citizenship and civic engagement
</li>
<li>
What events or public gatherings best reinforce the themes of citizenship and civic engagement of the American Democracy Project? (e.g. commencement, other regular campus events, new events)?
</li>
<li>
How can themes of citizenship and civic engagement be integrated in the University’s student recruitment, marketing, and public relations strategies?
</li>
<li>
What rewards and recognitions could be developed or redesigned to emphasize civic engagement?
</li>
</ol>
<h3 id="table6"><a href="/academics/american_democracy_project/kickoff/response.html#six">Table 6. Assessment of learning and progress in citizenship and civic engagement.</a></h3>
<p>(Facilitator/Recorder/Reporter: Michael Fox)</p>
<ol start="1" type="a">
<li>
How can a campus American Democracy Project planning committee approach the issue of assessing outcomes?
</li>
<li>
What are the appropriate and relevant goals of campus involvement in the American Democracy Project? Are these goals for the institution or for its students?
</li>
<li>
How are the outcomes of the American Democracy Project on any individual campus measurable? Are these academic outcomes or something else?
</li>
<li>
What might constitute observable benchmarks that can be used to chart progress in the American Democracy Project? At what point can a campus decide whether its involvement in the American Democracy Project has been a ‘success’? What is a realistic timeframe for a campus’s involvement in the work of the American Democracy Project?
</li>
<li>
What effects’ of a college’s focus on the themes of citizenship and civic engagement might be expected to produce ‘results’ in student during the undergraduate years, or after graduation? What measures of alumni activity would indicate continuing ‘success’ of the project?
</li>
<li>
What existing assessment measures are available to evaluate civic engagement? What new assessment mechanisms could be used or developed for campuses?
</li>
</ol>
<h3 id="table7"><a href="/academics/american_democracy_project/kickoff/response.html#seven">Table 7. Service learning and civic engagement.</a></h3>
<p>(Facilitator/Recorder/Reporter: Rob DiCarlo)</p>
<ol start="1" type="a">
<li>
Where are the opportunities for service learning in the curriculum? In the co-curriculum? In student organizations and groups?
</li>
<li>
What is the optimal structure for service learning to assure that service, learning, and civic reflection each occur?
</li>
<li>
What are the best resources that can be utilized to increase an understanding of service learning in the disciplines?
</li>
<li>
What assessment strategies can be used in service learning to assure a connection to civic engagement outcomes?
</li>
</ol>
<h3 id="table8"><a href="/academics/american_democracy_project/kickoff/response.html#eight">Table 8. Incorporating themes of citizenship and civic engagement in co-curricular activities and programs.</a></h3>
<p>(Facilitator/Recorder/Reporter: Dan Raimondo)</p>
<ol start="1" type="a">
<li>
How can a campus’s student newspaper and student government contribute to and reinforce the themes of citizenship and civic engagement?
</li>
<li>
How can campus life programming be integrated with the themes of citizenship and civic engagement?
</li>
<li>
How can the University’s arts and cultural affairs events program be integrated with the themes of citizenship and civic engagement?
</li>
<li>
What role can residence halls play in advancing the themes of citizenship and civic engagement?
</li>
<li>
What roles can the athletics program as well as Greek and non-Greek student organizations play in advancing the themes of citizenship and civic engagement?
</li>
</ol>
<h3 id="table9"><a href="/academics/american_democracy_project/kickoff/response.html#nine">Table 9. Incorporating themes of citizenship and civic engagement through working in/with the community</a></h3>
<p>(Facilitator/Recorder/Reporter: Christine Murray)</p>
<ol start="1" type="a">
<li>
What role might the community play in the design of the American Democracy Project on our campus?
</li>
<li>
What opportunities exist for engagement with the community in this project beyond service learning (e.g. a joint voter registration drive with the League of Women Voters)?
</li>
<li>
What agencies or organizations might be campus partners (e.g. working with Rotary International on the world wide eradication of polio)?
</li>
<li>
What characterizes a win/win situation for the campus and for the campus partner in a successful relationship that embraces civic engagement?
</li>
</ol>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/american-democracy-project/">American Democracy Project</a></li><li> <a href="/academics/american-democracy-project/kickoff/">Kickoff</a></li><li> <a href="/academics/american-democracy-project/kickoff/intro/">Introduction</a></li>
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<h1>
Introduction
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We are pleased to provide the <a href="/academics/american_democracy_project/kickoff/agenda.html">detailed agenda</a> for the Academic Colloquium on the <a href="http://www.aascu.org/programs/ADP/">American Democracy Project</a>, part of a national effort sponsored by the American Association of State Colleges and Universities in collaboration with The New York Times.
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<p>
The Colloquium will occur on Feb. 13. We are very fortunate to host <strong>Dr. George Mehaffy</strong>, Vice President of AASCU, and representatives of the New York Times to provide a national perspective on this important project.
</p>
<p>
We look forward to a day of rich dialogue about the important topic of educating students for lives of responsible citizenship and civic engagement.
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Discussions will include participants from six to seven SUNY Colleges, who are either currently participating in or considering joining the American Democracy Project; SUNY Brockport’s Provost’s Council; as well as colleagues from Enrollment Management and Student Affairs.
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Our goals for the day are
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<li>to bring SUNY Brockport faculty and staff to a common level of understanding of the American Democracy Project ,
</li>
<li>to instigate dialogue about how we can enhance the civic education of our students,
</li>
<li>to explore ways to create synergy between SUNY Comprehensive Colleges around the topic of civic education of our students, and
</li>
<li>to explore linkages between the American Democracy Project and the<br/>
Foundations of Excellence in the First Year of College Project at SUNY Brockport.
</li>
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<a class="go" href="/academics/american_democracy_project/kickoff/agenda.html">Colloquium Agenda</a>
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<h1>Audit 2004</h1>
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<p class="intro" tabindex="-1">A campus audit of civic engagement activities is a core requirement of all campuses participating in the American Democracy Project.</p>
<p tabindex="-1">As part of this audit, in the fall of 2003 a survey was developed to tap faculty and staff perceptions, beliefs, and activities related to student civic engagement.</p>
<p tabindex="-1">Separate surveys were created for professional staff and undergraduate faculty. Since the ADP is oriented towards undergraduate education, the survey was directed only at those faculty who teach undergraduate courses. Each survey contained close to 30 questions. The surveys were administered online through Angel in November of 2003. In total, 43 undergraduate faculty and 46 professional staff responded. We report the most important findings of the survey below.</p>
<p tabindex="-1">Since the ADP is oriented towards undergraduate education, the survey was directed only at those faculty who teach undergraduate courses.</p>
<p tabindex="-1">Gregory Saxon, author<br tabindex="-1" />Sharon Vasquez, editor<br tabindex="-1" />January 2004<br tabindex="-1" />SUNY, College at Brockport</p>
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<h1>WinterSession Faculty Stipend Rates</h1>
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<h3 tabindex="-1">Course Load</h3>
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Instructors who taught online before may teach up to TWO courses during winter session.
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Instructors teaching online for the first time may teach ONE course during winter session.
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Undergraduate and graduate students may take a maximum of 6 credits during winter session.
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<h3 tabindex="-1">Course Stipend</h3>
<p tabindex="-1">Base rate for a 3-credit course = $3,500 or $1,166.66/credit hour.</p>
<p tabindex="-1">Minimum Enrollment for full stipend: Undergraduate =15 students, Graduate = 10 students</p>
<h3 tabindex="-1">Over Enrollments</h3>
<p tabindex="-1">$50 per student, per credit hour: over 30 for undergraduate, (Max 40 students per class) and over 20 for graduate (Max 30 students per class). Enrollment is based on the number of students in class on the census date.</p>
<p tabindex="-1"> </p>
<p tabindex="-1">Maximum for a 3-credit course = Undergraduate - $1,500 for the over-enrollment stipend, not exceeding a total of $5,000 for the course. Graduate - $1,500 for the over-enrollment stipend, not exceeding a total of $5,000 for the course.</p>
<h3 tabindex="-1">Under Enrolled Courses</h3>
<p tabindex="-1">If enrollments are below the “make” minimums (U/G) = 15/10, faculty may elect to teach at a pro-rated stipend</p>
<p tabindex="-1">(i.e., undergraduate = (X [students] / 15) x $3,500; graduate = (X [students] / 10) x $3,500) for a 3-credit course.</p>
<p tabindex="-1">I<strong tabindex="-1">f you agree to teach with a pro-rated stipend, your stipend will be based on your class enrollments on the census date.</strong></p>
<h3 tabindex="-1">Swing Courses</h3>
<p tabindex="-1">Each graduate enrollment counts as the equivalent of 1.5 undergraduate enrollments.</p>
<h3 tabindex="-1">Independent Study/Directed Study</h3>
<p tabindex="-1">$50/credit, up to 15 credits.</p>
<p tabindex="-1">Maximum = $750 for independent study/directed student stipends.</p>
<h3 tabindex="-1">Special Instruction*</h3>
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<li tabindex="-1">
Base rate = $3,500 for minimum enrollments (U/G) = 15/10 per 3-credit hours/student.
</li>
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Pro-rated if < minimum number of students and/or less than 3 credits.
</li>
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Base rate remains the same even if student carries > 3 credits.
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<p tabindex="-1"><strong tabindex="-1">Final Grades are due by 5 pm, Wednesday, January 24, 2024</strong></p>
<p tabindex="-1"><strong tabindex="-1">WinterSession ’24 payroll date: February 14, 2024</strong></p>
<p tabindex="-1">Unfortunately, we are unable to process requests for individual or customized payroll arrangements/dates.</p>
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<h1>Instruction Type</h1>
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<p class="intro" tabindex="-1">Each course must be coded for type of instruction. A course cannot have two types of instruction unless a different time or day is indicated (on a separate line) for each type of instruction.</p>
<p tabindex="-1"><strong tabindex="-1">Following are the codes to be used:</strong></p>
<table tabindex="-1"><tbody tabindex="-1">
<tr tabindex="-1">
<th tabindex="-1">Code</th>
<th tabindex="-1">Type of Instruction</th>
<th tabindex="-1">Clarification</th>
</tr>
<tr tabindex="-1">
<td tabindex="-1">1</td>
<td tabindex="-1">Lecture</td>
<td tabindex="-1">Can be associated with large or small groups. The purpose of the meeting is to have new material presented by the instructor.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">2</td>
<td tabindex="-1">Seminar</td>
<td tabindex="-1">Associated with relatively small groups of students. Students are likely to be required to prepare and present the material during the meetings.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">4</td>
<td tabindex="-1">Laboratory</td>
<td tabindex="-1">Laboratory describes instruction where a group of individuals under supervision are presented with new material in a setting with facilities, instruments or equipment specific to the purpose of the meeting.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">5</td>
<td tabindex="-1">Tutorial</td>
<td tabindex="-1">Individual student activity with periodic individual supervision. For example, directed study, independent study, thesis courses, science research, and student teaching.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">8</td>
<td tabindex="-1">Studio</td>
<td tabindex="-1">Studio describes instruction where outside preparation by the student is expected and where equipment/facilities specific to the instruction is often required.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">9</td>
<td tabindex="-1">Distance Learning</td>
<td tabindex="-1">This type describes an online class that takes place off campus via the internet.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">10</td>
<td tabindex="-1">Internship</td>
<td tabindex="-1">Internship describes instruction in a mentored setting where students have an opportunity to apply the theoretical knowledge they have acquired in a field directly related to the program of study.</td>
</tr>
<tr tabindex="-1">
<td tabindex="-1">11</td>
<td tabindex="-1">Practicum</td>
<td tabindex="-1">Practicum describes instruction in a supervised clinical/medical, social work, or school (student teaching) setting where students have an opportunity to apply the theoretical knowledge they have acquired.</td>
</tr></tbody></table>
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<h1>WinterSession Information & Forms</h1>
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<h2 tabindex="-1">WinterSession</h2>
<h3 tabindex="-1">December 18, 2023 – January 19, 2024 (5-week session)</h3>
<h3 tabindex="-1"> </h3>
<h3 tabindex="-1">Important dates:</h3>
<ul tabindex="-1">
<li tabindex="-1">
October 24, 2023 – Course Schedule becomes Available
</li>
<li tabindex="-1">
October 30, 2023 – Registration for WinterSession begins
</li>
<li tabindex="-1">
November 9, 2023 – Faculty WinterSession contracts to be sent
</li>
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November 17, 2023 – Faculty WinterSession contracts to be returned
</li>
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December 11, 2023 – Classes to be opened by faculty on Brightspace
</li>
<li tabindex="-1">
December 18, 2023 – WinterSession Begins
</li>
<li tabindex="-1">
December 20, 2023– Add period ends
</li>
<li>
December 25, 2022 – University Closed
</li>
<li tabindex="-1">
December 26, 2023 – Last day to drop course with full refund
</li>
<li>
January 1, 2024 – University Closed
</li>
<li tabindex="-1">
January 2, 2024 – Late Add period ends
</li>
<li tabindex="-1">
January 9, 2024 – Census date
</li>
<li>
January 15, 2024 – University Closed
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January 16, 2024, at 4pm – Last day to withdraw. No withdrawals approved after 4 pm.
</li>
<li tabindex="-1">
January 19, 2024 – WinterSession ends
</li>
<li tabindex="-1">
January 24, 2024 – Grades due from faculty
</li>
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<h3 tabindex="-1">Faculty Appointments and Stipend Rate</h3>
<p tabindex="-1">The special sessions pay rate is $1,166.66 per credit hour. Please refer your faculty who will be teaching during WinterSession  to the <a tabindex="-1" href="/academics/special_sessions/winter/forms/faculty_rates.html">Stipend Rate Sheet</a>.</p>
<h3 tabindex="-1">Course Notes</h3>
<p tabindex="-1">All WinterSession courses are to be 100% Online —Asynchronous (ASY) or Combined (CMB). All CMB courses must include a course note specifically indicating the synchronous participation time, days and dates, which are binding. <a tabindex="-1" href="/academics/special_sessions/winter/forms/course_note.html">Sample course notes.</a> These course notes must be included in your course syllabus.</p>
<h3 tabindex="-1">Contracts</h3>
<p tabindex="-1">Contracts will be sent out early/mid November. Please review contract when received. Contract will include the course you are instructing along with Stipend, based on making minimum enrollment numbers (Undergrad = 15, Graduate = 10). It is very important to return by deadline date, for payroll purposes.</p>
<h3 tabindex="-1">Rosters</h3>
<p tabindex="-1">Rosters are used to determine the stipend rate, which is based on enrollment at the Census Date. Please review your roster, sign, and return to the Office of Special Sessions by deadline date. Rosters will be sent to faculty after the census date, early January.</p>
<h3 tabindex="-1">Online Concierge</h3>
<p tabindex="-1">An online concierge is available to assist your students with any questions they may have during their WinterSession course. They will also receive periodic correspondence from the concierge. The concierge can be reached at <a tabindex="-1" href="mailto:onlineconcierge@brockport.edu?subject=">onlineconcierge@brockport.edu</a> or by calling the office at (585) 395-5716</p>
<p tabindex="-1"><a class="tiny button" tabindex="-1" href="/academics/special_sessions/winter/forms/index.html">Locate forms and information</a></p>
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