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Table of Contents Executive Summary .................................................................................................... 3 Chapter 1: Self-Study Introduction ........................................................................... 7 Chapter 2: Nature and Scope of Self-Study ........................................................... 18 Chapter 3: Organization of Steering Committee and Chapter Subcommittees 21 Chapter 4: Mission, Goals and Assessment ........................................................... 22 Standard 1: Mission and Goals ..................................................................... 23 Standard 7: Institutional Assessment ........................................................... 27 Chapter 5: Planning and Resource Allocation ........................................................ 37 Standard 2: Planning, Resource Allocation ................................................. 38 and Institutional Renewal Standard 3: Institutional Resources ............................................................. 42 Chapter 6: Shared Governance, Ethics and Administration ................................ 51 Standard 4: Leadership and Governance .................................................... 51 Standard 5: Administration ........................................................................... 53 Standard 6: Integrity ....................................................................................... 56 Chapter 7: Student Recruitment, Support & Retention ........................................ 63 Standard 8: Student Admissions and Retention ......................................... 63 Standard 9: Student Support Services ........................................................ 71 Chapter 8: Faculty & Academics .............................................................................. 80 Standard 10: Faculty ....................................................................................... 80 Standard 11: Educational Offerings ............................................................ 91 Standard 12: General Education .................................................................. 95 Chapter 9: Related Educational Activities............................................................... 99 Standard 13: Related Educational Activities .............................................. 99 Chapter 10: Student Learning, Assessment & Continuous Improvement ....... 111 Standard 14: Assessment of Student Learning ........................................ 111 Chapter 11: Conclusion ............................................................................................ 123 Summary of Recommendations .......................................................................... 125 Acronym Guide ....................................................................................................... 131 Document Room Inventory ................................................................................. 135

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Executive Summary 1

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Part of the State University of New York (SUNY) system of higher education, The College 3 at Brockport is a comprehensive master’s institution offering 50 undergraduate major 4 programs and 48 master’s programs. The institution’s primary commitment is to student 5 success, achieved through a combination of major and General Education requirements and 6 co-curricular programs to which students have broad access and participation. Student 7 success at Brockport is multifaceted, involving academic quality and engagement, co-8 curricular and support programs, each of which reflects our commitment to students 9 functioning in a culturally diverse world. 10

The College mission reflects long-term commitments to excellence in both liberal arts and 11 professional education at the undergraduate and graduate levels. These commitments 12 advance the development of the whole student through attention to the highest quality 13 scholarship, civic engagement, and environments for learning and student life. We believe it 14 is our holistic approach to student success that has contributed to Brockport’s appearance in 15 the Kiplinger and US News and World Report rankings. 16

Covering the years since 2007, this self-study reveals significant accomplishments in new and 17 ongoing initiatives, and makes evident areas in which the College needs improvement. 18 Participation in the self-study process has been widespread, with faculty and staff, 19 administrators, and students at all levels fully involved in research and analysis of our 20 programs and services. 21

The period under review can be characterized as one of institution-wide integration and 22 consolidation. Dr. John Halstead had been President of the College for two years in 2007, 23 which was the year that Dr. Anne Huot began her service as Provost and Vice President of 24 Academic Affairs and Dr. Kathryn Wilson began as Vice President for Enrollment 25 Management and Student Affairs. The consolidation of this leadership team early in the 26 review period has led to a reorganization of the College’s Schools to reflect more disciplinary 27 logic. The consolidated Division of Enrollment Management and Student Affairs represents 28 the combination of two distinct divisions prior to 2007. 29

In addition to these reorganizations, the College has worked to consolidate our ongoing 30 planning initiatives. The College mission underpins all planning, and focuses on academic 31 and co-curricular quality, student success, and quality of teaching, scholarship, creative 32 endeavors, and service. From 2005 until spring 2011, The Matrix An Integrated Approach to 33 Planning and Accountability, operated as the College’s strategic plan, with nine goals in areas as 34 diverse as academic excellence, diversity, physical infrastructure, and a comprehensive 35 campaign. The 2011-2016 Strategic Plan includes goals of becoming a nationally recognized 36 comprehensive master’s institution, building a more transformational environment for 37 students, and providing a more robust and diverse student experience for the 21st century. 38

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Despite several New York State funding cuts during this review period, the College has 39 operated on a strategic financial plan that has kept the mission of student success viable. 40 Hiring of well-prepared and productive faculty has been ongoing and successful; 41 consolidation of many staff positions has created leaner, more efficient operations; and the 42 combining of SUNY’s General Education requirements into fewer categories has not only 43 provided financial savings, but has also made it possible for undergraduate students to 44 graduate in a more timely fashion. 45

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46 47

6

48 49

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Chapter 1: Self-Study Introduction 50

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The College at Brockport, SUNY, offers a multidimensional educational experience to 7,166 52 undergraduates and 1,247 graduate students through its academic and co-curricular 53 programs. Students experience a robust and well-integrated curriculum, combining liberal 54 arts and professional programs with activities as varied as the American Democracy Project, 55 the Student Leadership Development Program, and several diversity and health and wellness 56 experiences. Underpinning this well-rounded educational experience is the fact that our 57 operations rely on shared responsibilities and rewards for students, faculty, staff, and 58 administration. There is a process in place for assessing institutional effectiveness and 59 student learning, informed decision making, setting priorities for resource allocation, and 60 making changes in teaching and learning practices. With the common goal of student 61 success, all campus stakeholders understand that the primary purpose of the institution is the 62 education and maturation of students. A very productive faculty, dedicated to research and 63 creative endeavors, actively participate in regional, national, and international networks, both 64 for individual intellectual and artistic rewards and to share with Brockport students their up-65 to-the-minute knowledge and skills. Together with an administration committed to these 66 goals, students, staff, and faculty share a clear view of Brockport’s history, current 67 educational experience, and most importantly, our future possibilities. 68

69 History 70

The beginnings of The College at Brockport far predate the SUNY system. 71

As the Brockport Collegiate Institute (1835-1866), the first “College at Brockport” offered 72 teacher training, elementary classes for young children, and academic and professional 73 training for older students, accepting women and minorities when many other colleges were 74 largely closed to them. 75

Brockport State Normal School (1866-1942) was one of the four state Normal schools 76 established in New York (NY), Brockport State fulfilled the mission of training for teaching 77 in methods and subject knowledge. Attached to the Normal School was a “practice” or 78 “demonstration” school, attended by local community students and staffed by student 79 teachers working with experienced teachers. 80

From Brockport State to SUNY Brockport (1942-2004), the College was authorized to grant 81 the bachelor’s degree in 1942. It became part of the new SUNY system when it was 82 established in 1948, after which the school underwent tremendous growth. Expanding from 83 Hartwell Hall, which housed the entire campus, and from a student body of a few hundred 84 and a combined faculty and staff of 50, by 1964 SUNY Brockport enrolled several thousand 85 students and several hundred faculty and staff; the campus had added residence halls, a 86 college union, and academic buildings. 87

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The purpose and organization of the College had also grown, evolving into a liberal arts 88 college with a number of master’s degree programs. By 1981, the College had added high-89 rise residence halls, the library and several other buildings. By 1997, the campus expanded to 90 include the MetroCenter in downtown Rochester and the largest International Education 91 program in the SUNY system. 92

From 1997 to 2004 President Paul Yu led Brockport to new levels of excellence and 93 recognition, from updating and expanding information technologies, improving campus 94 communication, and increasing admission standards. During this period Brockport became 95 noteworthy for its increase in average SAT scores from 1002 in 1998 to 1071 in 2004; its 96 increase in first-year retention rate from 71 % in 1998 to 83 % in 2004; and its increase in 97 funded faculty research grants from $3.5 million in 1999 to $5.7 million in 2004. Dr. John B. 98 Clark’s interim presidency (2004-2005) brought several capital and academic campaigns that 99 continue to produce value for the College. 100

In 2008, the institution began branding itself as The College at Brockport, State University 101 of New York. President John R. Halstead has led the College since August 2005, bringing a 102 strong, student-centered philosophy and extensive experience in strategic planning. His 103 seven-year term as president of Mansfield University of Pennsylvania, eighteen years as a 104 vice president, and post-doctoral work at Harvard University’s Institute of Educational 105 Management brought a transformational perspective to the College. The Nine Goals and 106 Six Major Initiatives for Ensuring the College’s Success (The Matrix: An Integrated Approach to 107 Planning and Accountability) articulated by President Halstead at the beginning of his tenure 108 here produced a stronger focus on student success and established targets for achieving 109 success through accessibility and excellence combined. The Matrix has evolved into the College’s 110 2011-2016 Strategic Plan (SP). 111

President Halstead’s tenure has also marked great improvement and expansion of the 112 campus infrastructure, guided by a Facilities Master Plan (FaMP) that will serve the College 113 well for the next 20 years. Several new construction projects have been completed, including 114 the $18 million new townhome complex, the $6.5 million Harrison Dining Hall renovations, 115 and repairs to the Drake Memorial Library and other facilities. The construction of the $44 116 million Special Events Recreation Center (SERC), a state-of-the-art, multi-use facility 117 supporting our academic programs, recreational and athletic needs, is well under way and 118 will open in fall 2012. 119

With an average student-faculty ratio of 17 to 1, a Brockport student will experience small, 120 student-focused classes allowing for the stimulation and individual responsibility that 121 produce the most interested and thus successful students. Ninety-two percent of all 122 Brockport classes have 39 or fewer students. By far the majority of faculty teaching 123 Brockport classes are full-time and hold terminal degrees. Close to 15% of full-time faculty 124 are from underrepresented populations, providing our students with a healthy diversity of 125 perspectives. 126

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The College also has a strong General Education (GE) program designed to broaden 127 students’ perspective beyond their majors and to strengthen basic intellectual skills of 128 writing, speaking, critical thinking, and mathematical analysis. Delta College Program, an 129 alternate GE program, focuses students’ work on interdisciplinary study and professional 130 development. Our Honors Program thrives with smaller classes and a senior thesis project, 131 enhancing our best students’ experience here. Students are expected to be involved outside 132 the classroom as well, and they are provided many opportunities to do volunteer work, 133 internships, field experiences, and community service. Saturday of Service and Make a 134 Difference Day are two widely celebrated outreach activities; students, faculty, and staff 135 volunteer on- and off-campus to improve the life and look of our community. Kiplinger’s 136 Personal Finance and US News and World Report have recognized The College at Brockport as 137 one of the best values in higher education. In 2012 Brockport was ranked 57th among 138 master’s universities in the Northern region by US News and World Report and 75th among 139 public colleges and universities by Kiplinger’s. The College consistently offers an educational 140 experience that is diverse and transformative. 141

After a decade of improving the quality of students and faculty at the College, and of 142 diversifying co-curricular experiences, we are poised to take Brockport to the next level: a 143 nationally recognized comprehensive master’s college focused on student success (History of 144 the College, 2008). 145

Governance 146

The administration structure is led by the College President, who works in close cooperation 147 with President’s Cabinet, President’s Advisory Council, and College Senate to establish goals 148 and policies, and to organize the College’s direction toward achieving those goals and 149 policies through all stages of shared governance. President’s Cabinet consists of the vice 150 presidents for academic affairs, enrollment management and student affairs (EMSA), 151 administration and finance, and advancement, plus the executive director of public and 152 government relations and the president of the College Senate. Individually and collectively, 153 President’s Advisory Council includes more than 30 members, from deans and directors to 154 members of President’s Cabinet. This body consults with the president on matters such as 155 new College initiatives and priorities, and it is through the contact among members of 156 Advisory Council that continual communication among the several levels and areas of 157 College leadership takes place. College Senate meetings consist of leadership at various 158 College levels, with elected representatives from academic departments and divisions, 159 student support units, and related educational units. 160

The vice presidents lead the College’s four divisions. While each division has its own 161 process, each follows a transparent, well-established procedure for decision-making. The 162 provost and vice president for academic affairs leads the College’s five Schools, Library, 163 Information and Technology Services (LITS), Graduate Education and Scholarship, and 164 academic support functions that fall under the leadership of the vice provost for academic 165 affairs. The provost meets regularly with her cabinet on current and long-term planning; this 166

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division works by input from all campus stakeholders, organizing and deliberating on 167 recommendations from various task forces, the campus at large, the College Senate, and in 168 cooperation with other administrative divisions. EMSA, Administration and Finance, and 169 Advancement similarly gather information from feedback, goals, and initiatives in regular 170 and ad hoc consultation throughout their structures. 171

Since 1973 the College, along with 28 other SUNY institutions, has been associated with 172 United University Professions (UUP), a collective bargaining unit working to enhance and 173 preserve the quality of the institution, available to faculty, professional staff and some 174 administrative positions. Most College support staff belong to the Civil Service Employee 175 Association (CSEA), NY’s largest union. With students, faculty and administration 176 cooperating to achieve goals and to meet standards, the College enjoys a transparent culture 177 supporting decision-making about curricular and co-curricular matters. 178

Mission and Strategic Plan 179

With widespread input on goal- and objective-setting, the College is led by a diverse team of 180 stakeholders. Its organizational structure is designed to facilitate accomplishment of its goals 181 and mission. The College mission emphasizes three essential elements to its students, 182 faculty, staff, and community: 183

The College at Brockport, SUNY: 184

• Is committed to providing a liberal arts and professional education—at both 185 the undergraduate and graduate level—for those who have the necessary 186 ability and motivation to benefit from high quality public higher education; 187

• Has the success of its students as its highest priority, emphasizing student 188 learning, and encompassing admission to graduate and professional schools, 189 employment, and civic engagement in a culturally diverse society and in 190 globally interdependent communities; and 191

• Is committed to advancing teaching, scholarship, creative endeavors, and 192 service to the College community and the greater society by supporting the 193 activities of an outstanding faculty and staff. 194

The College operated from 2005 until spring 2011 with The Matrix in place as our strategic 195 plan. The Matrix was designed to guide planning and resource allocation and it articulates 196 nine goals: 197

1. Build on our academic excellence including not only our rising reputation as a top 198 SUNY institution, but also to encompass recognition of our faculty for scholarly 199 endeavors, research dollars, and our prestigious graduate programs. 200

2. Continue to underscore our core values of student success and shared governance. 201 3. Make an institution-wide commitment to embracing diversity in its fullest sense by 202

setting goals and linking these goals with Middle States’ expectations and our own 203 expectations for achieving a more inclusive community. 204

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4. Implement Strategic Plan II and allocate resources for designated implementation. 205 5. Address the physical plant—both new facilities and upgrading the existing facilities. 206 6. Engage the entire campus in the Mission Review II process in the 2005-2006 207

academic year prior to final sign-off to SUNY. 208 7. Following a feasibility study, plan to publicly launch The College at Brockport’s 209

comprehensive fundraising campaign in concert with the College’s Foundation 210 Board, College Council, and Alumni Board. 211

8. Strengthen Brockport’s presence and visibility within the colleges in the Greater 212 Rochester Area, using the MetroCenter as a focal point for collaboration and 213 enhanced visibility through greater utilization and marketing. 214

9. Celebrate the successes of our students, faculty, staff, and alumni as a point of pride 215 for the College. 216

To support the goals of this mission, in 2007 President Halstead, together with an array of 217 other College stakeholders, directed the College toward Six Major Initiatives for Ensuring the 218 College’s Success: 219

1. Emblems of quality, with the goal of achieving accreditation in all disciplines for 220 which it is eligible. 221

2. New program development fund to assist in the development of new programs. 222 3. Career span professional development for faculty to identify the major intellectual, 223

scholarly, and professional development needs of our faculty at three stages of their 224 careers. 225

4. Restoration of positions to better maintain the campus and enhance the student 226 learning environment. 227

5. Lake Ontario research—a major research initiative with corollary benefits in 228 economic development, job creation, and educational outreach in the Great Lakes 229 region. 230

6. Presence in Greater Rochester Area, which involves building Brockport’s reputation 231 in the Greater Rochester Area. 232

With the goals outlined in The Matrix met, the College has moved forward with its next five-233 year strategic plan with more focused and specific goals. 234

235

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Focus of the 2011-2016 Strategic Plan: To be a nationally recognized 236 comprehensive master’s institution focused on student success as evidenced by significant 237 gains in select benchmarks. 238

239

240

241

College Priorities Related to the Strategic Plan ● Academic Quality & Engagement 1. Active Student Engagement in Learning

a. In the Classroom

b. Out of the Classroom

2. Rigorous Curricular Programs

3. Active Faculty/Staff – Student Engagement in:

a. Student Learning

b. Student Development

● Co-curricular & Support Programs

4. Enrichment Programs to:

a. Promote Student Development

b. Promote Engagement in Learning

c. Promote Engagement with the College

d. Provide Services that Augment the Educational Enterprise

● Learning Environment & Quality of Place

5. High Quality Facilities in which our Students Live and Learn

6. A Robust and Transformational Environment to Advance Learning and Student Development

7. Engagement of the Campus in the Community

● Culture of Philanthropy & Alumni Connectedness

8. Graduates Remain Engaged in the Life of the Campus

9. Investment by Stakeholders in the College as a Quality Place

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The new strategic plan incorporates important benchmarks; indeed, as the College has 242 incorporated assessment in all program areas more fully than ever in the past, it is crucial 243 that our guiding document, the strategic plan, builds in specifically stated, measureable 244 outcomes (see Appendix 1.03 2011-2016 Strategic Plan). 245

246

247

The elements of the 2011-2016 SP will move the College forward in these ways: 248

1. The College will move from being a high quality regional college to one that is 249 recognized nationally for best practices by our peers. 250

2. It will sharpen our focus on providing a transformational environment that 251 prepares students for rewarding careers and civic engagement in a diverse and 252 globally interdependent society. 253

3. We will create a more robust student experience for the 21st century by further 254 diversifying our student body and expanding our market niche beyond Western 255 NY to include the NYC metropolitan area and select out-of-state markets and 256 international markets for our distinctive academic programs. 257

With its attention to coordinated, focused efforts, this plan will yield far greater gains than 258 individual or isolated efforts. Further, the culture of continuous assessment, improvement 259

Benchmarks for Success Related to the Strategic Focus

1. Better than predicted graduation rates.

2. Better than predicted retention rates.

3. Better than predicted outcomes on selected student satisfaction indicators taken from the National Survey of Student Engagement (NSSE) for undergraduate students and a local instrument to gauge graduate student satisfaction – The Graduate Student Survey of Student Engagement. The selected focus areas are:

a. Advisement

b. Faculty/Staff – Student Engagement

c. Student Life

4. An earned reputation as a college that others look to for best practices.

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and investment that the strategic plan outlines will result in meaningful and enduring change. 260 While continuing to assess our progress on the elements of the College’s Mission Statement, 261 we will concentrate our investment on the priorities set by the 2011-2016 SP and the goal of 262 becoming a nationally recognized comprehensive master’s institution focused on student 263 success. 264

Student Profile 265

Between 2000 and 2008, the freshman average cumulative high school GPA increased from 266 87.3 to 90.9; SAT scores for math and critical reading—two key academic areas—improved 267 from 1,046 to 1,123 during the same period. In 2009, the College began a holistic review of 268 selected freshman applications as an indicator of quality, focusing on retention as much as 269 on entry-level quality indicators, and today we have begun to see positive outcomes from 270 this shift: a freshman retention rate of 85% in 2010 and 84% in 2011, the highest the College 271 has ever had (see Chapter 7). 272

Brockport’s total enrollment has increased slightly since 2008 to roughly 8,500 students, with 273 this growth occurring largely among undergraduates. Graduate enrollment, although 274 fluctuating some, has averaged approximately 1,300 students in this period. The largest 275 College student population comes from Western NY. However, recent recruiting efforts 276 have increased applications and deposits by close to 50% from downstate students. 277 Expanding these efforts beyond NY is the next step in the College’s goal of increasing our 278 national reputation. A solid 14.2% of the freshman class in fall 2011was from 279 underrepresented populations; the College’s diversity index for the entire undergraduate 280 population is .25 and compares very well with similar SUNY institutions. Women make up a 281 little over half of the undergraduate student population (57%) and two-thirds of graduate 282 students (67%). Among those students whose racial/ethnic status is known, non-white 283 students are roughly 14% of the undergraduate population and 12% of graduate students. In 284 any given year during the review period, between 50 and 60 international students 285 representing 20 or more countries have chosen to come to Brockport. Common Data sets 286 with a summary of enrollment, demographic, and retention information for 2005 through 287 2010 are available at www.brockport.edu/ir/Covers/cdscov.htm. 288

The incoming undergraduate class of 2011 was comprised of a slightly larger portion of first-289 time, full-time students (1050:882). Given the large number of transfer students the College 290 typically welcomes, we have begun efforts to retain more of them by developing several 291 transfer student initiatives, including orientation activities, peer mentoring, and academic 292 planning seminars. The undergraduate ratio of full-time to part-time students as of fall 2011 293 is 9 to 1. Over one-third (36%) of our undergraduates live on campus. Brockport awarded 294 1,815 bachelor’s degrees in the 2010-2011 year and 462 master’s degrees or certificates of 295 advanced study. 296

297

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Faculty Profile 299

Brockport faculty are a leading contributor to the campus learning environment and 300 intellectual growth of students, especially in terms of their accomplishments in teaching and 301 scholarship. Spanning the five schools, many faculty have received prestigious teaching 302 awards, including 99 recognized with the SUNY Chancellor’s Award for Excellence in 303 Teaching and 27 faculty/emeriti honored as Distinguished Faculty, the highest teaching 304 award attainable within the SUNY system (see Appendix 1.02 Chancellor’s Distinguished 305 Faculty List, 2011). 306

In addition to their contributions to undergraduate and graduate studies, General Education 307 and study abroad programs, our faculty provide students access to independent study 308 opportunities, internships, studios, clinics, laboratories, and other, customized learning 309 experiences. A low student to faculty ratio, one-on-one faculty interactions with students, 310 including advisement, are a hallmark of the Brockport brand, and are frequently cited as a 311 reason students choose to study at the College. 312

Brockport also boasts an extraordinarily well-published faculty. In 2010-11, 74 faculty 313 members were awarded a total of $5.4 million in sponsored research funds from federal, 314 state and private sources—providing our undergraduate and graduate students with many 315 opportunities for hands-on learning. Furthermore, 17 faculty have served as Fulbright 316 Scholars and 10 have been recognized with the SUNY Chancellor’s Award for Scholarship, 317 an award that was introduced by SUNY in 2004. 318

The College is committed to hiring and retaining the highest quality faculty. Currently, there 319 are 595 full- and part-time faculty, and 94% of full-time tenured or tenure-track faculty hold 320 terminal degrees. Diversity among faculty is supported in part by several faculty research 321 and development opportunities, such as the Dr. Nuala McGann Drescher award, the 322 Presidential Fellows postdoctoral program, and the Promoting Excellence in Diversity 323 Grant. 324

As of August 2010, the Division of Academic Affairs has several institutional priorities 325 related to faculty, including the following: 326

1. Further improving faculty/staff-student engagement in educationally purposeful 327 activities in and out of the classroom 328

2. Leveraging our human capital through improving the infrastructure to 329 support scholarly and creative activity 330

3. Providing a greater percentage of instruction by full-time faculty 331

4. Maintaining a coherent faculty development program 332

The 2011-2016 SP incorporates and builds on these faculty priorities in its attention to 333 academic quality and engagement, in particular active student learning, rigorous programs, 334 and faculty-student cooperative learning toward a transformative educational experience. 335

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Chapters 4–10, Standards 1–14 336

Subcommittees were formed at the beginning of the self-study period to examine and report 337 on Standards 1–14. In many cases, each subcommittee was created of personnel with some 338 knowledge of the area under scrutiny, though each subcommittee also had members from 339 outside the subject area, to insure that issues would be raised from a variety of vantage 340 points. 341

Chapters 4 through 10 offer an examination of Standards 1–14, with particular attention to 342 student success within each standard. Chapters gathered standards together in categories 343 prioritized by particular goals and emphases of the College; thus Standards 1 and 7 were 344 studied together and reported on in Chapter 4, since we believe Assessment (Standard 7) at 345 every level should have a strong influence on Mission and Goals (Standard 1) to “close-the-346 loop” of assessment institution-wide. Chapter 5 groups Planning and Resource Allocation 347 (Standard 2) with Institutional Resources (Standard 3), since the former depends so largely 348 on the latter. 349

Similarly, we found that Integrity (Standard 6) should follow from solid Administration 350 (Standard 5) and Leadership and Governance at every institutional level (Standard 4). 351 Placing Integrity, thus, at the end of Chapter 6, following Leadership and Governance and 352 Administration, allowed us to keep integrity in mind as a kind of outcome and governing 353 priority of leadership of every type. 354

Chapters 7 and 8 group standards in what we believe are transparently logical categories. 355 Student Recruitment, Support, and Retention (Chapter 7) covers Standard 8 (Student 356 Admissions and Retention) and Standard 9 (Student Support). Faculty and Academics 357 (Chapter 8) likewise gathers together information on Faculty (Standard 10), Educational 358 Offerings (Standard 11), and General Education (Standard 12). 359

Perhaps the most loosely organized is Chapter 9: Related Educational Activities (Standard 360 13). In this chapter, the subcommittee studied institutional areas related to and supporting 361 the academic core, consisting of academic support programs, for example, and experiential 362 learning. This chapter also evaluated the performance of the College’s various locations and 363 other instructional sites, non-credit course offerings, and certificate programs. Two 364 important areas discussed in this chapter are International and Online Education. 365

Finally, Chapter 10 caps off the self-study with an examination of Assessment and 366 Continuous Improvement (Standard 14) naturally placed at the end in an attempt to 367 demonstrate assessment’s relationship to improvement. Each chapter includes strengths and 368 weaknesses, and each offers recommendations for improvement. 369

Because an institution of higher education is an organic whole—or should be—several 370 elements of the College appear more than once in the self-study, some more frequently than 371 others. Still, we try to avoid analytical redundancy, but rather offer views of single elements 372 from multiple perspectives (e.g., enrollment management, from the point of view of 373

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institutional resources, student services, faculty and academics, and assessment). Our goal is 374 to offer, in the end, an examination as multidimensional as a Brockport education. Below, 375 we list several of these recurring topics. Chapter subcommittees collaborated to varying 376 degrees, but no chapter was written in a vacuum, and all subcommittees were and are 377 cognizant of their overlap with others. (Figure 1.1 Selected Topic Overlap chart) 378

For an explanation of the extent of collaboration that took place among the seven 379 subcommittees to address areas of overlap in the self-study, see Appendix 1.01 Selected 380 Discussion of Topic Overlap. 381

382

383 Figure 1.1

Selected Discussion of Topic Overlap Selected Topics Chapters

Academic Advisement 7, 8 Academic Planning Seminar 7, 10 Assessment of Student Learning 4, 7, 8, 10 Diversity All Chapters Enrollment Management 4, 5, 7, 8 Faculty Support 4, 8 General Education 8, 9, 10 Institutional Assessment 4, 10 Mission All Chapters Staffing 5, 8

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Chapter 2: Nature and Scope of Self-Study 384

385

2007 Mid-term Report 386 In its Report to the Faculty, Administration, Trustees, Students of SUNY College at 387 Brockport, (October 2002), the evaluation team of the MSCHE noted four “overarching” 388 concerns: 389

1. The College’s structural budget deficit and facility maintenance; 390 2. Increased use of adjunct faculty which it characterized as “serious,” potentially 391

impacting program quality and student satisfaction; 392 3. Decline in minority faculty, staff and students; 393 4. Rigor, independence and balance of our graduate programs with regard to 394

our undergraduate offerings and as it relates to overall enrollment at the College. 395

The College recognized the seriousness of these concerns and successfully addressed them in 396 the five-year report to MSCHE in 2007. The self-study that follows, therefore, covers 397 processes and procedures used at the College since the 2007 report. However, we have kept 398 the four areas of concern within our purview so as to insure continued health of the 399 College’s financial situation, acceptable balance of full- and part-time faculty, growth of 400 diverse populations among students, faculty and staff, and strength of our graduate 401 programs as newer concerns are projected for the near future. 402

The statewide fiscal situation is one major area of concern for the College, as state support 403 allocations to SUNY continue to be significantly reduced. In addition, demographic trends 404 in NYS bear watching, since high school graduation rates are decreasing. After extensive 405 work by SUNY System Administration and the campuses, the Legislature passed, and the 406 Governor signed, the NY SUNY 2020 legislation that includes a five-year rational tuition 407 policy permitting SUNY to increase undergraduate tuition up to $300 annually. This will 408 provide much needed revenue although it does not fully offset the 2011-2012 reductions in 409 state support. To insure continued student access, SUNY campuses will provide a Tuition 410 Credit to students who already receive NYS Tuition Assistance Program (TAP) financial aid. 411 Despite this tuition increase Brockport’s tuition rate is well below both independent NYS 412 schools as well as the in-state rates of public schools in surrounding states. 413

Intended Outcomes of Self-Study 414

The current self-study’s focus on student success has provided a useful lens through which 415 to assess each of the standards and, thus, to enable the College to clarify institutional 416 priorities to maintain and indeed enhance the transformational experience of students at 417 Brockport. The detailed examination of Brockport’s recent performance within MSCHE’s 418 fourteen standards will give college stakeholders a realistic picture of current practices, areas 419 to celebrate, and areas where there are gaps between expectations and performance. The 420

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recommendations we make regarding each standard will provide a roadmap for setting our 421 priorities and accomplishing our initiatives over the next five to ten years. 422

Campus Involvement in Self-Study 423

The self-study process is coordinated by a steering committee comprised of College faculty, 424 staff, and a student representative from both undergraduate and graduate populations. The 425 process has involved the entire campus community, with several opportunities for faculty, 426 staff, and students from across academic disciplines and institutional divisions to participate, 427 along with members of voluntary boards. 428

In September 2009, President Halstead and Provost Anne Huot appointed the Co-Chairs of 429 the Middle States Reaccreditation Steering Committee, Dr. Joel Frater and Dr. Donna 430 Kowal. They attended the Middle States Self-Study Institute in November 2009 to prepare 431 the launch of Brockport’s self-study. 432

In December 2009, the co-chairs submitted a proposal to the President and Provost 433 containing a recommendation that The College at Brockport should adopt the 434 Comprehensive Self-Study Model with special emphasis on student success. The 435 recommendation was accepted. At this time, a program manager and the Middle States 436 Steering Committee were appointed. 437

The College at Brockport’s Middle States Reaccreditation Steering Committee (MSSC) held 438 its first formal meeting February 26, 2010. President Halstead charged the committee with 439 “facilitating a campus-wide assessment of overall institutional effectiveness that addresses 440 the fourteen Middle States standards in the context of the College’s core mission and 441 institutional strategic goals.” President Halstead stressed that this is an opportunity to 442 reaffirm our core values and determine future priorities; Provost Anne Huot identified key 443 ideas for self-study preparation, particularly use of existing committee structure and the 444 importance of significantly engaging the entire college community in the reaccreditation 445 process. Both President Halstead and Provost Huot confirmed the College’s culture of 446 shared responsibilities and rewards in their charge to involve the campus at large. 447

Materials for the self study were made available via ANGEL (the College’s learning 448 management system), including Middle States documents and resources, links to pertinent 449 websites, etc. This platform provided a secure venue to manage the reaccreditation process. 450 Additionally, MSSC members and subcommittee co-chairs were provided a copy of Student 451 Success in College: Creating Conditions that Matter by George D. Kuh, et al. (2005). 452

Formal announcement of the College’s Middle States Reaccreditation was made at the start 453 of the fall 2010 semester as part of a kick-off to engage the campus community. 454

After organizing the structure of the self study and drafting a set of guiding research 455 questions (GRQs), the MSSC began to invite feedback on the GRQs from the campus 456 community—faculty, staff, and students—through an ANGEL survey. A website was also 457 developed to disseminate reports from the MSSC to the provost and president. 458

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Subcommittees were formed to analyze and report on data pertaining to MSCHE’s fourteen 459 standards—e.g., Faculty and Academics: Standards 10, 11, and 12. Much of the 460 subcommittees’ work was completed in the fall 2010 semester, when the first draft of the 461 self-study was produced. 462

The Steering Committee’s co-chairs attended the Middle States Annual Conference in 463 December 2010, attending workshops tailored for completion of institutional self studies. 464 The MS Annual Conference was not a new experience for Dr. Frater, who also has served 465 for some time as the College’s Middle States Liaison, and Dr. Michael Fox, the College’s 466 Vice Provost. Spring 2011 brought time for feedback from various campus constituencies, 467 including the campus at large (through open forums) and leadership at all levels (e.g., the 468 president, provost, and vice presidents). 469

Summer 2011 involved extensive editing of the self-study document based on feedback on 470 the drafts The self-study draft was shared with the campus community on October 6, 2011 471 and additional feedback was collected through ANGEL and several open forums. This 472 feedback was used to further fine-tune the self-study in preparation for submission to 473 MSCHE. 474

475

476 Throughout the self-study, “students,” unless otherwise defined, refers to undergraduate students, and “campus community” includes the Brockport campus and all additional locations (e.g. MetroCenter).

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Chapter 3: Organization of Steering Committee 477

and Chapter Subcommittees 478

479

Co-Chairs and Program Manager Joel Frater, EdD Co-Chair, Middle States Steering Committee

Assistant Provost for Diversity & Associate Professor, Department of Recreation and Leisure

Donna Kowal, PhD Co-Chair, Middle States Steering Committee

Director, College Honors Program & Associate Professor, Department of Communication

Kathy Mangione, MA

Anne M. Canale, MS CDIT

Program Manager, Middle States Accreditation, May 2010 -present

Program Manager, Middle States Accreditation, December 2009 - April 2010

Middle States Steering Committee J. Scott Atkinson, MS Director, Financial Aid

Leah A. Barrett, MBA Assistant Vice President for Student Affairs,

Enrollment Management and Student Affairs

John Daly, PhD

Jose Torre, PhD

Steven B. Lewis, MPA

College Senate President, 2011 - 2012,

Associate Professor, Department of History

College Senate President, 2010 - 2011,

Associate Professor, Department of History

College Senate President, 2009 - 2010 (Spring 2010),

Web Manager/ Information Security Coordinator

Elisabeth Meyer Gonzalez, MA Assistant Director, Student Learning Center

Janie Hinds, PhD Professor, Department of English

Kadathur B. Lakshmanan, PhD Professor and Chair, Department of Computer Science 480

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Faith Prather, PhD Associate Professor, Department of Public Administration

Karen M. Riotto, MBA Assistant Vice President, Finance and Management

Administration and Finance

Andrea Rubery, PhD Associate Professor, Department of Political Science and International Studies

James Spiller, PhD Associate Dean of Graduate Education and Scholarship & Associate Professor, Department of History

Tayler Brown

Paul Giglio

Undergraduate Student Representative, 2011 - present

Undergraduate Student Representative, 2010 - 2011

Jennifer Battisti

Kathy Mangione

Graduate Student Representative, 2012

Graduate Student Representative, 2010 - 2011

481

Members of the Steering Committee served as liaisons to seven subcommittees comprised of 482 faculty, staff and student representatives from across the disciplines/units. Each 483 subcommittee was charged with researching a specific standard(s). (See Appendix 3.01 for 484 subcommittee membership and assigned MSCHE standards of excellence.) 485

486

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Chapter 4: Mission, Goals and Assessment 487

Standards 1 & 7 488

489 This chapter examines the measures used by the College to evaluate how well the institution 490 is meeting its mission and goals. It also examines how effective these measures are and the 491 extent to which new measures should be initiated to further the College’s assessments and 492 understanding of institutional and student success. Finally, this chapter examines the impact 493 resource allocations have had on the successful delivery of the College’s Mission and goals 494 relative to student success. 495

Student success is promoted by maintaining a campus environment that advocates and 496 practices academic and co-curricular excellence. Intentional goal-setting and accomplishment 497 steers the institution, and contributes to and is reflected in the quality of the students’ 498 experiences, as well as their learning and maturity as productive adults. The Chapter 4 499 subcommittee’s analysis of the College’s mission and goals relative to Standard 1 shows that 500 there is a consistent direction toward institutional improvement and a consistent focus on 501 student success in the College’s mission. 502

Institutional assessment contributes to student success by ensuring a tight and closely 503 examined relationship between College mission, planning, distribution of resources, and 504 other relevant processes. Academic Affairs has integrated the 2011-2016 Strategic Plan (SP) 505 with mission elements from department to School to divisional levels. Other divisions of the 506 College have completed a similarly integrated plan. A strong effort to accomplish a cross-507 divisional integration of goals in the new planning cycle has begun with several cross-508 divisional retreats, organized to synchronize the work among the College’s divisions. This 509 planning effort is dedicated to improving the College’s position as a “nationally recognized 510 comprehensive master’s institution focused on student success.” 511

Standard 1: Mission and Goals 512

The Chapter 4 subcommittee’s review of mission and goals showed that the College has met 513 the criteria for Standard 1 as defined by MSCHE. The College has had a clearly-defined 514 mission and goals consistent with that mission throughout this review period. Both mission 515 and goals are well-publicized, -reviewed and -evaluated at many levels of the institution, and 516 thus have been developed with widely collaborative input and discussion. Linked to high-517 level institutional goals are the goals focused on student learning in programs, in the 518 classroom, and in co-curricular experiences. 519

The College’s Mission Statement clearly defines its purpose within the context of higher 520 education and indicates who we serve and what we intend to accomplish. Our stated goals, 521 consistent with the aspirations and expectations of higher education, clearly specify how the 522 College will fulfill its mission. The mission and goals are developed and recognized college-523

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wide with broad participation of its members and governing body; our mission and goals are 524 used to develop and shape programs and practices, and to evaluate their effectiveness. 525

The College mission reflects long-term commitments to excellence in both liberal arts and 526 professional education for undergraduate and graduate students, to making student success 527 an important priority, and to creating academic and other programs that reflect our 528 commitment to a culturally diverse world. These commitments advance the development of 529 the whole student through attention to the highest quality scholarship, civic engagement, and 530 environments for learning and student life. 531

Mission 532

Our current Mission Statement was drafted in 1997 (see Chapter 1), during the presidency of 533 Dr. Paul Yu. Directed by that Mission Statement, the College has since engaged in successive 534 planning efforts aimed at continually improving what we do and how we do it. During the 535 current review period, the College has operated under a number of guiding documents: 536 Strategic Plans I and II (SP I and II), The Matrix, the Memorandum of Understanding 537 (MOU) with SUNY (see Appendix 4.01 MOU SUNY Brockport and SUNY), and a 538 document called Key Performance Indicators (see 2008-2009 Key Performance Indicators, 539 www.brockport.edu/internal/ir/KPI%202008_09_final.pdf) designed to collect longitudinal 540 data on functions of interest to both internal and external audiences. 541

The College’s strategic planning efforts have evolved over time. Thus, we begin this 542 chapter’s analysis earlier than the current self-study review period. In addition to adopting 543 the 1997 Mission Statement in 1998 after widespread input from campus stakeholders (see 544 Appendix 2.01 Faculty Senate Approval of Mission), the College also committed to an 545 episode of strategic planning in 1998-1999 in what was generally considered to be an 546 inclusive, collegial process. Just after our last Middle States review, the College followed up 547 with a second round of strategic planning in 2002-2003, known as SP II 548 (www.brockport.edu/planning). Reflecting the importance our College community places on 549 shared responsibilities and rewards, this stage of planning involved broad input, from 550 administrative leaders, the College governing board, the faculty, the College Senate (then 551 Faculty Senate), professional staff, and students. 552

President Halstead arrived in 2005 and immediately announced his ambitious agenda of Nine 553 Goals and Six Initiatives, still consistent with objectives from these earlier efforts, but intended 554 to focus the College’s efforts sharply on student success and building external relations and 555 support. In the spring of 2007, these Goals and Initiatives were consolidated with a number of 556 other planning goals into a formal document called The Matrix. With institutional goals, 557 assignments of responsibilities, and status check measures, The Matrix: An Integrated Approach 558 to Planning and Accountability has served as our primary planning document from 2007-2010 559 (see Appendix 2.02 College Senate Approval of the Matrix). 560

In 2006, the College signed the most recent MOU with the SUNY System Administration 561 (see Appendix 4.01 MOU SUNY Brockport and SUNY). 562

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The Institutional Effectiveness and Accountability Committee (IEAC) in the 2009-2010 563 academic year served as the predecessor of the Chapter 4 subcommittee (see Appendix 4.02 564 IEAC Committee Charge). The IEAC engaged in extensive discussions of the brief College 565 Mission Statement, articulating more specifically ten elements implicit in the Mission 566 Statement (referred to hereafter as “Mission elements”). The IEAC also recognized that the 567 Mission Statement overlooks an explicit mention of three areas of critical importance: 568 facilities/physical environment, alumni connectedness, and advancement. Consequently, the 569 committee appended goals to cover these additional three areas. 570

Comparing the historical record of planning documents to the IEAC’s list of Mission 571 elements (Appendix 4.08), it is easy to see that elements strongly supportive of the College 572 Mission have guided the College through Strategic Plans I and II, and more recently through 573 The Matrix. These mission-derived elements are connected to the “four constructs” structure 574 serving as the architecture for the most recent Strategic Planning effort from 2009 through 575 spring 2011: the 2011-2016 Strategic Plan (Appendix 4.05 Relationship of Strategic Plan to 576 Mission Elements). 577

Brockport has worked very hard in the last decade to achieve higher student quality 578 standards through improved admissions selectivity. Looking at demographic trends in the 579 college-age population in the Western NY region, it has become obvious that increased 580 selectivity will be difficult to maintain without widening the geographic area from which the 581 College can expect to draw highly qualified students. Also, we have increasingly recognized 582 that extending the College’s name recognition at the national level is key to recruiting a more 583 diverse student body, thus providing a richer educational experience. All of these factors 584 have led to a realization that the College should develop a national presence and that there is 585 some urgency to do so. 586

In 2008, the College leadership initiated a process designed to study and develop our 587 “brand.” This effort was motivated by a need to identify improved means by which the 588 College can inform stakeholders of our mission and value(s). The process was assisted by a 589 team of external consultants who engaged in extensive fact-finding about the College as they 590 worked to design a new College logo, to develop The Brockport Promise and to advise on 591 improvements in the “look” of our major publications (www.brockport.edu/about/ 592 identity/tools.html). The mission was the core and starting point of the branding work and 593 thus the products of the “brand” that have been developed are completely consistent with 594 the College’s mission. 595

In spring 2009, the College launched an ambitious effort to raise our institutional profile to a 596 national level. The guiding aspiration, as announced by President Halstead, is to move the 597 College forward toward becoming a “nationally-recognized comprehensive master’s 598 institution focused on student success;” indeed, this is the goal of our 2011-2016 SP, as we 599 believe the College is ready to move to the next level of institutional quality. Each 600 administrative division of the College has participated in an extensive planning exercise to 601 develop the strategies and institutional focus required to advance the College toward this 602

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goal. Dr. Halstead introduced a visual model of the College community’s shared vision, 603 organized around the Four Constructs, and highlighting areas from which to identify 604 benchmarks in support of student success to earn national recognition for the College. 605 NSSE data were used to identify areas important for national recognition. Where the College 606 NSSE results indicated a need for improvement, goals for these have been used as important 607 benchmarks for success of the 2011-2016 SP. These benchmarks have been written into the 608 Division and School strategic plans (see Appendix 4.13 Divisional Strategic Plans and 609 Appendix 4.12 School Strategic Plans). 610

The resulting 2011-2016 SP has been organized around this general framework. Specific 611 strategies designed to bring about the desired outcomes, based on the benchmarks and 612 priorities in this SP, have been developed; the academic deans and other campus leaders 613 introduced detailed plans and began implementation of the SP in July 2011. 614

The 2011-2016 Strategic Plan states: 615

• The College at Brockport’s strategic planning efforts have been continuous over an 616 extended period of time, and have provided focused road maps to guide the 617 institution toward achieving specific, relevant and ambitious goals. 618

• We are now focusing on the priorities of the 2011-2016 SP and the ambitious goal 619 that provides the overarching framework. See Chapter 1 for an outline of the SP 620 framework. Within and across divisions this framework has been used to develop 621 goals, strategies and assessments for each construct. 622

Strengths and Significant Accomplishments 623

• Through several episodes of strategic planning the College has carefully aligned its 624 goals and objectives with the College’s Mission. 625

• The 2011-2016 SP clearly orients the College toward becoming a “nationally 626 recognized comprehensive master’s institution focused on student success.” 627

Challenge 628

• Maintaining the impetus on strategic goals in times of economic uncertainty. 629

Standard 1: Recommendations for Improvement 630

1. Continue with the full implementation of the 2011-2016 SP. 631

2. Continue to assess institutional strategic priorities to ensure their relevance in a 632 fluctuating budget climate. 633

634 635

636

637

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Standard 7: Institutional Assessment 638

The institution has developed and implemented an assessment process that evaluates its 639 overall effectiveness in achieving its mission and goals and its compliance with accreditation 640 standards. The Chapter 4 subcommittee’s review of Institutional Assessment indicates that 641 the College meets the criteria for Standard 7 as defined by the MSCHE, especially in regard 642 to having an “organized and sustained assessment process to evaluate and improve the total 643 range of programs and services.” “Institutional assessment” refers to high-level assessment 644 of major indicators of institutional health. 645

Measures of Success 646

Key Performance Indicators and Institutional Planning: Our evaluations of College 647 goals and key performance indicators (KPIs) have served us well in our efforts to track the 648 status of the College’s major goals and initiatives. Some of the KPIs are summarized and 649 available for public viewing on the College’s Accountability web page (see 2008-09 Key 650 Performance Indicators, www.brockport.edu/internal/ir/KPI%202008_09_final.pdf). 651

The College’s first KPIs, developed in 1997-1998 focused primarily on informing external 652 audiences about college effectiveness, faculty, resources, and students. Some of these 653 original KPIs have remained consistent over time (e.g., data on enrollment, quality indicators 654 such as student SAT scores and percentage of faculty with terminal degrees, retention and 655 graduation, alumni giving), but changes in the College’s senior leadership and in the Office 656 of Institutional Research have resulted in more attention to measures of student success 657 (e.g., data on licensure and certification examination results where applicable; see Chapter 8, 658 Standard 10). While the earliest versions of the KPIs featured information on expenditures 659 and revenues, this information has now migrated to the annual All Funds Budget Report 660 produced by the Budget Office. At this time, the most important KPIs used to inform 661 college decision-makers have come from our MOU with SUNY System Administration, The 662 Matrix, and have developed further during the most recent strategic planning effort. 663

The Chapter 4 subcommittee designed and administered a brief survey inquiring about the 664 extent to which the College’s KPIs are used in planning and assessment by high-level 665 decision-making groups ranging from the President’s Cabinet, to major advisory groups for 666 the vice presidents, to College-wide committees with broad advisory power. This 667 information has not only helped us see whether (and how) current KPIs are used, but also 668 whether or not our data can be improved (e.g., did these groups need the established 669 indicators or other kinds of data not included in the College’s formal KPIs?). 670

Findings from this survey indicates that some KPIs are followed with great interest, 671 especially common institutional assessment indicators like student retention and graduation 672 rates, regional recruitment percentages, diversity and similar data. Other KPIs are less 673 frequently addressed in decision making but remain important as indicators of quality (e.g., 674 pass rates on national examinations in specific major fields such as Nursing and Educational 675 Certification). To complement this information, the subcommittee examined goals laid out 676

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in College planning documents from the past decade to see what other data elements were 677 suggested. The information generated from our NSSE surveys (Appendix 7.13 NSSE 678 Surveys 2008-2011), the Faculty Survey of Student Engagement (FSSE) (Appendix 7.26 679 FSSE Reports 2008-2011), the SOS (Appendix 7.27 ACT SUNY Student Opinion Survey) 680 and the Cooperative Institutional Research Program (CIRP) (Appendix 7.28 CIRP Freshman 681 Survey 2009) are frequently discussed and used to evaluate perceptions of the extent to 682 which we are achieving our mission. As a result of the 2009-2011 SP process, data such as 683 NSSE and SOS results have become much more important than they have been in the past 684 and will be used in redeveloping KPIs. 685

KPIs have been supplemented in recent years by the College’s Annual Report (Appendix 686 4.04 2008-09 Accomplishments) on the accomplishments of the College’s goals and 687 initiatives as summarized in The Matrix. The 2011-2016 SP embeds appropriate benchmarks 688 and assessments for tracking progress toward goals at all levels, and are delineated in 689 divisional and unit level plans (Appendix 4.13 Divisional Strategic Plans and Appendix 4.12 690 School Strategic Plans). 691

Mission Elements and Institutional Assessment 692

Despite changes in Brockport’s leadership and the multiple iterations of our planning in the 693 past decade, we have consistently kept a focus on our mission, which provides consistent 694 direction from which we have derived more specific goals throughout our major planning 695 efforts (see Appendix 4.08 IEAC Mission Elements and Appendix 4.05 Relationship of 696 Strategic Plan to Mission Elements ). The following will suffice as examples. Our stated 697 purpose is to provide a quality collegiate education to students who have the necessary 698 ability and motivation. Throughout our planning documents, one goal is to recruit such 699 students, those that are at or near the top of SUNY’s selectivity scheme for grouping 700 students according to measures such as SAT scores and high school GPA. Four planning 701 documents—SP II, MOU, The Matrix, and the 2011-2016 SP—emphasize our objective of 702 increasing enrollment of high ability students. 703

Good practice in admissions, however, does not begin and end with SATs and GPAs. With 704 an admissions goal of 1050 new first-year students per fall semester, since 2009 the 705 Admissions Office reviews 20% of applications “holistically,” in response to the 706 recommendation of the Enrollment Management Task Force (EMTF). Holistic application 707 review is designed to improve the College’s admissions process by bringing other 708 dimensions into evaluation of selected applications. Another stated purpose is to prepare 709 students for success after their time at Brockport, manifested specifically by admission to 710 graduate and professional schools and/or launching them in their careers. Related especially 711 to the latter, goals present in all four planning documents invoke expanding opportunities 712 for career-related experiences for students (e.g., internships, volunteer and service learning). 713 The Institute for Engaged Learning (www.brockport.edu/iel/) has been developed to 714 provide such opportunities. The emphasis on both classic liberal arts study and 715 professional/career training contributes to the Rochester area’s need for well-trained 716

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professionals committed to supporting community engagement. Improving our regional 717 presence as a college of choice for advanced degrees and increasing enrollment in the 718 graduate programs are also important priorities. Supporting the region economically by 719 offering a well-selected portfolio of graduate programs is an important aspect of the College 720 mission. 721

Establishing career-span professional development for faculty has been a leading goal as 722 well, and we have among other things committed resources to create Faculty Learning 723 Communities (FLCs) (www.brockport.edu/celt/flc.html). Under the auspices of the Center 724 for Excellence in Learning and Teaching (CELT), these communities provide opportunities 725 for new and existing faculty to collaborate, re-design courses, and re-energize themselves as 726 they explore topics of mutual interest. Related to this are our new initiatives designed to 727 encourage scholarship and creative productivity (www.brockport.edu/etc/forms/grant/). 728 Aimed at assisting faculty in developing their own scholarly programs, these initiatives offer 729 improved support for faculty travel, and they encourage use of the Teaching Innovation 730 Fund. 731

To embrace diversity more fully, our College created a new, senior-level leadership position, 732 assistant provost for diversity; reconstituted a campus-wide Diversity Committee; drafted a 733 Strategic Plan for Diversity; and initiated new events celebrating diversity while continuing 734 commitment to our flagship event, the Annual Diversity Conference. We hosted our 735 eleventh annual conference in fall 2011. An Annual Report on Diversity has been published 736 for the last two years (Diversity Annual Report www.brockport.edu/diversity/ 737 documents/diversityreport09-10.pdf). Diversity objectives are also a component of 738 divisional and unit plans for 2011-2016. 739

Addressing the College’s physical plant has been another major goal and, along with other 740 state-operated SUNY institutions, we have completed a Facilities Master Plan (FaMP) for 741 the campus (www.brockport.edu/famp). This plan will guide the physical development of 742 the campus for at least the next 20 years. As is customary with college planning efforts, 743 work on the FaMP has been shared among a wide range of campus constituencies to study, 744 among other facilities issues, current and future classroom and office space needs. The new 745 Special Events Recreation Center (SERC) was funded in our current capital plan and 746 construction is in progress. We have also been funded for a new liberal arts building, now in 747 the design phase, with occupancy planned for fall 2014. Planned expansions of several 748 buildings, including Drake Library, Dailey Hall, and the Rakov Center will provide improved 749 physical space for a number of campus offices and programs. 750

Related to these infrastructure goals is the College’s objective of improving community 751 outreach, starting with the Village of Brockport and moving outward to the Town of 752 Sweden, Rochester, Western NY and beyond. Relationships with business and political 753 leaders, Lakeside Hospital, Brockport Central School District, the police and fire 754 departments and local residents are strong and will continue to be maintained. Current 755 academic and co-curricular relationships within the immediate area, and indeed across the 756

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country and internationally, include internships and externships, service opportunities, and 757 fund-raising occasions. For example, in a purely academic arena, several master’s programs 758 serve the Greater Rochester area and beyond by providing a workforce and enriching their 759 communities; these services include the Master’s in Public Administration and the 760 collaborative Master’s in Social Work, to say nothing of the impressive number of teachers, 761 business leaders, and public servants we train and certify. The College also offers educational 762 opportunities to the public, through programs like the Writers Forum, the M&T Bank Art of 763 Fact Award and Writer’s Voice, Mornings with the Professors, and Scholars Day. 764 Community service projects include Saturday of Service, Make a Difference Day, and 765 contributions to local, regional, and national arts and culture through our sports programs, 766 widely recognized dance and theatre programs, and in the form of practicing artists, writers, 767 and musicians who graduate from our programs. 768

The College’s strategic planning has proceeded in two phases, each evolving in a continual 769 effort at institutional improvement. Earlier cycles of planning focused on meeting some 770 basic needs such as improving foundational “input” parameters (e.g., increasing number of 771 applicants and admitting more students with high academic potential). Having achieved 772 success in this phase, the College has moved on to focus more on “outputs,” since part of 773 the current SP emphasizes the student life cycle. Our intention is to more successfully 774 engage our students while they are on campus and to keep them engaged and supportive 775 when they become alumni. The stated goals are to improve on various “output” measures 776 of student success, such as graduation and retention rates, selected undergraduate National 777 Survey of Student Engagement (NSSE) scores, and other indicators of student satisfaction 778 and learning outcomes. 779

All divisions are responsible at this point for contributing to success in reaching these goals. 780 Documents related to the accomplishment of the College mission, The Matrix, and the 781 various strategic planning documents are widely known and available to all campus 782 constituencies and both internal and external audiences. Circulation of these and other goals 783 takes place through various College publications (e.g., The Daily Eagle, an electronic 784 newsletter sent out daily Monday through Friday); the Undergraduate and Graduate College 785 Catalogs, the College website; departmental, campus office, and committee web pages; and 786 importantly, the public addresses given by the College president and the provost at the 787 beginning of each academic year and at other key points in the academic calendar. Divisional 788 retreats to study current issues and make plans for continuous improvement take place in all 789 four divisions each year. 790

Since 2009, the vice presidents of all College divisions have used George Kuh’s book, Student 791 Success in College: Creating Conditions that Matter (2005), as a philosophical foundation for our 792 work on improving student success. In her annual meetings with faculty new to the College 793 as part of their orientation program (coordinated by CELT), Provost Huot discusses our 794 Mission and selected goals related to student success; she gives new faculty members copies 795 of the Kuh et al. book and engages them in a discussion of its relevance to the College. 796

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After involving the campus community extensively in creating the various planning 797 documents, progress at the institutional level on the implementation of the SP I and II, the 798 Nine Goals and Six Initiatives, The Matrix, and Accomplishments has been consistently monitored 799 and evaluated by the President’s Cabinet based on input from the three vice presidents and 800 the provost. Among the many issues attended to by this group, the President’s Cabinet has 801 three more or less standing agenda items: progress on goal of national recognition, 802 enrollment, and budget. 803

The College began the quiet or leadership phase of a comprehensive fundraising campaign 804 during this review period, after completing a feasibility study over the first years of President 805 Halstead’s tenure here. As of 2011, $2,195,908 was raised, an exceptionally successful 806 fundraising effort despite the national recession. Private funding of this sort continues to 807 support the College mission and helps us meet our related institutional goals. 808

Institutional Assessment of Teaching and Learning 809

A variety of methods are in place to assess teaching and learning outcomes. For more than 810 ten years, the College Assessment Project has required a yearly assessment study and report 811 from all academic programs. The major purpose of these assessments is to determine the 812 degree to which selected student learning outcomes (SLOs) are being achieved and to 813 ascertain needs for improvement in curriculum and pedagogy (see Chapter 10 for a detailed 814 discussion). In yearly reports, departments are asked to link assessment findings with 815 corrective actions taken or to be taken. These reports are submitted to the school deans and 816 the vice provost’s office. Similar periodic assessment projects are required for the SLOs of 817 the major categories of the General Education Program. Information from these 818 departmental assessments vary in usefulness depending on the interest and skill the particular 819 department brings to the assessment process. The vice provost works with departments in 820 an advisory role to impress the faculty with the importance of the assessment of SLOs and 821 provides information on assessment practices. Recognition is growing that “closing the 822 loop” is a very important part of the assessment cycle and we continually improve our 823 documentation of these activities in support of the mission goals regarding academic 824 excellence and student success. (See Chapter 10 for a detailed discussion of the assessment 825 of student learning.) 826

The College has 13 programs with national accreditation at either the undergraduate or 827 graduate level (see Chapter 10 for a discussion of accreditation). Most accrediting agencies 828 require significant attention to assessment of student learning in the programs concerned. 829

In the effort to improve our assessment practices, the College has begun the implementation 830 of a newly purchased software system, Tk20, especially designed to help align mission, goals, 831 and assessment practices and to be a repository for assessment rubrics and data. 832 Implementation of Tk20 is proceeding through the College’s Office of Assessment and 833 Testing. 834

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The College frequently administers the NSSE, a nationally normed survey, which provides a 835 rich source of data on institutional life from the student perspective (see Appendix 7.13 836 NSSE Results). NSSE data are widely disseminated and discussed at the College. 837

Other Examples of Institution-wide Assessments 838

In 2010, the College also implemented Activity Insight (Digital Measures), a new software 839 system for faculty annual report filings, to make reporting and analysis of faculty 840 instructional activities, service, and scholarly productivity easier. The faculty annual report 841 format was altered in spring 2011 to better reflect the goals formulated in the 2009-2011 842 Strategic Planning process and now codified in 2011-2016 SP (see Appendix 4.15, Digital 843 Measures Template; see also Chapter 8, Standard 10). Student evaluation of instruction is 844 carried out using the Instructional Assessment System (IAS). This provides faculty with 845 institutionally normed evaluations related to the effectiveness of their teaching. These 846 evaluations are one element used in certain personnel decisions such as granting tenure and 847 promotion. Professional staff are also evaluated with an annual update of their Performance 848 Program and an annual Performance Evaluation done by the immediate supervisor. 849

Each department and unit files an annual report with their dean (or other supervisor) giving 850 a yearly structured report on activities and accomplishments. 851

Periodic Program Reviews (PPR) are done to review all academic programs on a seven-year 852 cycle. These are one of the most important processes to ensure quality and are discussed in 853 detail in Chapter 10. 854

Assessment of Student Learning in EMSA Units 855

Since January 2009, EMSA has placed a new focus on building a culture of evidence for its 856 work as well. Training for development of student learning outcomes for programs and 857 services, and the assessment of that student learning, also began at that time. Recognizing 858 that assessment of student success is cumulative, comprehensive, and collaborative in nature, 859 an EMSA assessment team was developed to begin implementing a comprehensive program 860 for this division. The student learning outcomes that were adopted are found in Learning 861 Reconsidered (see Appendix 4.06 Measurable Learning Outcomes Grid, Learning Reconsidered 862 (2004). NASPA and ACPA. Washington, D.C., http://www.myacpa.org/pub/documents/ 863 LearningReconsidered.pdf ), a collaborative publication identifying seven broad-based 864 learning outcomes in which the Student Affairs and Academic Affairs divisions collaborate 865 to build on student success. Learning Reconsidered defines learning as a comprehensive, 866 transformative activity that integrates academic learning and student development, processes 867 that have too often been considered separate. The division aims to reconnect learning in a 868 more holistic manner to support student success within students’ lives. 869

Each EMSA unit is identifying and developing learning outcomes specific to their areas and 870 their programs, including KPIs, benchmarks, and a strong understanding of best practices. 871 (Links to the departmental and/or programmatic SLOs drafted for each EMSA unit are 872

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available at http://www.brockport.edu/emsa/assessment/outcomes.html.) When these 873 SLOs are finalized, EMSA units will regularly assess them and report findings to College 874 leadership, at which time the outcomes will be reviewed in the aggregate of all other 875 assessments within the division and College-wide. A timeline for assessment has been 876 developed that incorporates annual planning, budget development, reporting, and 877 refinement and improvement of programs (Appendix 4.09 2011 EMSA Assessment & 878 Planning Cycle). The data provided are used by the division leadership team to set resource 879 priorities based on student satisfaction, student persistence, and student learning. 880 Assessment tools include data found in NSSE, Student Opinion Survey (SOS), departmental 881 Educational Benchmarking, Inc. (EBI) and other nationally-normed surveys, unit-generated 882 surveys, focus groups, program surveys, and observations. About 25% of EMSA units and 883 programs have fully integrated SLOs and assessment into their work with full integration 884 anticipated by December 2012. For example, the EMSA Assessment Team meets monthly 885 and has developed a plan based on Keeling, et al. “Stages of Assessment Planning” 886 (Assessment Reconsidered: Institutional Assessment for Student Success, 2008) to incorporate 887 assessment and a culture of evidence into EMSA work. 888

The division of EMSA is an early adopter of the assessment software, Tk20. Currently the 889 EMSA site is being populated with departmental learning outcomes, assessment strategies 890 and program improvements. The division is beginning to utilize this software package to 891 maintain assessment data and articulate the improvements and revisions to its programs and 892 services. EMSA has assessment website that is utilized to communicate priorities, student 893 learning outcomes and program improvements (http://www.brockport.edu/emsa/ 894 assessment/). 895

While the College’s divisions of Advancement and Administration and Finance are not 896 directly involved with assessment of student learning outcomes, they administer appropriate 897 evaluations and quality control measures aimed at evaluating and continuously improving 898 their functions in accomplishing the College’s mission and goals. (See Appendix 4.11 899 Division of Administration and Finance Evaluation and Quality Control for sample 900 measures.) 901

Planning, Resource Allocation and Student Success 902

The College’s planning processes at all levels include reflection on various aspects of the 903 mission as we perform important institutional functions. The President’s Annual Call Letter 904 to the College-wide Budget and Resources Committee outlines budgetary priorities for each 905 budget year (Appendix 4.10 President’s Annual Call Letters 2010-2013). In response to the 906 Call Letter, the vice presidents develop divisional budgets consistent with the roles and 907 priorities of their divisions as they interpret their mission-derived goals. The divisional 908 budgets then go to the BRC for discussion and endorsement. Much of the College budget, 909 of course, covers ongoing and fixed expenses, and these are scrutinized on at least a yearly 910 basis. Meetings of this committee are always open to the College community. 911

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“Priority Needs” funds are set aside for important new initiatives (see Appendix 4.07 All 912 Funds Budget Report for a record of these expenditures). These initiatives must be mission-913 derived for funding to be approved. A similar deliberative process takes place with the 914 allocation of divisional resources under the direction of the vice presidents and the provost. 915

Faculty and staff hiring is a carefully controlled process requiring cooperative discussions 916 between the vice presidents and provost, and is recognized as one of the most important 917 College functions. All positions are filled through a highly consultative process requiring 918 each position to be justified according to campus needs, strategic priorities, assessments, the 919 impact on future budgets, diversity, and a strong connection between the position requested 920 and the Mission (see Chapter 8). The College is fortunate to have an unusually cooperative 921 group of divisional leaders who give the overall health of the College their highest priority as 922 they approach decisions involving resources, budget, and hiring. 923

While institutional assessment does perform a demonstrably valuable function at Brockport, 924 we do not always document the regular use of these indicators as well as we could in the 925 minutes of major decision-making groups. Our best documentation of these frequent 926 discussions is contained in the agendas of high-level committee meetings, divisional 927 meetings, and retreats. Annual budget requests to the Budget and Resources Committee also 928 provide evidence of the relation of assessment and planning to resource allocation. 929

We have not spent much time in the past evaluating the assessment process itself. The latest 930 strategic planning process has given us the opportunity to rethink, redesign, and implement 931 periodic evaluations of the Institutional Assessment process itself. This was the role assigned 932 to the IEAC in 2009-2010, which will continue with that task now that the 2011-2016 SP is 933 complete. 934 935

Strengths and Accomplishments 936

• The College administration has included the faculty, staff, and students in the 937 formulation of strategic plans and kept all parties aware of progress toward strategic 938 goals. 939

• All strategic plans have assigned responsibilities for objectives and performance 940 indicators or assessments for all goals. 941

• The College has instituted an IEAC charged with monitoring the progress on 942 strategic goals through the development of key performance indicators and methods 943 of assessing them. 944

• The College supports strategic goals by assigning resources in support of these goals 945 as a priority in the budget process. 946 947

Challenges 948

• Coordinating the achievement of a complex set of institutional goals. 949

35

• Continuing to monitor the divisional strategic plans to ensure that linkages are 950 reinforced and gaps are identified and resolved. 951

952 Standard 7: Recommendations for Improvement 953

1. Provide training, support, and funding at all organizational levels as needed to 954 further promote a campus-wide culture of evidence. 955

2. Improve attention at all levels to documenting and making assessment 956 information available for decision-making processes at all levels, KPIs, and data 957 (e.g., showing evidence of such use in committee minutes and records of other 958 decision-making groups). 959

3. Complete the 2011-2016 SP by assigning assessments for each goal, determining 960 who is responsible for completing assessments, and implementing a formalized 961 reporting structure. 962

4. Reconstitute the IEAC to work on further improving the College’s Institutional 963 Assessment practices and monitor the progress on institutional-level goals 964 derived from the 2011-16 SP. 965

5. Effectively implement the Tk20 assessment system to add greater organizational 966 power to the assessment effort at all levels. 967

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968

969

970

971

972

973

974

975

976

977

978

979

980

981

982

983

984

985

986

987

Summary of Chapter 4

Standards 1 and 7 were paired for examination in our self-study because of the necessary feedback loop between the two: to meet mission-derived goals, an institution must constantly assess its performance in general and specific areas. As this chapter has demonstrated, the College at Brockport performs such constant assessment, even throughout periods of administrative and guiding-document change. Department, School, and divisional annual reports, for example, were for a number of years framed by The Matrix. Also, the College president’s yearly Accomplishments document has reported to the College community on the progress toward our major goals and objectives with an eye to student success and institutional assessment.

In brief, the College’s mission directs all stakeholders to focus on student success, be that success evidenced in academic or co-curricular areas. As an institution that provides both liberal arts and professional education, Brockport recognizes that while success means different things to different students, a holistic education provided to all students will ensure that success. Our mission codifies that holistic philosophy, and our institution-level assessment assures its implementation throughout the College.

37

Chapter 5: Planning and Resource Allocation 988

Standards 2 & 3 989

990

This chapter reviews College policies and procedures used to allocate resources—human, 991 financial, technological, physical—and examines how those policies and procedures directly 992 relate to the College’s strategic direction as expressed in its mission, The Matrix, and 2011-993 2016 Strategic Plan (SP), with their priority of fostering student success. 994

Institutional plans, goals, and strategies are clearly linked to the institution’s mission, 995 strategic goals, and aspirations. In the plans, goals, and objectives of the College, strategies 996 and a variety of performance measures for the institution as a whole and for divisions and 997 departments have been established, clearly defined, and widely communicated at all levels 998 (See Appendix 4.13 Divisional Strategic Plans and Appendix 4.12 School Strategic Plans). 999

The College allocates funding according to short- and long- term priority needs within the 1000 constraints of the annual budget and always remains focused on its mission of student 1001 success: our academic and residential building improvements, diversity initiatives, Living-1002 Learning Communities, summer fellowship programs, faculty-learning communities, student 1003 Leadership Development Program, and CELT/faculty professional development are just a 1004 few examples of intelligent stewardship of diminished resources. In response to deep budget 1005 cuts, we have produced a strategic five-year financial plan to keep the mission of the 1006 institution viable. This financial plan represents a commitment to the academic core as a 1007 primary principle. 1008

During this review period, the College has made progress in hiring, retaining, and retraining; 1009 human resources initiatives include creation of a Manager Development Program 1010 (www.brockport.edu/hr/training/) and workforce and succession planning 1011 (www.brockport.edu/hr/procedures/documents/successionplanningpolicy2010-11.pdf). As 1012 the Division of Advancement proceeds with the quiet phase of our Comprehensive 1013 Fundraising Campaign to strengthen our financial resources, the College continues with 1014 infrastructure and building projects toward a goal of excellence in learning environment and 1015 “quality of place.” Brockport’s strategic planning through our FaMP has prepared us to 1016 complete facilities projects already begun (e.g., SERC) and to begin approved projects (e.g., a 1017 new academic building). Our commitment to sustainable resources has influenced the 1018 nature of new facilities and will continue to position the College as an institution worthy of 1019 the Leadership in Energy and Environmental Design (LEED) certification all of our recent 1020 facilities projects have received. 1021

While the College has experienced significant budget reductions since 2008-09, the faculty is 1022 strong and dedicated to the mission, goals and objectives established in collaboration with 1023 other staff and administrators of the College for implementing the mission of student 1024 success. 1025

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Standard 2: Planning, Resource Allocation, 1026 and Institutional Renewal 1027

The Chapter 5 subcommittee researched the Divisions of Administration and Finance and 1028 EMSA and found that these areas have many strengths; the College is aware of some 1029 structural improvements that need to be made and has created a solid plan to move forward 1030 and succeed. The College has met Standard 2 as defined by the MSCHE: “An institution 1031 conducts ongoing planning and resource allocation based on its mission and goals, develops 1032 objectives to achieve them, and utilizes the results of its assessment activities for institutional 1033 renewal. Implementation and subsequent evaluation of the success of the strategic plan and 1034 resource allocation support the development and change necessary to improve and to 1035 maintain institutional quality.” 1036

Enrollment Management 1037

Planning and managing enrollment at the College is essential to its long-term success. The 1038 Enrollment Management Task Force (EMTF) is a team of administrators, faculty, and staff 1039 that review and make recommendations related to recruitment initiatives and student 1040 retention. The EMTF recommends stable enrollment for incoming freshman and transfer 1041 students and slight increases in returning students based on increased retention efforts; this 1042 team also recommends small increases in graduate enrollment. 1043

In fall 2011 the College enrolled 7,166 undergraduates and 1,247 graduate students 1044 (Enrollment Summary website). Our total number of applications for the fall 2011 was 1045 11,897, 8,575 freshmen, and 3,322 transfers. Students from underrepresented groups 1046 comprised 14% of the freshman class, and 19% of the transfer class (Applications, Offers 1047 and Deposits, http://www.brockport.edu/ir/IDP2011/AppOffEnr.pdf). Additionally, the 1048 Office of Undergraduate Admissions continued progress toward enrolling a more diverse 1049 student body by exceeding its goal of 10% of students from underrepresented populations 1050 admitted for fall 2011.Applications for African American first-year students increased by 1051 24.8% and Hispanic applications increased by 35.1% from the previous year. (See Chapter 7 1052 for further analysis.) 1053

EMTF goals are to meet or slightly exceed student enrollments without sacrificing quality 1054 and increasing retention and graduation rates. Some of EMTF’s 2010-2011 academic year 1055 initiatives include establishing an Internet/web based recruitment market, hiring an 1056 admissions advisor for E-Recruitment, utilizing various social networks for recruiting, 1057 increasing fall Open House attendance and campus visits from potential students, and 1058 creating a Discretionary Scholarship Pool and a Spring Overnight Program for highest ability 1059 applicants. Undergraduate Admissions hosted its eighth annual Accepted Multicultural 1060 Students Visitation Program, which was incorporated into the Accepted Student Open 1061 House in spring 2011. Thirty of the 38 students (79%) that attended enrolled for fall 2010. 1062 The College implemented a comprehensive international student website to support 1063 recruitment and retention of international students, and is currently developing an 1064

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international recruitment program to support these targeted recruitment efforts. Chapter 7 1065 includes a more thorough analysis of Brockport’s enrollment management initiatives. 1066

Managing enrollment at the graduate level is also a priority of EMTF, guided by 1067 recommendations from the Graduate Education Vision and Action Plan (GEVAP) 1068 Taskforce; however, this has not been implemented as of fall 2011. The College has taken 1069 steps to increase graduate enrollment rates by several initiatives, including a paperless 1070 admission process and inclusion of the graduate message in the College’s general marketing 1071 campaigns. Chapter 7 also provides more discussion of the initiatives related to graduate 1072 study at Brockport. 1073

1074 Human Resources and Academic Initiatives 1075

In 2007 the College prioritized several initiatives, including but not limited to a concerted 1076 effort to diversify the campus and address issues of inclusion and to improve professional 1077 development opportunities for faculty and staff. In our focus on retaining a diverse faculty 1078 population, the College offers faculty research and development opportunities through 1079 resources such the Dr. Nuala McGann Drescher award, the Presidential Fellows 1080 postdoctoral program, and the Promoting Excellence in Diversity Grant (PED) (Appendix 1081 5.10 Faculty Research and Development Opportunities). College administrators have 1082 participated in conferences targeting retention of a diverse professional population, as well as 1083 those engaging discussions surrounding race and ethnicity. The Affirmative Action Office 1084 has created an exit interview for separating employees to determine the reason for employee 1085 separation from the College (see Appendix 5.13, Human Resources Exit Interview Survey) 1086

The College’s commitment to reaching a diverse population in recruitment is evident from 1087 the multitude of advertising venues used. All search committees are instructed to advertise 1088 in at least one minority publication, and several procedures are used to ensure the diversity 1089 of the applicant pool. Examples include use of Higher Ed Jobs’ “affirmative action hiring 1090 packet” as appropriate, distribution to all faculty search committees of a list of discipline-1091 appropriate names secured from the Minority Women Doctoral Directory, and the Affirmative 1092 Action Office’s sending notifications of professional and faculty vacancy to 100 agencies and 1093 organizations serving diverse populations. In addition, the College utilizes recruiting tools 1094 such as membership in the Workforce Diversity Network, Diversity Agora, and the Industry 1095 Liaison Group. We also actively participate in the annual National Diversity Recruitment 1096 Conference. Despite these efforts the yield in underrepresented hires falls short of 1097 expectations (see Appendix 5.12 Faculty and Workforce Demographics). 1098

Of note, in 2010, the temporary position of assistant to the provost for diversity was 1099 upgraded to a permanent position and given the title of assistant provost for diversity 1100 (APD). While the APD reports directly to the provost and vice president for academic 1101 affairs, this position works collaboratively with all divisions to ensure that the College’s goal 1102 of embracing diversity and inclusion is realized. Responsibilities include communicating the 1103

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College’s commitment to diversity and equity to the College community, developing and 1104 monitoring the College’s diversity plan, and preparing and analyzing reports to assess the 1105 College’s success. To provide the APD with a representative advisory board, the president 1106 has appointed a Diversity Committee. The responsibility of this committee, under the 1107 leadership of the APD, is to advise President’s Cabinet and the campus on issues relating to 1108 diversity for faculty, staff, and students, and to coordinate our annual conference on 1109 diversity. (See Diversity website, www.brockport.edu/diversity, Diversity Committee Charge 1110 (www.brockport.edu/diversity/charge.html) and Appendix 5.11 Diversity Strategic Plan and 1111 Presentations.) 1112

The College has a large investment in providing resources to ensure the success of faculty 1113 and staff, as is evident in the 2011-2016 SP. The College has now expanded the number of 1114 in-house professional development opportunities, in addition to offerings through external 1115 specialized conferences and workshops. Opportunities include desktop and network 1116 computing, providing exceptional customer service, and manager development. Center for 1117 Excellence in Learning and Teaching (CELT) delivers services to advance teaching 1118 excellence and to empower instructors through the development and delivery of educational 1119 practices that facilitate meaningful learning. 1120

Academic Affairs Restructuring 1121

In the Provost’s August 2010 address, she emphasized the importance of all College 1122 stakeholders collaborating to maintain our focus on student success and strategic investment 1123 in the elements that will bring us national recognition. Areas for investment within 1124 Academic Affairs relate especially to our reputation: 1125

1. The need for better infrastructure to support scholarly and creative activity 1126

2. The desire for interdisciplinary opportunities 1127

3. The need to grow our full-time faculty core 1128

4. The need to define our vision for graduate education 1129

5. The need for a coherent faculty development program 1130

6. The aspiration to a more diverse and inclusive student body 1131

7. The need to shape our student body across disciplines while maintaining quality 1132 and enhancing the student experience 1133

These elements are reflected in the 2010 restructuring of the Schools within Academic 1134 Affairs. The goal was to develop distinct schools to more effectively market our strengths as 1135 a college, highlight our unique identity, provide opportunities for philanthropic investment, 1136 and develop strategies for making graduate education more central and visible. With these 1137 ends in mind, our four new Schools were born: The School of the Arts, Humanities and 1138 Social Sciences; The School of Education and Human Services; The School of Health and 1139 Human Performance; and The School of Science and Mathematics. In addition, Academic 1140

41

Affairs called for the development of a Business School within three years, with appointment 1141 of a dean of the School of Business. (The search for this dean was successfully completed 1142 with a July 2011 appointment.) 1143

During the 2009-2010 academic year, the GEVAP committees recommended reshaping the 1144 institutional structure and culture, policies and procedures in support of graduate education. 1145 In response, the Provost created two temporary positions, beginning January 2010, assistant 1146 to the provost for graduate education and scholarship and associate dean, graduate education 1147 and scholarship. They were tasked with fulfilling GEVAP’s recommendation to identify an 1148 organizational model for graduate education that would best enhance the quality and 1149 competitiveness of our graduate programs and centralized graduate education in the culture, 1150 operations, and reputation of the College. 1151

In addition, related to the College’s goal of national recognition and our focus on student 1152 success, the Provost wrote a Division Planning Charge. It lays out a plan for each Academic 1153 Affairs area to address, examine, and develop strategies for improvement and change 1154 (Appendix 5.03 Academic Affairs Division Planning Charge August, 2010). The other vice 1155 presidents of the College took similar actions in their divisions. 1156

The outcomes for the Division of Academic Affairs Planning Charge resulted in the 1157 following priorities: 1158

1. Maintaining and enhancing academic excellence through interdisciplinary 1159 teaching and learning, programmatic accreditation, rigor, faculty/staff-student 1160 engagement in educationally purposeful activities in and out of the classroom, 1161 advisement, and integrating graduate education more fully into the institution. 1162

2. Leveraging our human capital through improving the infrastructure to support 1163 scholarly and creative activity, providing a greater percentage of instruction by 1164 full-time faculty, having a coherent faculty development program, enhancing 1165 diversity across the College, shaping enrollment management at the 1166 programmatic level. 1167

3. Improving alumni connectedness. 1168

Strengths and Significant Accomplishments 1169

• A strategic reorganization of the Academic Affairs Division. 1170 • Since the Middle States mid-term report, the College has achieved significant results 1171

in recruiting a diverse student body, and has made concerted efforts to diversify its 1172 faculty and staff as well. The College has taken advantage of new technology as a 1173 recruitment tool. 1174

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Challenges 1176

• Completing reorganization of graduate education in light of current budget 1177 fluctuations. 1178

• Maintaining enrollment of highly qualified first year and transfer students at a time of 1179 significant demographic decline in high school graduates. 1180

• Revitalizing our graduate portfolio and increasing program enrollments. 1181 • Continuing to diversify our faculty and staff. 1182

Standard 2: Recommendations for Improvement 1183

1. Continue to develop and assess the administration of graduate programs and 1184 scholarship with respect to our mission. 1185

2. Continue efforts to diversify our faculty, staff, and students. 1186

3. Collect data on the success of our promotional efforts related to diversifying our 1187 applicant pools and job offers and the retention of these employees at the 1188 College. 1189

1190 Standard 3: Institutional Resources 1191

After careful examination of the evidence, the Chapter 5 subcommittee concluded that the 1192 College has met the criteria for Standard 3 as defined by MSCHE: “The human, financial, 1193 technical, physical facilities, and other resources necessary to achieve an institution’s mission 1194 and goals are available and accessible. In the context of the institution’s mission, the 1195 effective and efficient uses of the institution’s resources are analyzed as part of ongoing 1196 outcomes assessment.” 1197

The overall operational budget of the College consists of the full range of resources that one 1198 would expect to see at a college of this size. The core operational budgets of the academic 1199 and administrative units come from NYS support, student tuition, and fee revenue. While 1200 funding from the state has decreased significantly since 2007-2008, the College has 1201 responded with strategic financial plans to keep the College moving forward. 1202

Financial Planning 1203

While the campus develops and implements an All-Funds Budget that addresses its unique 1204 circumstances, SUNY System Administration has a critical oversight role to ensure that the 1205 College is a good steward of our resources, whether those resources are provided through 1206 state tax dollar support, or are generated through tuition or other charges. Such oversight 1207 may involve ensuring our adherence to appropriate SUNY and NYS policies, procedures, 1208 statutes, rules and regulations, or it may determine that Brockport has appropriate and sound 1209 budget and planning practices in place. 1210

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The College’s state-operated budget was $58.9 million for 2010-2011 and $58.5 million in 1211 2011-2012. It is composed of tuition and other retained revenue ($39.1 million in 2010-2011, 1212 and $40.9 million for 2011-2012) and direct state operating support ($19.8 million in 1213 20102011 and $17.6 million in 2011-2012). There was also an additional planned $3.2 1214 million in revenues in 2010-2011 from other internal sources that would become part of the 1215 All Funds Budget. 1216

The Campus budget process starts with the discussion of College priorities at the President’s 1217 Cabinet level followed by development of a Five-Year Financial Model (see Appendix 5.14 ) 1218 by the budget office, and is modified by the vice president for administration and finance. 1219 The President’s Cabinet then discusses and approves the Five-Year Financial Model, after 1220 which the model is sent to the College-wide BRC. Early each fall semester this model is 1221 updated and official student enrollment and tuition revenue estimates are developed. 1222 Estimates are also developed for student FTE and sponsored research support levels, which 1223 are modified as the SUNY and NYS budgets evolve. Additional estimates (e.g., residential 1224 occupancy, fees, salary expenditures, and Other than Personal Service [OPTS] are 1225 developed). A preliminary revenue/expenditure summary is calculated. This summary then 1226 guides campus budgetary action for the remainder of the year. Actual data are added as the 1227 fiscal year progresses and the model becomes much more accurate. The model is also 1228 revised after significant NYS budget actions. Each revision of the Five-Year Financial Model 1229 is reviewed by the President’s Cabinet and provided to the BRC. 1230

When the BRC was created in 1997, the College budget process became more transparent. 1231 Budget updates are regularly communicated to the BRC, faculty, and staff as information 1232 becomes available. The president and his cabinet consider it essential to update and educate 1233 the campus community on the current status of the budget and to acknowledge any 1234 necessary actions needed to improve the financial health of the College (Budget and 1235 Resource Committee, www.brockport.edu/brc). Campus communications stress our 1236 commitment to successfully managing fiscal challenges and to implementing the major 1237 changes that are required. As unpredictable as the budget situation may be, the College will 1238 continue to be guided by its strategic plan. 1239

The College addressed the concern, expressed in the 2007 MSCHE mid-term report, 1240 regarding our structural budget deficit and built up reserves from 2005 through 2007. 1241 However, continued maintenance of fiscal health in current and future budget plans has 1242 been impacted by the major budget reductions in state support that SUNY and the College 1243 have experienced since 2008-09. In particular, the 2008-2009 mid-year reduction, the 2009-1244 2010 enacted budget and mid-year reductions, the 2010-2011 enacted budget reduction and 1245 the most recent mid-year reduction have all taken a very significant toll on our financial 1246 resource base. Since 2007-2008, our state support has declined by nearly $9.5 million 1247 (-35.6%) and considering also the contractual salary increases added to our expenditures 1248 during this period, the net reductions would amount to -$17.9 million (-67%). 1249

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At the same time, tuition increases have provided an additional $5.3 million. While SUNY 1250 was not allowed to increase tuition in 2010-2011, with the passage of the NY SUNY 2020 1251 legislation, there was a $300 increase for undergraduate students in 2011-2012. This 1252 additional revenue was very timely, however, it did not compensate for the reductions in 1253 state support that were imposed in the 2011-2012 budget. Brockport’s net state support 1254 budget reduction for 2011-12 is just under $3 million, another significant reduction 1255 continuing the trend since the start of the 2008-09 budget year. Our estimated additional 1256 tuition revenue is about $2.4 million. The SUNY tuition credit program has been developed 1257 as a system-wide pool to provide additional financial aid to students already receiving state 1258 Tuition Assistance Program (TAP) awards. Each campus will provide an additional 25% of 1259 each TAP recipient’s tuition; this is estimated to be $495,000 for Brockport (subtracted from 1260 the $2.4 million). Based on the combination of actions outlined in this paragraph, the net 1261 budget reduction for the College for 2011-2012 is now less than $1 million, well below the 1262 reductions of prior years. 1263

These recurring state reductions have led to major campus-based actions, primarily focused 1264 on a hiring freeze on vacant staff lines, the campus based Voluntary Separation Incentive 1265 Program, and participation in the NYS Early Retirement Incentive program. Presently, these 1266 reductions represent 65 FTE positions with a savings of over $3.5 million. There have been 1267 no layoffs. All divisions have reduced their discretionary spending, implemented internal 1268 resource reallocation strategies, and have become as self-sufficient as possible. The 1269 continual reductions in state support, combined with the inability to increase tuition in the 1270 2010-11, has resulted in a situation where our resources are cut faster than we can reduce our 1271 expenditures. A structural deficit has resulted and we have begun to rely on reserves to 1272 achieve a balanced budget, with short-term and long-term options being developed. 1273

With a reallocation of over $3.2 million from College actions and Divisional contributions to 1274 reserves, the College has sufficient flexibility to manage both the 2011-12 budget reduction 1275 and future year structural deficits, estimated to be between $1.7 and $2.9 million, without 1276 taking extraordinary personnel actions. The details of the budget plan have been shared with 1277 the BRC who will be informed of changes throughout the year. 1278

Ultimately, resolving our structural deficit will rely on economic improvements in NYS and 1279 the implementation of the NY SUNY 2020 legislation that provides authorization for a five-1280 year rational tuition policy that will allow SUNY to increase resident undergraduate tuition 1281 up to $300 each year. Additional resources in the form of increased state support and/or 1282 increased tuition revenues, combined with no additional budget reductions, could resolve the 1283 structural deficit in the next two years. 1284

The College continues to look for creative approaches to significantly increase revenues and 1285 significantly reduce expenditures. BRC, as a recommending body sharing responsibilities 1286 with administration, has been involved in the current and future budget reduction process, 1287 using the College’s 2011-1016 SP as a guide for criteria based decisions. 1288

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The College’s Comprehensive Fundraising Campaign also plays an important role in 1289 financial planning and is discussed below under Development Initiatives. 1290

Facilities Planning 1291

Like the structural deficit, the College has addressed the MSCHE 2002 report’s concern 1292 about facilities and deferred maintenance, and we continue to work through widely 1293 representative decision-making bodies to ensure continual building and renovation necessary 1294 to keep our infrastructure up to date. 1295

Working with SUNY and the State University Construction Fund’s (SUCF) academic 1296 building-condition assessment and system-wide capital plan funding requests, Brockport’s 1297 Facilities Planning Committee (FPC), with broad representation from departments 1298 throughout the college, recommends campus priorities for improvements to academic 1299 buildings, and campus infrastructure. This standing committee meets monthly (minutes may 1300 be viewed at www.brockport.edu/facilities/FPC/), reviewing and recommending priorities, 1301 primarily critical maintenance, for the College’s Five Year Capital Plan, as well as 1302 recommending alterations for projects typically costing less than $25,000. 1303

SUNY requested that the State University Construction Fund (SUCF) assist all state-1304 operated campuses to develop individual comprehensive facilities master plans. In 2009 the 1305 president established the College-wide Facilities Master Plan (FaMP) Committee, with both a 1306 steering and advisory committee, consisting of college community members from across the 1307 campus, including student representation. Ayers Saint Gross, along with several sub-1308 consultants, were selected as the consulting team to facilitate this process for the College and 1309 began their work on campus in January 2010. Throughout 2010, the FaMP Committee and 1310 Ayers Saint Gross, in coordination with the College’s office of Facilities and Planning and 1311 our SUCF program manager, involved much of the College community in the FaMP 1312 planning process (Appendix 5.08 FaMP Meeting Minutes). The consultants assessed the 1313 condition of our grounds and buildings and analyzed the use of existing space. They 1314 conducted over 100 campus community interviews, as well as monthly meetings with both 1315 the Steering and Advisory Committees. In September 2010 the College began a campus-wide 1316 discussion of alternative concepts to enhance the campus learning environment and improve 1317 the overall “quality of place” to promote student success. Throughout fall 2010, the campus 1318 community continued these discussions, providing updated information and inviting 1319 feedback through the FaMP website (www.brockport.edu/facilities/construction/sucf.htm). 1320 The final plan was completed in April 2011 and distributed to the College community in 1321 various briefings and publications. It can be viewed at www.brockport.edu/ 1322 internal/famp. Implementation of the plan began in 2011, and will continue through 2023 1323 with coordinated guidance by the Office of Facilities and Planning and the College’s 1324 Facilities Planning Committee. 1325

With its priorities in place, the College is addressing the $200-$300 million of deferred 1326 maintenance and repair with the SUNY 2008-2013 Five-year Capital Plan, funded by NYS at 1327

46

$550 million per year. The College receives roughly $19 million per year as part of this plan; 1328 and has also received $39 million in Strategic Initiative funds over two years to construct the 1329 Special Events Recreation Center (SERC), as well as $29 million for a new academic building 1330 (see: 2008-13 CapitalPlan, www.brockport.edu/facilities_construction 1331 /sucf.htm). 1332

Residential Facilities Planning 1333

As we renovate student housing, we seek to enhance the student experience. Our focus is 1334 on the student condition both academically and residentially. With each new or renovated 1335 facility we enhance modern amenities and technologies where students gather or study. 1336

Despite funding constraints, several ongoing facilities improvements are taking place. August 1337 2007 was the ribbon-cutting ceremony for our 52 new townhomes. The homes are “green” 1338 and energy efficient, using geothermal heat pumps for heating and cooling. 1339

Major renovations are also taking place. Four residence halls—McLean, McFarlane, 1340 Thompson and MacVicar—have been fully renovated, with MacVicar, the last project 1341 completed summer 2011, at a cost of $10 million. Harmon and Gordon Halls each received 1342 interior upgrades to carpet, paint, and ceilings in hallways and public areas. The high-rise 1343 residential halls are receiving all new windows and full bathroom renovations, scheduled for 1344 completion summer 2015. A program study for full renovation of our middle quad residence 1345 halls is just beginning (see http://www.brockport.edu/facilities/construction/ 1346 residenceplan.htm and www.brockport.edu/facilities/construction/Construction 1347 Summer2010.pdf). 1348

Sustainability and Energy Conservation 1349

All major facilities projects are being designed as LEED silver certifiable; smaller projects 1350 also routinely incorporate sustainable features. Other “green” initiatives include a bike-1351 sharing program, ground-source heat pumps, a carpooling service, a BASC shuttle service, 1352 the use of hybrid and electric vehicles, dark sky lighting, storm water management, an active 1353 recycling program, and a Green Living Learning Community. Paper used on campus is 100% 1354 recycled wherever possible, and has been reduced by nearly 50% in student computer labs 1355 through the implementation of a print quota system. Housekeeping uses green cleaning 1356 supplies and Energy Star equipment. Brockport has accomplished a 15% reduction in energy 1357 use on campus since 2002-2003, has earned nearly $1 million in energy incentives, grants, 1358 and rebates (see Appendix 5.09 2009-2010 Accomplishments and Appendix 5.07 2010-2011 1359 Accomplishments Annual Report) and has become a leader in energy conservation for the 1360 state. For a more detailed summary of the College’s energy consumption reduction and 1361 energy conservation activities (Appendix 5.04 Energy Consumption Reduction and Energy 1362 Conservation Activities Summary). 1363

1364

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Human Resource Planning 1366

The College maintains strong personnel resources with a range of tenured and tenure-track 1367 faculty, administrative and support staff, and graduate and teaching assistants, as required to 1368 deliver instructional programs at all levels, and a range of research activities and community 1369 outreach services. 1370

The Department of Human Resources (HR) provides the College community with 1371 consultation and innovative solutions in the areas of Personnel, Payroll, Benefits, and 1372 Affirmative Action and assists the College in hiring, retaining, developing, and rewarding a 1373 highly qualified workforce. It has created the Management Development Program 1374 (www.brockport.edu/hr/training/)to help employees in supervisory and management 1375 positions enhance their skills and confidence in leading others. This program is for all staff 1376 and faculty who are interested in improving their management skills and for assistance with 1377 succession planning. 1378

One specific piece of the Manager’s Development Program is the Manager’s Toolkit 1379 (Appendix 5.06), developed in 2008 to assist campus managers and supervisors in succession 1380 planning. The purpose of the succession planning was to protect operational continuity, to 1381 create a more agile workforce that can respond to changing needs of the future, and to build 1382 a self-sustaining leadership pipeline. As part of the plan, a series of workshops are regularly 1383 offered to assist staff in building their career skills. This program will continue to develop in 1384 the future, creating a mechanism for “closing the loop” whereby employee aspirations and 1385 succession planning efforts are joined to generate focused, mutually beneficial development 1386 plans, which in turn directly inform the optimal use of resources to provide priority 1387 development opportunities. The approach is intended to be self-assessing, to provide for 1388 employee involvement, to enhance job satisfaction, and to inform a continuously evolving 1389 menu of development opportunities. 1390

In 2010 HR launched a pilot leadership development program for staff. It is designed for 1391 higher-level responsibilities on campus. This program will be a self-study, peer study, and 1392 management study of the individual’s leadership strengths and weaknesses. 1393

HR works with individual employees as well, for example to design a program that fits 1394 individual needs or to research programs to locate a nearby seminar to continue the 1395 employee’s training. Departmental consultation services are also available from HR. 1396

Development Initiatives 1397

The Division of Advancement’s mission is to increase the level of private support in order to 1398 sustain the quality and competitiveness of the College's programs and focus on student 1399 success, strengthen alumni traditions and networks, and build and sustain long-term 1400 relationships that advance the reputation and visibility of the College. This division has 1401 three areas of development initiatives: the Comprehensive Fundraising Campaign, Brockport 1402 Alumni Association, and the Brockport Foundation. 1403

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The Comprehensive Fundraising Campaign is in the early stages of implementation currently 1404 moving from the silent to the public phase and is expected to generate $25 million. The 1405 initial “leadership phase” has raised over $6 million in gifts and pledges and is expected to be 1406 complete in 24 to 30 months. The entire campaign is expected to last about six years. The 1407 campaign will emphasize a mix of priorities for students, faculty, school and program 1408 support, facilities enhancements, and the Fund for Brockport. The College will seek both 1409 endowment and cash gifts to support immediate and long-term needs. 1410

The goals of the Comprehensive Fundraising Campaign are: 1411

• Ensure sustained academic excellence and innovation in educating students to live as 1412 active and engaged members of a global community 1413

• Provide renovated and enhanced facilities to support academic programs, faculty, 1414 and students, to reconnect and engage Brockport alumni and friends 1415

• Broaden and deepen the culture of philanthropy at the College 1416 • Build endowments for permanent and flexible support of College priorities 1417 • Develop a sophisticated, ongoing major and planned gifts program 1418 • Increase annual giving to support the College’s operating budget 1419

A primary role of the Alumni Association is to connect alumni with their alma mater. In 1420 addition, The Brockport Alumni Association hosts several receptions and events not only in 1421 the state but also around the country on a regular basis. It also provides financial gifts to the 1422 College so that we can award more than $15,000 each year in scholarships for current, 1423 incoming and legacy students. 1424

A major resource for supporting campus priorities is The Brockport Foundation, which 1425 partners with the College to foster a culture of philanthropy that honors and supports the 1426 College’s mission of student success. The Foundation works with the Department of 1427 Development and Alumni Relations, and oversees the investment and financial management 1428 of all gifts to the College. This group of committed volunteers dedicates its time and talent 1429 to help ensure that sustainable funding for scholarships, academic and facility enhancements, 1430 and special events is available so that we may continue to provide our students with a 1431 transformational educational experience. The Brockport Foundation supported merit-and 1432 need-based scholarships that totaled $689,332 (see Appendix 5.07 2010-2011 1433 Accomplishments Annual Report) and provided more than $1 million in support of 1434 initiatives to support student success. 1435

The Division of Advancement also holds many annual stewardship events, such as: 1436 Benefactors and Scholars Dinner, President’s Donor Recognition Dinner, and Mornings 1437 with the Professors and lends support to other events including Homecoming Weekend, the 1438 Art of Fact Award, and Writer’s Voice. The Fall Classic Golf Tournament is an annual 1439 fundraising event for student scholarships. 1440

49

The College has a structure in place to garner external support for major strategic initiatives 1441 involving students. In 2010 the third annual Brockport Foundation Summer Research 1442 Program received $35,000 of support. Research Foundation activities have made a 1443 substantial financial impact: $676,295 in direct program expenditures (salaries, fringe benefits 1444 and OTPS) support student success in the CSTEP, McNair, and Student Support Services 1445 Programs, and $699,554 in direct payments to students for wages, tuition and fee 1446 reimbursements, and fellowships. 1447

The Brockport Auxiliary Services Corporation (BASC) likewise provides significant funding 1448 to support College priorities especially those aimed at enhancing the student living and 1449 learning environment. BASC provides the College with $700,000 in support annually. BASC 1450 also gave additional time and resources to support the College Recognition Dinner, the 1451 Brockport Summer Arts Festival, the Student Shuttle, the SERC interim parking and shuttle 1452 program planning and administration, the REOC building and parking in Rochester, College 1453 Suites student referral relationship, and the student print quota program. A more thorough 1454 discussion of BASC appears in Chapter 9. 1455

Strengths and Significant Accomplishments 1456

• Senior leadership collaboration on resource reduction and strategic investments. 1457 • College-wide involvement in developing the FaMP; success at obtaining Strategic 1458

Initiative Funding for new building projects. 1459 • “Green” initiatives have reduced energy expenditures by 15% and promise to save 1460

more money and protect the environment even more as a result of current and 1461 future building and renovation. 1462

• More than $1 million contributed by the Brockport Foundation for initiatives that 1463 support student success, including scholarships, and grants for students and faculty, 1464 lectures, equipment, professional development, library, and support for the arts and 1465 athletics. 1466

• Extensive College support towards improving the quality of campus life for students, 1467 faculty, and staff. 1468

Challenges 1469

• Developing public-private partnerships as a state entity. 1470 • Ongoing uncertainty over the amount of state support, increases in tuition, and 1471

negotiated salary increases. 1472

1473 Standard 3: Recommendations for Improvement 1474

1. Continue to look for ways of increasing revenue or other funding to offset state 1475 budget cuts and address the structural deficit. 1476

50

2. Commit to the FaMP recommendations and invest in infrastructure, both new and 1477 consistent maintenance, with a focus on facilities and technology that promote a rich 1478 educational environment for students. 1479

3. Continue to promote a culture of philanthropy among alumni, faculty, staff, and 1480 friends in order to increase levels of private support. 1481

4. Continue to infuse technology into all instructional and support functions to increase 1482 efficiency and effectiveness. 1483

1484

1485

1486

1487

1488

1489

1490

1491

1492

1493

1494

1495

1496

1497

1498

1499

1500

1501

1502

1503

1504

1505

Summary of Chapter 5

During a period of declining state revenues, The College at Brockport has managed its financial house with exemplary attention and discretion. The College is actively engaged in an effort to eliminate the structural deficit by 2013 and to maintain sufficient resources to invest in strategic priorities. We have proceeded with a planned comprehensive fundraising campaign, and with attention to state budget cuts, the College has preserved viable enrollment numbers and profiles; has maintained a strong academic core by retaining a healthy number of full-time faculty; and has begun to extend its reach and reputation nationally by reorganizing the Schools and adding a School of Business Administration and Economics. The College has maintained and strengthened our facilities master plan, one goal of which is to build and to renovate within a seamless framework to significantly improve the entire campus experience. One goal of the FaMP, in coordination with SUCF, is to renovate many campus buildings. FaMP’s purpose is to do this within an overall framework to significantly improve the entire campus experience. The College continues to invest in infrastructure and has received funding to complete the SERC and a new academic building. Recent dormitory renovations and other renovations in progress qualify as NYS “green initiatives,” positioning the College as a leader among environmentally sustainable campuses. Human capital is likewise a high priority at Brockport, and a number of management-training initiatives both recognizes and supports our pool of exceptional talent among faculty, staff, and administration.

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Chapter 6: Shared Governance, Ethics and Administration 1506

Standards 4, 5, & 6 1507

1508

The College at Brockport has a strong history of commitment to shared governance. The 1509 administration, College Senate, and various campus-wide committees deal collaboratively 1510 with a range of issues from budget to the curriculum. This chapter examines the leadership 1511 and shared governance of the institution in the context of the mission and goals of the 1512 College, including the College’s ongoing commitment to student success. 1513

Structures such as the College Council, College Senate, President’s Cabinet, President’s 1514 Advisory Council, college-wide committees Budget and Resource Committee (BRC), 1515 Facilities Master Plan (FaMP), College Technology, Enrollment Management, and the 1516 Brockport Student Government (BSG) contribute to effective decision making at Brockport. 1517 They provide ample opportunities for faculty, staff, and members of the campus community 1518 to participate in shared governance. These structures serve as pillars of shared government. 1519

Standard 4: Leadership and Governance 1520

The College has met the criteria for Standard 4 as defined by MSCHE: “The institution’s 1521 system of governance clearly defines the roles of institutional constituencies in policy 1522 development and decision making. The governance structure includes an active governing 1523 body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities 1524 of policy and resource development, consistent with the mission of the institution.” 1525

Infrastructure for Effective Decision Making 1526

Decision making at Brockport is enabled by a clear structure and various administrative 1527 bodies, as is evident by the College's organizational charts (The College at Brockport SUNY 1528 Organizational Chart February, 2012, www.brockport.edu/etc/orgchart/orgchart-1529 201202.pdf). Each of the four divisions (AA, Administration and Finance, EMSA, and 1530 Advancement) is led by a vice president. Three bodies help facilitate decision making at the 1531 president's level: the College Council, the President's Cabinet, and the College Senate. The 1532 President's Cabinet includes the president, provost, vice presidents and the executive 1533 director of public and government relations (www.brockport.edu/president/staff.html); this 1534 Cabinet makes policy decisions that impact the College. The College Council, 1535 (http://www.brockport.edu/president/council.html) is comprised of nine members 1536 appointed by the Governor of NYS, the BSG President, elected annually by the student 1537 body, an alumni representative and a College Senate representative. The College Council 1538 reviews all major plans of the College, from the naming of buildings to those related to 1539 budget requests and student conduct, among others. Finally, the College Senate, made up of 1540 elected faculty and professional staff members, reviews the curriculum and policies that 1541 affect it. Within the Senate, senators may participate in six standing committees (see College 1542

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Senate Executive Committee 2011-2012 www.brockport.edu/collegesenate 1543 /Standing_Committees/). These committees handle the efforts of the Senate as they relate 1544 to all curricular matters and faculty and staff policies, including, for example, General 1545 Education, scheduling, and sabbatical policy. 1546

The Brockport Alumni Association, the Brockport Foundation, and BASC contribute as well 1547 to effective decision making. As entities independent of the internal governance structure of 1548 the College, like College Council these groups bring an “outside” perspective to governance. 1549 They also bring an important historical perspective: the Alumni Association, especially, 1550 contributes in part through representation of the College in its earlier manifestations. 1551

In addition, several College-wide standing committees (e.g., Budget and Resource, Facilities 1552 and Planning, College Technology, Enrollment Management Task Force), combined with 1553 the College Senate represent multiple constituencies that make recommendations to the 1554 president through a well-detailed and -documented process. 1555

The College also provides the financial and institutional infrastructure for the BSG 1556 (www.bsgonline.org/). The BSG president and representatives participate in many of the 1557 College’s governing bodies and committees, including the College Council, the College 1558 Senate, and the Brockport Foundation. (For documentation of BSG participation see 1559 http://www.brockport.edu/president/council.html, www.brockport.edu/collegesenate/ 1560 bylaws.html p.6; and www.brockport.edu/giving/found/bios.html.) 1561

With sound structures for shared governance, College governance includes participation 1562 from people who interact with students from a variety of perspectives (e.g., faculty, staff in 1563 various areas such as student services). This enables the College to move in directions 1564 conducive to student success. Direct student participation also contributes to decision-1565 making. Our recommendation below to enhance student involvement will help provide 1566 opportunities for students to become even more engaged on campus. 1567

Conflict of Interest and Evaluation of Leaders 1568

The College adheres to conflict of interest policies at multiple levels. Members of the Board 1569 of Trustees, College Council, other voluntary board members, and employees of the College 1570 are subject to the conflict of interest stipulations outlined in Public Officers Law (POL) 74, 1571 which states in part that: 1572

“No officer or employee of the state agency, …should have any interest financial or 1573 otherwise, direct or indirect, or engage in any business or transaction or professional 1574 activity or incur any obligation of any nature, which is in substantial conflict with the 1575 proper discharge of his duties in the public interest” (Appendix 6.1 POL 74). 1576

The Brockport Foundation (www.brockport.edu/giving/found/FoundationBy 1577 Laws_110708.pdf) and BASC (www.basc1.com/Employment/pdfs/employee_ 1578 handbook09.pdf ) have written conflict of interest statements, which board members are 1579

53

required to sign. The Faculty/Staff Handbook includes the following in terms of conflict of 1580 interest: 1581

340.01 General Standards and Code of Ethics 1582 As a condition of employment, State officers and employees must file with the 1583 Secretary of State a statement acknowledging that they have received a copy of 1584 Sections 73 through 78 of the Public Officers Law, and that they have read and will 1585 conform to their provisions. 1586

The annual Internal Control Brochure (www.brockport.edu/intcontrol/brochure2011.htm), 1587 which is distributed to all College employees, includes links to the POL, the Ethics Law, and 1588 provides information about reporting fraud or theft. (Also covered in the “Integrity” section 1589 of Standard 6.) 1590

Strengths and Significant Accomplishments 1591

• Strong administrative leadership with institutional and non-institutional advisory 1592 councils. 1593

• A well-functioning College Senate. 1594 • College-wide committees and task forces empowered to make recommendations to 1595

administration based on broadly representative membership and feedback. 1596

Challenge 1597

• Despite broad student representation on College-wide committees, participation is 1598 uneven. 1599

Standard 4: Recommendations for Improvement: 1600

1. Increase the distribution of both undergraduate and graduate student participation 1601 on campus committees by finding more effective ways to communicate 1602 opportunities for students to serve and by offering effective training in College 1603 service. 1604

2. Improve training for student participation on committees. 1605 1606

Standard 5: Administration 1607

The institution has also met the criteria for Standard 5 as defined by MSCHE: “The 1608 institution’s administrative structure and services facilitate learning and research/scholarship, 1609 foster quality improvement, and support the institution’s organization and governance.” The 1610 subcommittee’s findings demonstrate that the College is characterized by a highly organized 1611 framework for administration and governance. This multi-layered structure provides careful 1612 oversight of the curriculum and academic standards of learning as well as organized support 1613 for faculty scholarship and creative work. Co-curricular and infrastructure administration 1614 likewise enables high quality programs in support of student life and learning. The overall 1615

54

structure “fosters quality improvement” in both the academic and non-academic areas 1616 through assessment and quality control measures. 1617

Decision-making Policies and Procedures 1618

Both formal and informal decision-making procedures provide examples of effective self-1619 governance at Brockport. For example, our College Senate has clearly articulated by-laws 1620 that govern decision making and articulate its relationship with administration, faculty, and 1621 staff (www.brockport.edu/collegesenate/Bl-1013.pdf ). The College Senate also has a 1622 published regular schedule of meetings open to all faculty, professional staff, and students 1623 available on their website. The College president meets regularly with the Executive 1624 Committee as well as the past, current and future Senate presidents. The provost also meets 1625 regularly with the Senate president. 1626

Clear policies and procedures related to decision making help facilitate learning, research, 1627 and scholarship, thus fostering student success. This transparent communication between 1628 administration and the campus community provides an infrastructure that enables faculty 1629 and staff to share their views, demonstrate considerable initiative, and raise concerns. 1630 Faculty members with ideas are encouraged to share them through the traditional chain-of-1631 command (chair-dean-provost), in the College Senate, or at relevant open forums. The 1632 purpose of these venues is well-publicized throughout the College community (and cited 1633 elsewhere in this chapter). 1634

In addition, the administration offers other venues for feedback. For example, related to an 1635 initiative in April 2011, the provost directly invited faculty to submit creative ideas for more 1636 efficiently offering one or more General Education courses. Administration likewise gives 1637 faculty and staff a voice in matters that affect instruction, scholarship, and quality 1638 improvement. The fact that faculty and staff are encouraged to participate in these ways 1639 helps ensure continual support of learning, scholarship, and student success. 1640

In recent years, a fairly clear process of decision making has emerged in Academic Affairs. 1641 The provost convenes a committee or task force (interested faculty typically are invited to 1642 participate, though some may be selected by deans and chairs). The committee is charged to 1643 deliberate, involve the larger campus community, and submit three to four models for the 1644 provost to consider. During this process, the committee holds multiple open forums for 1645 members of the campus community to provide feedback. The committee’s work typically is 1646 accessible through a committee website or in an ANGEL user group, and communication 1647 with stakeholders takes place through various modalities. Once the committee submits its 1648 report (also available to the campus community), the provost holds additional open forums. 1649 Acting on feedback, the provost then sends a report with recommendations to the College 1650 Senate. The Senate’s Executive Committee refers the report to a standing committee where 1651 it is deliberated, sometimes amended, and finally put before the body for a formal vote. The 1652 final recommendations are then returned to the provost and president (see Chapter 2 for job 1653 descriptions). This process has been used to shape the restructuring of Academic Affairs 1654

55

and to deliberate on course scheduling, faculty teaching workload, General Education, 1655 sabbaticals, and graduate education. Task-force reports on several of these issues (e.g., 1656 workload, General Education, course scheduling) are available on the Academic Affairs 1657 website (www.brockport.edu/acadaff/initiatives.html ). The College Senate maintains all 1658 records on its own website and in FileCity2, a campus-wide data storage area that allows for 1659 the availability of data among users to which all faculty and professional staff have access. 1660

Although processes may vary, all divisions follow well-established and transparent 1661 procedures to facilitate decision making. Once each month, the President’s Advisory 1662 Council meets to share information. Each semester the president hosts a town hall meeting 1663 to provide updates and receive feedback from the campus community (see Appendix 6.04 1664 President’s Advisory Council Minutes and Agendas). All vice presidents meet regularly with 1665 their leadership teams. Members have the opportunity to raise ideas and/or concerns 1666 through regular one-on-one meetings as well as team meetings. College representatives also 1667 work collaboratively with the BSG, BASC, Brockport College Council, Brockport 1668 Foundation and the Brockport Alumni Association. Each of these organizations has a board 1669 of directors and/or officers. All divisions regularly report to the College Senate to maintain 1670 transparent and well-informed relationships. For example in 2010-2011, the College Senate 1671 received updates on the budget, enrollment, the College’s Comprehensive Fundraising 1672 Campaign, and new construction. Individual senators then report back to their departments 1673 or divisions. 1674

In addition, open forum sessions are available online about SERC, the budget, FaMP, the 1675 Middle States review, and other issues of importance to the campus. Together with reporting 1676 to all units through senators, information is disseminated to the campus community 1677 electronically. 1678

Furthermore, the UUP president is included regularly as a speaker at the fall convocation. 1679 The union president writes a regular column in the UUP publication The Beacon, and is 1680 included in meetings about budget and hiring issues, as is the CSEA campus representative. 1681 College administration and union leadership meet monthly to air any concerns. 1682

For the purposes of the self-study, a survey was administered to garner perspectives related 1683 to shared governance. The results indicate that most departments have and follow 1684 governance documents that guide their decision making. Governance documents for 1685 academic departments are available on the Academic Affairs website Faculty and Staff 1686 Resources page at www.brockport.edu/acadaff/facstaff.html. In most cases, faculty in 1687 academic departments actively participate in decision making. One example is that 1688 departments make recommendations to the dean regarding departmentally elected 1689 department chairs. The majority of survey respondents felt that governance responsibilities 1690 were distributed equitably across their department. The Department of History, for 1691 example, has seventeen full-time members. It is led by a rotating chair elected by the 1692 members of the department (three-year term) who makes decisions related to departmental 1693 governance in consultation with a three-member “Governance Committee.” In addition, 1694

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numerous faculty-led and -staffed committees make decisions in academic and 1695 administrative roles related to, for instance, advising and curricular content. All of these 1696 activities are organized and articulated at regularly scheduled department meetings run 1697 according to Robert’s Rules with distributed agendas and meeting minutes. In contrast, the 1698 Department of Nursing does not have a rotating chair. Most of the past chairs have served 1699 multiple three-year terms per faculty vote and approval of the dean. Full- and part-time 1700 faculty serve on a variety of department committees that meet regularly with published 1701 agendas and meeting minutes. Except for department and strategic planning meetings 1702 chaired by the department chair, other committees are chaired by faculty with expertise or 1703 interest in a particular committee’s mission. 1704

BSG designates students for campus committee representation. BSG played an integral role 1705 in placing at least one student on over 20 College committees in academic year 2011-2012. 1706

The administrative structure of the College helps assure that we can effectively address 1707 challenges, for example, budget issues as related to the need to grow and change 1708 academically. This ability to grow is critical to our providing excellent instruction and 1709 support services to students. Our administrative structure enables us to provide many key 1710 services to students and generally assures that important issues and concerns get a full 1711 hearing, which in turn helps provide an environment for students to realize their full 1712 potential. 1713

Strengths and Significant Accomplishments 1714

• A strong and positive relationship exists between the administration, the campus 1715 community, and collective bargaining units. 1716

Challenge 1717

• Maintaining a positive relationship between the administration, the campus 1718 community, and collective bargaining units during times of fiscal constraint. 1719

Standard 5: Recommendations for Improvement 1720

1. Continue decision-making processes currently in place. 1721 2. Continue to refine methods of communication and connectivity among stakeholders. 1722

1723

Standard 6: Integrity 1724

The College has met the criteria for Standard 6 as defined by MSCHE: “In the conduct of its 1725 programs and activities involving the public and the constituencies it serves, the institution 1726 demonstrates adherence to ethical standards and its own stated policies, providing support 1727 for academic and intellectual freedom.” 1728

Brockport’s administrative structure and procedures are conducive to transparency and 1729 availability of documentation. The College publishes all of its formal procedural documents, 1730

57

increasingly relying on web-based systems for dissemination. There is an active Internal 1731 Control program providing “the tone from the top.” Internal Control 1732 (www.brockport.edu/intcontrol/) offers education and training for more effective 1733 operations and periodic reviews to ensure that risks are appropriately identified and 1734 managed. The Brockport Foundation and BASC have written conflict-of-interest policies 1735 and forms. (For examples see BASC Employee Handbook, www.basc1.com/Employment/ 1736 pdfs/employee_handbook09.pdf , Bylaws of SUNY Brockport Foundation, Inc., 1737 http://www.brockport.edu/giving/found/FoundationBylaws_110708.pdf and Standard 4 1738 p. 48.) 1739

Transparency 1740

Distribution of information across the campus through the web is carried out on a number 1741 of platforms. These include various webmail and scheduling systems (e.g., Microsoft 1742 Exchange and Mirapoint), the ANGEL Learning Management System (a campus supported 1743 web-based tool often used for collaborative and group work that allows sharing of 1744 information, scheduling meetings, posting reports, minutes, course syllabi, and other course 1745 work), and file storage systems (Filecity and Filecity2, which allow groups to share, post, 1746 catalog, and archive information). News updates are shared with the campus community in 1747 The Daily Eagle, updates that include e-mail links to the College website where one can find 1748 archives of all announcements (www.brockport.edu/eagle/search.php). 1749

“Ask Ellsworth” is a web-based program that provides answers to frequently asked 1750 questions of prospective and current students. There is a link to Ask Ellsworth 1751 (www.brockport.edu/ask/) on the College’s home web page and at the bottom of every 1752 Brockport web page. In addition, important and urgent matters are sent through regular 1753 e-mail (e.g., important budget updates), and hard copies of other items are sent using 1754 interoffice mail or The Daily Eagle. And on the Graduate Studies web page, “MasterPieces” 1755 (www.brockport.edu/graduate/admitted/matric_packet.html) provides links to a variety of 1756 services for graduate students. 1757

Policies and procedures are also readily available online to the campus community. These 1758 include undergraduate and graduate student policies, procedures, and student rights and 1759 responsibilities. Included in these are adjudicative procedures, such as the process for 1760 appealing a grade, filing a grievance, or defending against a charge of plagiarism (see The 1761 College at Brockport Policies, www.brockport.edu/policies/index.pph ). The College’s 1762 Affirmative Action statement appears on the same website, in addition to recent College 1763 graduation/completion and transfer out rates. Additional policies are available for faculty 1764 (see Faculty Guide to Academic Practices and Policies (http://www.brockport.edu/ 1765 acadaff/facguide/) Faculty and Staff Resources, (www.brockport.edu/acadaff/facstaff.html) 1766 and Human Resources Policies and Procedures (www.brockport.edu/hr/procedures/ ). 1767

1768

1769

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Informed Communities 1770

Complete editions of current and recent undergraduate (Undergraduate Studies Catalog, 1771 2011-2013) and graduate catalogs (Graduate Studies Catalog, 2011-2013) are available in 1772 paper copy and online, and are updated every two years. Beginning in 2011, catalog editions 1773 are accessible only in the online format and will be updated continually. Online catalogs are 1774 appropriately cataloged and archived. Easily available information includes admission and 1775 program requirements for all majors (Undergraduate Programs of Study, 1776 www.brockport.edu/academics/ugradpgms.html), academic standards, tuition and fees, 1777 financial aid information, and graduation requirements (Undergraduate Admissions, 1778 http://www.brockport.edu/admissions/; Academic Advisement, www.brockport.edu 1779 /~acadvise/). A description of student services such as dining services, student residence 1780 options, services for students with disabilities, and career counseling are easily accessed 1781 (Student Services, www.brockport.edu/life/). Information that pertains specifically to 1782 graduate students appears in the graduate catalog. 1783

Course descriptions are online, along with textbook requirements and course schedules for 1784 current and recent terms. A directory of department, faculty, and staff contact information 1785 promotes communication among all members of the College community (Faculty and Staff 1786 Directory www.brockport.edu/publications/phone/fsdir.html). Widespread anecdotal 1787 evidence suggests that professors also make extensive use of ANGEL for their courses to 1788 post syllabi, assignments, and other learning materials online and to communicate one-on-1789 one and in groups with students. 1790

The College website (www.brockport.edu) is likewise a major source of information for 1791 faculty and staff. Policies on hiring, promotion, and travel are available, along with an 1792 updated Faculty and Staff Handbook (www.brockport.edu/hr/resources/handbook.html). 1793 Additional sites for faculty include: Academic Freedom and Responsibility of Faculty, 1794 Academic Advisement and Student Planning, Convening and Cancellation of Classes, etc. 1795 (Faculty and Staff, www.brockport.edu/home/faculty.html). The College extends 1796 educational opportunities via the web for employees and supervisors to further develop their 1797 skills. When information is not readily available, one can consult the Faculty and Staff 1798 Directory (www.brockport.edu/publications/phone/ fsdir.html) to find the appropriate 1799 person or department to contact. 1800

Information for the wider college community is also available on the website. Alumni have a 1801 dedicated web page to promote continued involvement with the College 1802 (www.brockport.edu/alumni/). Portions of the website are also dedicated to subjects of 1803 interest to many parents of college students, e.g., information on computers students should 1804 buy, a FAQ, and a Time for Parents online newsletter. 1805

The Chapter 6 subcommittee found the materials on the College website to be 1806 comprehensive, easily accessible, periodically updated, and designed to keep all members of 1807

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the College community well informed. Clear communication within the College community 1808 supports student success by ensuring transparency and easy accessibility of information. 1809

Efforts to Foster Integrity through Inclusiveness 1810

The College promotes a climate of academic and institutional integrity in several ways. 1811 Governing entities regularly communicate new and established policies. Our Internal 1812 Control process safeguards accuracy, reliability, and adherence to prescribed policies. All 1813 current policies are available for review on the website. The Office of Human Resources 1814 website (www.brockport.edu/hr/), for example, includes all policies governing hiring and 1815 promotion practices that insure integrity and inclusiveness. The College’s Affirmative 1816 Action Officer (www.brockport.edu/aao/) approves personnel actions and is available for 1817 consultation. SUNY also promotes integrity on campus through policies regarding academic 1818 freedom, collegiality, and integrity; as well, policies are in place requiring disclosure of 1819 conflicts of interest by campus employees (www.brockport.edu/hr/resources/ 1820 handbook_teaching.htm). Expectations regulating conflict of interest are presented to 1821 employees upon their acceptance of a position and are available for review on the HR 1822 website (see 350 Conflict of Interest, www.brockport.edu/hr/resources/chapters/ 1823 350conflictofinterest.htm). 1824

We also have a student code of conduct, described on the Student Policies website and a 1825 campus judicial system that involves faculty, staff, and students 1826 (www.brockport.edu/policies/index.php, Code of Student Conduct Section VIII Student 1827 Rights When Charged with a Violation www.brockport.edu/policies/docs/code_ 1828 of_student_conduct_2011__2012.pdf). In addition, the College currently has tasked a 1829 working group to examine the College’s efforts with respect to Title IX compliance through 1830 creating clearer processes and procedures for reporting and educating the campus 1831 community (webdev.web.brockport.edu/titleix/index.html). 1832

Respect for others and a supportive campus climate in which all members feel welcome and 1833 engaged with each other are foundational to student success. The campus encourages inter-1834 cultural collaboration through programs offered by Community Development, Residential 1835 Life/Learning Communities, EOP, Leadership Development Program, and others. In 1836 addition the Collegiate Science and Technology Entry Program (CSTEP) and McNair 1837 programs support student success among underrepresented and low-income populations 1838 (www.brockport.edu/cstep/, www.brockport.edu/mcnair/ ). 1839

Brockport’s student scores on undergraduate Student Opinion Survey (SOS) items relating 1840 to Sense of Community, Student Life, and College Environment increased from 2006 to 1841 2009 on all questions (Appendix 6.02 SOS Survey Results, 2009). On a five-point rating scale 1842 (5=very satisfied, 1=very dissatisfied), Brockport scores in 2009 on these items ranged from 1843 3.16 to 4.17. These responses appear to indicate overall satisfaction with campus climate by 1844 most students. In addition, Brockport ranks quite favorably on some SOS campus climate 1845 items in comparison with other SUNY campuses. Specifically, in 2009 we ranked in the top 1846

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five among SUNY comprehensive colleges in the following areas related to community, 1847 student life, and the College environment: Respect for Students by Faculty and Non-1848 teaching Staff; Racial Harmony on Campus and the Rarity of Acts of Racial Prejudice on 1849 Campus; and Student Government and Clarity of Rules of Student Conduct. In all but one 1850 of these, we also ranked in the top five among all SUNY campuses. 1851

However, undergraduate SOS responses, 2006-2009, reveal that except for Faculty Respect 1852 for Students and Non-teaching Staff Respect for Students, non-white students reported 1853 lower satisfaction responses than white students. Non-white students were less satisfied 1854 regarding Racial Harmony on Campus and Acts of Racial Prejudice are Rare categories 1855 (Appendix 6.02 SOS Survey Results, 2009) though satisfaction among this population 1856 increased between 2006 and 2009. 1857

The College administration has promoted several initiatives to foster a more inclusive 1858 campus environment. These include reconstitution of the Diversity Committee, the 1859 development of a Diversity Strategic Plan, and the creation and staffing of an assistant 1860 provost for diversity (APD) and the Presidential Fellowship, a post doctoral fellowship (see 1861 Chapter 4). The College Senate adopted in 2010 a formal set of guiding principles for 1862 diversity (see Appendix 6.03, College Senate Guiding Principles for Diversity). The APD 1863 reports to the provost on all issues relating to diversity and works with various committees, 1864 governance bodies, and the campus community to identify areas where respect for diversity 1865 can be measured and/or improved. In addition, the APD has the major responsibility of 1866 providing leadership for the yearly Diversity Conference (see www.brockport.edu/ 1867 divconf/archive.html for an archive of Diversity Conferences). Over the last several years, 1868 participation in the Diversity Conference has increased dramatically. It has become a 1869 signature event at the College, growing into a community-wide affair. Numerous local high 1870 schools and community members, for example, took part as participants and observers at 1871 the 2011 Diversity Conference. 1872

We are dedicated to maintaining strong community ties as well. The Village of Brockport is a 1873 small community of 8,400 people, many who are alumni and/or current and former 1874 employees of the College. The College sponsors a number of events and associations to 1875 maintain these historically important ties. For example, the Alumni Association hosts an 1876 open house one Friday each month in the Alumni House on campus, specifically aimed at 1877 the broader Brockport community. We also have a “Mornings with the Professors” series in 1878 which faculty share their research and expertise with a broader community. The Art of Fact 1879 Award, sponsored by M&T Bank, and The Writer’s Voice take place in Rochester, extending 1880 our community reach beyond the village. The Writers Forum, a reading series sponsored by 1881 the College for over 40 years now, brings approximately eight well-known writers to 1882 Brockport to give a public reading, to interact with their audience, and importantly, to teach 1883 a class and interact with students in our Writer’s Craft course (ENG 495/595). Each of 1884 these events is free and open to the public. We have an Office of Community Development 1885 (www.brockport.edu/lcd/) that works with underrepresented populations and engages in 1886

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community service initiatives. The 2010-2011 year-long celebration of Brockport’s 175th 1887 anniversary also included numerous events for the broader community as well as a strong 1888 web presence. Many emeritus faculty and retired faculty and staff have participated in these 1889 events as volunteers or participated in the celebration. Alumni are also very well represented 1890 on and make significant contributions to the Foundation Board and the Alumni Board. 1891

The College has clear policies that provide a reasonable and clear framework within which 1892 learning can take place. Access to relevant policies helps members of the campus 1893 community address concerns to maintain focus on teaching, learning, and student support. 1894 The integrity and climate of the campus for the most part enhance students' experiences and 1895 foster success. However, as our discussion of diversity, inclusiveness, and the campus 1896 climate suggests, undergraduate minority students need more support within our campus 1897 climate. We need to do more to promote the success of our minority students. In addition, 1898 graduate students are currently not included in the SOS; the College needs to correct this 1899 omission in future surveys. 1900

Strengths and Significant Accomplishments 1901

• Undergraduate SOS results testify that Brockport has created an increasingly 1902 welcoming campus climate for many students. 1903

• Annual Diversity Conference and other diversity initiatives, including the 1904 restructuring of the Diversity Committee and strategic planning efforts within each 1905 school. 1906

• Strong ties to community. 1907

Challenges 1908

• Improving Campus Climate for Minority Students: According to the undergraduate 1909 SOS, non-white students are less satisfied than white students regarding racial 1910 harmony on campus. 1911

• Understanding Campus Climate for Graduate Students: We currently face a lack of 1912 knowledge about the experiences and perceptions of our graduate students. 1913

Standard 6: Recommendations for Improvement 1914

1. Continue efforts to assess and improve campus climate. 1915 2. Survey graduate students regarding their experience on campus as a whole. 1916 3. Follow through on aspects of 2011-2016 SP that address issues for underserved 1917

students. 1918

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Summary of Chapter 6

The Chapter 6 subcommittee found leadership and governance to be widely shared at the College: several campus-based entities, including College administration, College Senate, President’s Cabinet, four College-wide committees, and Brockport Student Government make up the ongoing groups that contribute to decision making and oversight of policies and procedures; non-campus-based groups like the Alumni Association and College Council contribute as well. Several ad hoc groups, such as the provost’s task forces on General Education and Workforce, also contribute for shorter periods to shared governance. College administration is sufficiently independent to ensure leadership perspective, albeit with feedback from the campus community. It is largely through these processes that the College practices a strong commitment to ethical standards and integrity. Together with a transparent system of participation and distribution of information, efforts such as our Internal Control process and our Student Code of Conduct are designed to foster integrity and inclusiveness. Assessment of College efforts in these areas takes place and results of these assessments guide the College in initiatives to improve where needed. The shared responsibilities and rewards of teaching and learning, governance, and campus life promote widespread investment in student success.

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Chapter 7: Student Recruitment, Support and Retention 1942

Standards 8 & 9 1943

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Ensuring student success begins with recruiting students who have the greatest potential to 1945 be successful. Enrollment Planning must be strategic in nature and be informed by the 1946 College mission of student success. Programs and initiatives as described below are created 1947 to meet the needs of students wherever they may be in the student life cycle—ensuring 1948 student safety and wellness; supporting at-risk students through early detection and 1949 intervention; and engaging our students while providing the necessary support to ensure 1950 persistence to graduation. Brockport’s self-study of Standards 8 and 9 demonstrates that our 1951 many programs address the spectrum of academic success, personal and social development, 1952 and the achievement of personal goals; programs are in place for each stage of the student 1953 experience, with special attention to the early years, and programs support both high 1954 achievers and students with special needs. Persistence through the many possible challenges 1955 in each are (e.g., cost of attending, gaining and/or maintaining appropriate study skills, 1956 and/or filling in secondary-school knowledge or skills gaps) contributes to student success. 1957

Standard 8: Student Admissions and Retention 1958

The College is committed to providing students with an excellent educational experience and 1959 opportunities for personal and social development. We must therefore enroll students who 1960 have the best potential to succeed and those for whom the College is the “right fit,” while 1961 enrolling an appropriate mix of students. In addition, the College is responsible for 1962 providing the necessary resources and support to enable students to graduate and achieve 1963 their personal goals. This chapter demonstrates that the College is successful in meeting the 1964 criteria for Standard 8 as defined by MSCHE: “The institution seeks to admit students 1965 whose interests, goals, and abilities are congruent with its mission and seeks to retain them 1966 through the pursuit of the students’ educational goals.” 1967

The core mission of student success at Brockport is embedded in the cycle of recruitment, 1968 enrollment planning, retention through support programs, and persistence to graduation. 1969 The Chapter 7 Subcommittee examined relevant departments, student cohorts, and campus 1970 initiatives in both undergraduate and graduate education. Further, the subcommittee 1971 gathered information from representatives of each student support function program 1972 (Appendix 7.01 Interviews Student Support Services) using an interview template developed 1973 by the subcommittee (Appendix 7.02 Report Template Student Support Services). 1974

College Mission & Admissions 1975

Recruitment goals are constructed through multiple levels of approval. The Enrollment 1976 Planning Group, a committee with membership including vice presidents, assistant vice 1977 presidents, and several directors, updates the SUNY five-year plan on an annual basis. 1978

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Recruitment goals are assessed using historical and longitudinal data, retention rates, and 1979 market demographics. Using this information, the Enrollment Planning Group provides 1980 quantity and quality enrollment recommendations to the Enrollment Management Task 1981 Force (EMTF). The EMTF is a campus-wide committee that makes recommendations to 1982 guide the planning for undergraduate and graduate recruitment and retention processes as 1983 well as academic program enrollment (see Chapter 4). The recommended recruitment goals 1984 are forwarded to the President’s Cabinet for final approval. 1985

Recruitment success for incoming freshman and transfer students at Brockport is measured 1986 by quantity and quality. Quantity represents the number of enrolling applicants, while 1987 quality is a measurement of incoming student aptitude and ability. Goals for minority 1988 recruitment, graduate students, and special admission are also set using both quality and 1989 quantity measures. 1990

The economic situation and demographics in Western NY have made enrollment planning 1991 efforts challenging. Roughly 75 % of our undergraduate students are from the Western NY 1992 region, which is predicted to experience declining high school populations. According to the 1993 NYS Office of Higher Education Research and Information Systems (2009), Brockport’s 1994 primary markets are projected to decrease 18 % between 2009 and 2019 (SUNY Projection 1995 of High School Graduates NYS 2007-08 2012-13, www.highered.nysed.gov/oris/ 1996 demographics/hsgprojections.pdf ), directly related to a drop in regional high-school 1997 graduation rates. To respond to these market conditions, the College has developed specific 1998 strategies to increase our market reach. In particular, the College seeks to recruit students 1999 from NYC, Long Island, and Westchester County, as these markets comprise approximately 2000 50% of the graduating high school seniors in NYS (College Board, 2010). 2001

Brockport markets to prospective undergraduate and graduate students through a variety of 2002 advertising campaigns, including print, radio and online advertising, and social media. EMTF 2003 seeks to maintain undergraduate enrollment numbers at targeted levels without 2004 compromising quality. We have implemented new technologies and marketing efforts so as 2005 to reach potential students more efficiently and effectively. The College has created a web 2006 presence on college search sites to establish a recruitment market using various social 2007 recruiting networks to increase student outreach and the College’s exposure, including 2008 Facebook, Next Step, Google, and YuMe, as well as lead generation programs from a variety 2009 of college marketing resources (Cappex.com, Zinch.com, Petersons.com). In the spring of 2010 2010, the College hired an admissions advisor for E-Recruitment whose primary 2011 responsibility is to oversee these new initiatives. The College’s Accountability web pages 2012 provide information related to our institutional profile and outcomes (Outcomes, 2013 www.brockport.edu/accountability/outcomes.html). 2014

The EMTF assesses both recruitment and retention efforts using tuition deposits, 2015 enrollment, quality indicators, and returning students as evidence for success for both the 2016 undergraduates and graduate students. Our recruitment efforts have shown results: fall 2010 2017 was a record year for recruitment. There were 7,166 enrolled undergraduates and 1,247 2018

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enrolled graduate students in fall 2011. The College’s total number of applications for fall 2019 2010 was 13,002—9,532 freshmen and 3,470 transfers, which is the largest number of new 2020 full-time student applications in 25 years, freshman and transfers combined. While recent 2021 undergraduate enrollment has successfully exceeded both qualitative and quantitative targets, 2022 additional investments will be needed to ensure that the College stays ahead of the 2023 demographic downturn. EMTF is currently discussing fine-tuning enrollment through 2024 program-based recruitment, which is included in the 2011-2016 SP. 2025

Full-time graduate enrollment has fluctuated since 2007 Part-time graduate enrollment saw 2026 an overall decrease (Appendix 7.30 Graduate Enrollment Summary). According to a recent 2027 survey conducted by the Counsel of Graduate Schools (2010), flexible online courses are 2028 becoming more popular for students entering positions that require a master’s degree. This is 2029 an area of interest, and the College plans to respond more comprehensively to this 2030 opportunity. 2031

Enrollment Planning & Quantity 2032

The College actively attempts to reach annual enrollment targets for freshman, transfer, 2033 graduate, underrepresented, international, and out-of-state cohorts. Since the 2006 2034 recruitment cycle freshman recruitment has produced a 16% increase in freshman 2035 applications and about a 2% decrease in the freshman acceptance rate from 43.8 to 41.8%. 2036 Use of the Common Application has widened program visibility and access across the 2037 nation. In 2009, the freshman enrollment target increased from 1,000 to 1,050 to 2038 compensate for a declining graduate enrollment and decreased state funding. Brockport has 2039 met the enrollment quantity target six of the last eight years (Appendix 7.05 Undergraduate 2040 New Student Fall Enrollment by Cohort). 2041

2042 Diversity: Brockport’s Mission Statement recognizes racial/ethnic diversity as an 2043 important measure of preparing all students to succeed in an increasingly global world. 2044 Minority representation on campus is necessary to support this goal. During this review 2045 period Brockport’s recruitment from underrepresented populations has seen gains. In 2007, 2046 12.1% of first-time incoming students were from underrepresented populations (Appendix 2047 7.06 Minority Fall Recruitment Numbers). Recruitment initiatives developed for new 2048 markets with significant focus on Long Island and metropolitan NYC can be expected to 2049 increase diversity among our student population, with successful admission of a more 2050 diverse student population. Applications from Long Island and NYC have increased by 2051 46.4%, acceptances by 31%, and deposits by 42.7% between 2009, when the new 2052 recruitment initiatives began, and 2011(Appendix 7.4 Freshman Recruitment by Region). 2053

Additional efforts focus on expanding the international student population at the College. 2054 In fall 2010, the Office of International Education hired an international recruiter with the 2055 responsibility of recruiting international students through the coordination of marketing and 2056

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communication to students abroad, the admissions process, and orientation of incoming 2057 international students. 2058

The graph below shows the diversity trends for the College for undergraduate and graduate 2059 students as well as the College as a whole. The diversity index ranges from 0 to 1 and 2060 measures the probability that any two students chosen at random will be of different race or 2061 ethnicity. A higher index number denotes increased diversity. The 2011 College diversity 2062 index increased to over .25 for undergraduates and .23 for graduate students. 2063

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Transfer Students: The College has also invested in improving the transfer student 2065 experience. Since the national economic situation has driven many students to community 2066 colleges, we are investing time and resources in the study of data and best practices for 2067 recruiting and retaining transfer students. 2068

Full-time transfer enrollment goals have increased from 850 to 875 for the fall 2010 semester 2069 and remained at 300 for the spring 2011 semester. Each year approximately 60% of transfer 2070 students come from two major community colleges, Monroe Community College and 2071 Genesee Community College, both in close proximity to Brockport. 2072

Brockport annually exceeds its transfer enrollment goals and experiences some difficulty 2073 accommodating the increasing volume of transfer students in some academic programs. 2074 Nursing, Kinesiology, Sport Studies and Physical Education (KSSPE), and Business, for 2075 example, have increased in transfer popularity, requiring early closure in the admissions 2076 cycle. The College is considering expanding program-specific transfer admissions 2077 requirements to better control the enrollment of more popular academic programs. 2078

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Brockport Student Demographics Racial-Ethnic Diversity

Undergraduate, Graduate, & CollegeTotal Diversity Index

College Total Undergraduate GraduateFigure 7-1

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Graduate Students: The College has aligned graduate studies with the College mission 2079 and strategic plan. Toward this end, the Office of Graduate Studies follows recruitment and 2080 retention of graduate students, with particular attention to minimum admission standards 2081 and reports on admissions yield data available for each program. 2082

The fall 2011 graduate headcount has declined 17.9% from the 2005 level of 1,519 to 1,247. 2083 However, because of the increased full-time enrollments, graduate FTE has not decreased 2084 nearly as much. There has been an increase in graduate applications over the past five years. 2085 In fall 2008, the provost engaged an external consultant to examine the Office of Graduate 2086 Studies. The consultant’s report recommended that the College hold a campus conversation 2087 on graduate education. Facilitated by the GEVAP Committee, the campus conversation on 2088 graduate education culminated in the 2009 GEVAP report (www.brockport.edu/ 2089 acadaff/gevap.pdf). 2090

Since 2009 several process improvements within Graduate Studies have simplified the 2091 application review and acceptance processes, including an online application process, direct 2092 departmental access to the applications, deposit requirements and class registration deadlines 2093 for matriculated students. All these improvements will help programs determine acceptance 2094 rates and more predictable enrollment projections. 2095

Enrollment Planning & Quality 2096

As a result of SP I, the College made a strategic decision in 1998 to improve the academic 2097 quality of its undergraduate student body, and entrance requirements were adjusted to 2098 increase the average grades and test scores of new students. 2099

Undergraduate Admissions reviews each applicant’s high school transcript, standardized test 2100 scores, and supplemental application as a means to measure the likelihood of student 2101 success. The high-school transcript substantiates the applicant’s strength of program (grades 2102 9-11), course grades, course exam scores, cumulative GPA, and class ranking. Of these five 2103 quality indicators, the official, cumulative high school GPA and SAT (or converted ACT) are 2104 the two most commonly used variables for determining initial admissibility. Subjective 2105 information, such as the supplemental application, academic recommendations, and student 2106 résumés, are also reviewed for desirable student characteristics that will enhance the 2107 engagement, enthusiasm, and diversity of the campus community. 2108

Undergraduate Admissions also assists the Delta College Program and the College Honors 2109 Program to identify eligible students for these enriched learning programs. Quality indicators 2110 are reviewed through a supplemental application process managed by the directors of each 2111 program, which include an interview for the Delta College Program and personal essay for 2112 the College Honors Program (Appendix 7.9 Delta College Program Application and 2113 Appendix 7.10 Entering Freshman Honors Application). 2114

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Assessment of graduate student quality is determined by the departmental graduate 2115 coordinator or faculty within each program, including determinations for assistantship 2116 eligibility. 2117

Retention 2118

In addition to recruitment efforts, significant resources have been invested in retention 2119 efforts. The EMTF plays a significant role in tracking retention and graduation rates and 2120 making recommendations for improvements. Retention rates for first-to-second year and 2121 second-to-third year are primary measures of success. In the past five years, several 2122 initiatives and programs have been developed and implemented. They include Living 2123 Learning Communities, the First Year Experience Program, re-introduction of Summer 2124 Orientation, Strategies to Eliminate Probationary Status (STEPS), the Sophomore 2125 Experience Program, the Leadership Development Program, undergraduate research 2126 programs, internships, high-risk drinking reduction programs, and integrated health and 2127 counseling services. The College has made steady progress since the last self-study, with 2128 first-year retention rates increasing from 71 to 85 % since 1998 (see retention rate chart 2129 below). Retention is now higher than the College has ever before experienced. These 2130 significant improvements have created a sense of pride in the institution and a commitment 2131 to maintain our quality. (Figure 7-1) 2132

2133

First-year retention outcomes for incoming transfer students increased to a high of 82.7% in 2134 2008; however, it decreased to 78.7% in 2009. Foundations of Excellence® in the First College Year 2135 for Transfer Students Self-Study (Appendix 7.29) was completed in 2010 under the guidance of 2136 the Policy Center on the First Year in College (www.jngi.org/). The findings led to the 2137 formation of the Transfer Experience Program in 2009, which is designed to actively engage 2138 and monitor incoming transfer students (www.brockport.edu/transferyear/). As a result of 2139 these efforts the five year graduation rates have increased from 48.7% (1996 cohort) to a 2140

71% 76% 76% 77% 80% 81% 82% 83% 83% 84% 84% 86% 85% 84%

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Undergraduate First to Second Year Retention Rates

Figure 7-1

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current status of 62.6% (2004 cohort). Six year graduation rates have increased from 52.4% 2141 (1996 cohort) to a current status of 66.6% (2004 cohort). 2142

Cost of Attendance and Financial Support 2143

As a state college, a portion of Brockport’s cost of education is subsidized by NYS. The 2144 current yearly full-time tuition amount is a comparably good value, $5,270 for NYS residents 2145 and $14,320 for out-of-state residents; Brockport has been nationally recognized for being 2146 one of the best values in higher education (see Chapter 1). 2147

Eighty-four percent of Brockport students received some form of financial aid in the 2010-2148 2011 academic year. In that year, the total cost of attendance (room, board, tuition, fees, 2149 travel expenses, books, etc.) was $18,876. The average financial aid package and Expected 2150 Family Contribution (EFC) for those first year students receiving aid was $9,150 and $8,319 2151 respectively, leaving an average gap of $1,407 to cover the total cost of attendance. However, 2152 this gap is an average unmet need factor for first year undergraduate students. Individual 2153 cases may range significantly depending on factors including family income, assets, and the 2154 EFC. 2155

Some teaching or graduate assistantships are available across a variety of departments or 2156 disciplines and several sponsor-supported graduate scholarships are available (see Appendix 2157 7.11 Graduate Education Scholarship Report). Current federal student loan limits are 2158 generally sufficient to meet the full cost of attendance, but as costs continue to rise, they, 2159 too, will experience a shortfall in available financial resources. 2160

Brockport’s Office of Financial Aid supports students and their families through the aid 2161 application process and provides additional support through training in financial literacy. In 2162 conjunction with many other support programs, the Financial Aid office reaches an 2163 estimated 1,100 students annually by integrating the financial literacy program into the 2164 classrooms, residence halls, campus workshops, and online. Technological improvements 2165 and focus on “client” satisfaction in the Office of Student Accounts and Accounting have 2166 improved online account access significantly. In response to student feedback, the following 2167 online services were implemented in April 2011: web payment, electronic billing with the 2168 option for students to authorize their parents or others to receive copies of bill notifications, 2169 electronic payment planning, and online direct deposits for refunds. In 2010, the Financial 2170 Aid office earned the National Financial Literacy Leadership Award for its outstanding 2171 advocacy of financial literacy within the College community (www.brockport.edu/ 2172 newsbureau/1450.html). 2173

The Undergraduate Extraordinary Scholarship Program awards $2.7 million annually to 2174 incoming freshmen with a view to recruiting high parameter students by decreasing their 2175 cost of attendance. While Brockport is still competitive, fiscal concerns have forced the 2176 College to reduce and eliminate some scholarships. In 2010, the College reintroduced a 2177 discretionary scholarship program, The Eagle Scholarship, which provides the office of 2178 undergraduate admissions with the flexible incentive needed to yield individual high 2179

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parameter applicants. Beginning fall 2012, freshmen admitted into the Honors Program 2180 who are NYS residents will receive a full tuition scholarship and those who are out-of-state 2181 residents will receive a $9,000 tuition award (www.brockport.edu/honors/ 2182 apply/index.html). In addition, there are a number of endowed scholarships provided 2183 through the Brockport Foundation available to students who meet various eligibility criteria 2184 (see www.brockport.edu/scholarships) and some departmental graduate awards and 2185 scholarships. 2186

Strengths and Significant Accomplishments 2187

• The College’s admissions functions stemming from the holistic review of applicants 2188 enhanced recruiting in new markets and brought about substantial increases in 2189 minority recruitment. 2190

• Increase in graduate applications, along with institutional commitment to 2191 restructuring and revitalizing graduate study. 2192

• The Office of Graduate Studies has incorporated technology to recruit students and 2193 process more applications. 2194

Challenges 2195

• Deriving methods of collecting and analyzing data on why students do not choose to 2196 attend Brockport or why students do not persist to graduation. 2197

• Establishing a graduate structure that best facilitates graduate student recruitment, 2198 support and retention. 2199

Standard 8: Recommendations for Improvement 2200

1. Continue to increase student diversity through domestic and international 2201 recruitment, retention efforts, and improvements in student life. 2202

2. Improve monitoring of at-risk students and increase retention/graduation through 2203 appropriate intervention strategies. 2204

3. Obtain more comprehensive data on students who do not attend or persist to 2205 graduation and analyze these to determine more effective strategies to increase yield 2206 and retention respectively. 2207

4. Track retention data for underrepresented populations among the student body, 2208 compare these data to majority population data, and identify and address barriers to 2209 the success of diverse student populations. 2210

5. Evaluate the effectiveness of the Transfer Experience Program. 2211 6. Implement a system to improve the collection and analysis of data pertaining to 2212

graduate education and graduate students, including the demand for on-line 2213 instruction, as well as retention and graduation rates. 2214

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Standard 9: Student Support Services 2216

Admission and Retention (Standard 8) would be far less successful without robust student 2217 support services at the College. Putting student success at the center of our mission 2218 commits the College to providing students with support for their educational experience and 2219 personal and social development. The College is equally obligated to providing the necessary 2220 resources and support to enable students to persist to graduation. 2221

The College’s body of support programs is comprehensive and multifaceted, designed to 2222 meet a broad range of student needs while fostering the development of personal qualities 2223 needed for success in college and beyond. The College has met the criteria for Standard 9 as 2224 defined by MSCHE: “The institution provides student support services necessary to enable 2225 each student to achieve the institution’s goals for students.” What follows is a descriptive 2226 inventory of the various support programs that contribute to academic success as well as 2227 personal and social development. 2228

The College recognizes students as adults with full citizenship rights. To that end we comply 2229 fully with the Family Educational Rights and Privacy Act of 1974 (FERPA) regulations. 2230 Training in FERPA protocols is mandated for all faculty and staff (www.brockport.edu/ 2231 parents/ferpa.html). 2232

Planning for Success 2233

The Offices of Academic Advisement and Registration/Records support students from the 2234 application phase through graduation. The Degree Audit Report System (DARS) allows 2235 students to monitor requirements associated with a major, a minor, the General Education 2236 Program, and all other requirements for graduation. DARS includes a detailed summary of 2237 credit recognized from other institutions. 2238

DARS is also available to graduate students to facilitate their advisement. All graduate degree 2239 programs have been encoded in DARS except the Dance program, which has unique course 2240 requirements; DARS is currently being programmed for all Graduate Certificate programs as 2241 well. Advisement at the graduate level is handled by departments for students matriculated 2242 into degree programs. 2243

Student ownership of their academic planning extends to Registration and Records. The 2244 Banner system enables online registration, which can be executed from any point on the 2245 globe. Course offerings and all relevant details are available online (e.g., dates, time, 2246 instructor, textbook requirements). Approximately 17,000 registration transactions are 2247 recorded annually. Learning outcomes associated with this office are related to the level of 2248 awareness students have of the tools available online. Achievement of these outcomes is 2249 measured by the number of user Personal Identification Number (PIN) resets and failures to 2250 comply with College policies related to enrollment. 2251

Every student interacts with the Office of Academic Advisement services and/or systems at 2252 least twice a year. Native Brockport students are required to take an Academic Planning 2253

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Seminar (APS) in their freshman year, in part to educate them about the College’s advising 2254 system as well as the many resources available to aid in their success. A version of the course 2255 is also available to transfer students. Other tools, such as the Academic Advisement Transfer 2256 Guide give prospective students a way to plan community college course work if they intend 2257 to transfer to Brockport. 2258

Support for Students in Special Admissions Categories 2259

For students admitted in special categories, academic support is critical. The EOP, 2260 Transition, and Exceptional Talent (ET) Programs offer support during students’ academic 2261 careers in the form of tutoring, block scheduling, freshman seminars, and intervention 2262 strategies tailored to the needs of each group. 2263

Students who have demonstrated academic achievements but who fall short of the regular 2264 admissions criteria, typically in terms of their SAT scores, may be offered acceptance into 2265 the Transition Program. These students complete the same course work, have the same 2266 housing options, and the same grade requirements for continued enrollment as regularly 2267 admitted freshmen but the Office of Student Retention keeps in closer contact with them 2268 during their first year than with regularly admitted students. The number of students 2269 admitted into the Transition Program constitutes approximately 7% of the incoming class. 2270

EOP conducts a pre-freshman summer program designed to help students from financially 2271 disadvantaged backgrounds prepare for college. Annually, about 75 students join a total 2272 EOP enrollment of 350. EOP is also committed to assisting students who wish to continue 2273 their education beyond the undergraduate level: Brockport participates in SUNY’s Graduate 2274 Opportunity Program (GOP), which offers a limited number of graduate tuition waivers 2275 annually. 2276

The retention rate for ET, which serves approximately 40 students, runs approximately 10% 2277 lower than the overall freshman cohort. As a result, a part-time academic coordinator for 2278 Athletics was hired in 2011 to help connect athletes with various campus services and to 2279 raise retention rates. The ET Program accepts students whose admission criteria warrant an 2280 enhanced freshman seminar, block scheduling, and tutoring. Supplemental tutoring courses 2281 connect the content of GE course(s), History, and/or Fundamentals of Composition, with 2282 the study skills taught in the seminar. 2283

Supporting Academic Success 2284

The Office for Students with Disabilities (OSD) coordinates equal access and reasonable 2285 accommodations for undergraduate and graduate students with documented disabilities 2286 under the Americans with Disabilities Act and the Rehabilitation Act of 1973. Since 2010, 2287 the average number of students registered with OSD is 321, plus an additional 25 to 30 2288 students who have temporary disabilities; there is anecdotal evidence that at least some of 2289 these are graduate students. The focus of OSD has evolved from one of compliance to 2290 proactive support of student success. 2291

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The Student Learning Center (SLC) is a comprehensive peer tutoring and study skills 2292 support center open to all students. The SLC manages all aspects of the College’s writing, 2293 math, and content tutoring programs as well as a study skills support program. Among 2294 other things, success of the SLC is dependent upon student tutors and the cooperative 2295 relationship between SLC staff and faculty who identify tutors and share input regarding 2296 tutoring protocol for each course. The SLC collects both qualitative (feedback on 2297 tutors/tutoring) and quantitative data (numbers of students receiving tutoring) from students 2298 and tutors each semester to assess its services (Appendix 7.12 Student Learning Center 2299 Assessments). Undergraduate and graduate students consistently report that tutoring 2300 improves their comprehension of course content and study strategies. Tutors regularly 2301 report that tutoring enhances their own knowledge of the subjects they tutor. 2302

Students may achieve academic enrichment and distinction by participating in one of two 2303 programs, the Delta College Program or College Honors Program. The Delta College 2304 Program is a unique interdisciplinary program that utilizes collaborative and experiential 2305 learning methods to create a learning community that devotes special attention to skills 2306 important for career entry and success (www.brockport.edu/delta/). Designed for 2307 academically high-achieving students, the College Honors Program offers seminar-style 2308 courses taught by distinguished faculty and emphasizes students’ mastery of knowledge and 2309 skills (www.brockport.edu/honors/index.html). Both programs serve students from all 2310 academic majors and provide an alternative means for satisfying General Education 2311 requirements. New scholarships for Honors Program students are expected to increase 2312 admission of high-achieving students to the program and the College. 2313

All Brockport students have the opportunity to enhance their academic and personal growth 2314 through overseas study. In the past three years, the Office of International Education has 2315 supported a total of 1,000 students by developing and maintaining a robust marketing of 2316 international study opportunities to both Brockport students and students from other 2317 colleges and universities. Student success through this program, like others, is defined both 2318 by academic achievement and personal development. Participation, which has increased in 2319 each of the last three years, is one measure of success. 2320

Academic advisement is recognized as central to student success. Academic advisement is 2321 largely the responsibility of faculty in academic departments. According to NSSE (Appendix 2322 7.13, NSSE Reports 2008-2011) Brockport students rate satisfaction with advisement slightly 2323 below the mean score of all participating institutions. The 2011-2016 SP includes 2324 improvement of advisement college-wide as an important goal. A Task Force on 2325 Advisement charged by the provost has been working in the fall semester 2011 to study 2326 advisement and offer suggestions for improvement of the advisement process. 2327 Opportunities exist for better training and coordination with faculty advisors, and for help 2328 from additional system tools such as “what if” modeling for those contemplating a change in 2329 majors. (See “Academic Advising,” Chapter 8, for a detailed discussion.) 2330

2331

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Technical and Informational Tools Supporting Academic Success 2332

Library, Information and Technology Services (LITS) strives to make computing capability 2333 broadly accessible to classrooms and students. Virtual Desktop Interface (VDI) software 2334 services are being piloted that will provide students with access to a consistent suite of 2335 academic software, whether accessed from a personal computer or one of the hundreds of 2336 public computers in various campus locations. 2337

All general-purpose classrooms have media technology and network access. Specialized 2338 computer labs support specialized needs, such as art and the sciences. Students and 2339 professors are linked through ANGEL, the learning management system, which provides 2340 broad capability for sharing of documents, discussion forums, testing, and surveys. The 2341 College Catalog, course offerings, and offered online, and the Banner system provides online 2342 remote access to student records and online course registration (see above, Standard 8, for 2343 more thorough discussion of ANGEL). 2344

The LITS Help Desk provides assistance to all students, faculty, and staff, both on and off 2345 campus (www.brockport.edu/ lits/helpdesk/). Significant improvements in the past few 2346 years were achieved with the institution of a walk-in office in Room 110 of the Drake 2347 Memorial Library and the installation of Bomgar technology, which allows a technician 2348 remote access to the caller’s computer for more speedy diagnosis and resolution. Call 2349 tracking software is used to measure important metrics such as wait time. At the 2350 MetroCenter, which predominantly supports graduate students, three LITS staff members 2351 provide assistance whenever the MetroCenter is open. 2352

Drake Memorial Library delivers services in person and on the web. Web-based services 2353 include online research consultation, online chats with reference librarians, and tutorials that 2354 train students to use the extensive research. To support student research, the library 2355 maintains over 500,000 monographs, 100,000 bound periodicals, and 30,000 online serial 2356 subscriptions. Over 9,000 patrons typically visit the library weekly. In 2010-11 alone, more 2357 than 5,000 students participated in library instruction (Appendix 7.18 Drake Library Annual 2358 Report 2010). (Chapter 8 discusses information literacy instruction in more detail.) 2359

Support for Success after Graduation 2360

Underrepresented or economically disadvantaged students may opt to participate in 2361 Brockport’s CSTEP or McNair Programs, if they plan to pursue graduate study. Students 2362 who plan to pursue a licensed profession or career in the Science, Technology, Engineering 2363 and Math (STEM) fields may participate in the CSTEP Program. Underrepresented, 2364 economically disadvantaged or first-generation college students preparing for graduate 2365 school and doctoral study may participate in the Ronald E. McNair Program. Students in 2366 these programs enjoy weekly professional development seminars, mentors, assistance with 2367 graduate school applications, and an opportunity to engage in internships or research. 2368 Annually, about 75 to 80 students take advantage of CSTEP, and 40 to 45 engage in the 2369 McNair Program (Appendix 7.19 CSTEP McNair Annual Report 2009-10). Some McNair 2370

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students pursue graduate studies at The College at Brockport, and some maintain 2371 involvement with the program by assisting undergraduate program participants. Chapter 6 2372 briefly discusses these programs, and Chapter 9 investigates their assessment practices in 2373 detail. 2374

On-campus employment allows students to overcome one of the most persistent barriers to 2375 the job market: the need for prior experience. Virtually all offices and departments on 2376 campus rely on some level of student employment. Approximately 2,000 students are 2377 employed on campus, and an additional 400 are employed by the Brockport Auxiliary 2378 Service Corporation (BASC). These work experiences offer financial resources as well as the 2379 development of skills and experiences that bridge students to the professional world. Jobs 2380 are advertised on the Office of Career Services JobShop database. Many opportunities are 2381 available for students eligible for Federal Work Study; if they are not eligible, “temporary 2382 service” positions are available in some departments (Career Services, 2383 www.brockport.edu/career/ index.html). 2384

The Office of Career Services also provides support in two major functions: 1) exploring 2385 and selecting a career path and 2) forming and executing a strategy to secure the desired 2386 career. Tools for self assessment and various references connect the spectrum of academic 2387 majors with potential careers. The College maintains a network of alumni and volunteer 2388 professionals for student access, supporting both the exploration and strategic phases of 2389 career development (see www.brockport.edu/career/connection/ and Appendix 7.20 EMSA 2390 Career Services SLOs). 2391

Career Services provides graduate and undergraduate students assistance in the process of 2392 securing a job by addressing activities such as résumé writing and interviewing skills. 2393 Specific practice in securing employment is mirrored in the process of finding an internship. 2394 All Brockport students may participate in credit-bearing internships through this office. The 2395 benefits range from skill development through workplace experience to formation of 2396 networks and cultivation of references (Appendix 7.25 Career Services Annual Report). 2397

Success as Personal and Social Development 2398

The College fully supports a successful transition into the working world through programs 2399 that develop professional skills and significant experiences to prepare students for a career. 2400 Leadership, civic engagement, teamwork skills, self discipline, communication skills, and 2401 personal effectiveness are sought by employers and developed through the broad offerings 2402 of EMSA. These areas collaborate with students, faculty, staff, and the community in 2403 creating, supporting and implementing diverse programs and services to enrich the personal 2404 growth and development our students. Some recent initiatives include a more focused effort 2405 to develop service orientation and civic engagement, and the capacity for accomplishment is 2406 coordinated through Community Development (www.brockport.edu/lcd/). This office 2407 serves as a resource for all students as they prepare for the challenges and rewards of living 2408

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in a global society through community service opportunities, student organization 2409 involvement, international support services, and Greek Life. 2410

Recognizing the premium placed on leadership in the professional world, the Leadership 2411 Development Program supports undergraduate students interested in cultivating leadership 2412 traits while fostering personal and professional growth (www.brockport.edu/leadership/). 2413 In addition to forming mentoring relationships, students learn to promote positive social 2414 change in the community. In its third year, the program has over 300 students enrolled. 2415 Positive results are evidenced by pre/post testing, journals, workshops, end-of-year 2416 evaluations, and student testimonials. Results from the Multi-Institutional Study of 2417 Leadership Data point to elevated scores earned by Leadership Program participants when 2418 compared to a control group (Appendix 7.14 Multi-Institutional Study of Leadership Results 2419 Overview). 2420

In fall 2011, 2,551 undergraduate students lived on campus. The Office of Residential Life/ 2421 Learning Communities supports student success by fostering the development of personal 2422 characteristics such as accountability, autonomy, service, collaboration, and leadership. The 2423 Faculty in Residence Program (Appendix 7.15), in its ninth year, promotes the connection 2424 between undergraduate students and faculty by providing mentoring, referral, and academic 2425 support where possible to the campus community at large. Since fall 2008, Living Learning 2426 Communities (LLCs) offer students focused programming and the transformative 2427 experience of living with peers of similar interests. Extracurricular interaction with faculty 2428 from academic departments provides an opportunity to clarify academic and career goals. 2429 LLCs allow undergraduate students to share and develop their interests, such as Education, 2430 Health and Wellness, Civic Engagement, World Citizenship, and Environmental 2431 Sustainability. Specific learning objectives have been developed for the LLCs (Appendix 2432 7.16 Living Learning Communities Service Learning Outcomes) and effectiveness of LLCs 2433 may be measured by results of selected NSSE questions (see Appendix 7.17 Pertinent NSSE 2434 Questions). 2435

Strong College connections with the Village of Brockport and surrounding region encourage 2436 the success of our students through the exercise of citizenship. The College supports a 2437 broad array of “outreach” activities by students, faculty, and staff, both close to home and as 2438 far away as China. Relationships with local, regional, and international organizations, 2439 including internships, free academic programming, and community service all contribute to 2440 the support of students in their transition to life after graduation. (See Chapter 4 for a more 2441 thorough discussion.) 2442

Safety, Health and Wellness: The Climate for Success 2443

The NYS University Police contribute to a safe and secure environment through patrols, 2444 investigations, emergency response, and educational offerings (www.brockport.edu/up/ 2445 programs.html). Additionally there is a Community Policing liaison in each residence hall 2446 and for each Greek organization. Overall, campus security has been enhanced in the past 2447

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two years by a Campus Safety Alert System. Loudspeakers throughout campus buildings and 2448 47 “Blue Light” telephones complement the telecommunication notification process. At the 2449 MetroCenter, the facility coordinator attends the Police/Community Interaction Committee 2450 to advocate for neighborhood security. The facility coordinator also chairs a safety task force 2451 and develops “Downtown Safety” initiatives. Evening security escorts are provided within a 2452 block of the building. For general support, a professional staff member is present whenever 2453 the center is open. 2454

The support provided is in part measured by number of interactions, such as the 9,000 rides 2455 provided to students through the Campus Safety Escort Program or the 1,600 students 2456 reached through Community Policing. However, these numbers do not capture the many 2457 daily interactions between University Police and the College community. Results of this 2458 function are measured by statistical data concerning criminal offenses and disseminated to 2459 the public as per the Federal Cleary Act (see Campus Safety Report, www.brockport.edu/ 2460 policies/docs/campus_safety_report_clery_act_and_campus_crime_statistics.pdf ). 2461

Another important platform for student success is health and wellness. The Student Health 2462 Center (www.brockport.edu/healthctr/) handles approximately 9,000 visits a year. Mental 2463 health care is provided by the Counseling Center (www.brockport.edu/cc/ ), which offers 2464 outreach and training services. Annually, approximately 1,500 students make 3,000 visits to 2465 the Counseling Center. The Wellness Program is extensive and includes award winning by-2466 stander training programs, high-risk drinking reduction efforts, and programs related to 2467 healthy eating and weight reduction (www.brockport.edu/healthct/). Learning outcomes for 2468 the department are measured by pre- and post- tests, the SOS, Core Alcohol and Drug 2469 Survey, and patient satisfaction surveys. Overall effectiveness is evidenced by the 2470 Association for Ambulatory Health Care accreditation for both the Health and Counseling 2471 Centers. 2472

For many students, fitness and physical development are conditions that support success in 2473 all areas of life. Approximately 600 students participate in Intercollegiate Athletics 2474 (Brockport Athletics www.gobrockport.com/) where self-discipline, leadership, team work, 2475 goal orientation, and confidence are developed. Physical fitness activities are widely 2476 accessible to all through Recreational Services (www.brockport.edu/recservices/). In 2009-2477 2011 there were 133,000 usages of recreational services, including 89,000 usages of the 2478 fitness center. Recreational Services supports 19 sports clubs with 406 sports clubs 2479 members. 2480

Measuring the Effectiveness of Student Support Programs 2481

Two major external survey tools are utilized to measure student perceptions of institutional 2482 support: SOS (Appendix 7.27) and NSSE (Appendix 7.13). Internally, learning outcomes and 2483 their assessment have been widely used within academic programs, and initiatives are now 2484 underway throughout the institution, including support services, to establish a “culture of 2485 evidence” pertaining to Student Learning Outcomes (SLOs) and program assessment. 2486

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EMSA has made good progress in their efforts and has developed a division-wide 2487 assessment team and identified student learning outcomes for each area. The EMSA website 2488 (www.brockport.edu/emsa/assessment) shows the breadth with which support functions 2489 have structured learning objectives in place or under development. 2490

Early Warning Systems for Students at Risk 2491

A Banner-based Early Warning System was implemented in fall 2011, enabling instructors to 2492 enter an early warning alert to address at-risk behavior in a more proactive manner. Early-2493 warning detection is a strong presence in freshman programming. The Early Warning 2494 Advisement Questionnaire (Appendix 7.22) results are tracked and used to develop new 2495 support initiatives, such as study skills programming. 2496

Beyond the first year, systems for identifying at-risk students are embedded in Residential 2497 Life, Intercollegiate Athletics, Honors Program, Delta College Program, CSTEP, McNair, 2498 EOP, Exceptional Talent, and Transition. Such programming offers heightened engagement 2499 with faculty, staff, and peers, and helps detect struggling students early in their academic 2500 careers. Finally, the Student Behavioral Consultant Team (SBCT) established in 2007 2501 (www.brockport.edu/sbct/) offers a centralized forum to receive and analyze the concerns 2502 of peers, faculty, and staff and to identify students whose behaviors put themselves or others 2503 at risk (Appendix 7.23 Sample Student Behavior Consulting Team Resolution). 2504

At the graduate level, student performance is monitored by academic departments and 2505 referred to the Office of Graduate Studies for appropriate action. 2506

Strengths and Significant Accomplishments 2507

• A wide array of College offices and programs meet a broad range of student needs 2508 and foster the development of personal qualities required for success in college and 2509 beyond. 2510

• The emergence of LLCs and expansion of the Leadership Development Program 2511 demonstrate Brockport’s commitment to new strategies for student success. 2512

• Successful orientation of first-year students through APS and equivalent courses 2513 provide advisement and introduction to College services and campus life. 2514

• Strong academic support programs (e.g., Student Learning Center, OSD, Career 2515 Services, TRiO Programs, Drake Library). 2516

• Strong support of study abroad and internship opportunities. 2517

Challenge 2518

• Providing effective advisement services in the face of increasing student advisement 2519 loads for faculty and dealing with the disparity of advisement loads among 2520 departments at both undergraduate and graduate levels. 2521

2522

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Standard 9: Recommendations for Improvement: 2523

1. Build on the work of the Academic Advisement Task Force and devise means to 2524 increase the effectiveness of academic advising and ensure that each 2525 entering/continuing student has an assigned faculty advisor. 2526

2. Evaluate the effectiveness of LLCs and, if justified, consider expanding the number 2527 of LLCs offered to all students. 2528

3. Survey graduate students to identify their unique needs and improve systems to meet 2529 these needs. 2530

4. Improve on current student support efforts aimed at improving four- and six-year 2531 graduation rates. 2532 2533 2534 2535 2536 2537 2538 2539 2540 2541 2542 2543 2544 2545 2546 2547 2548 2549 2550 2551 2552 2553 2554 2555 2556

2557

Summary of Chapter 7

With our mission of promoting student success in many dimensions of growth, the College has concentrated on support for students academically, personally, and socially, both during and beyond their educational experience. Beginning with recruitment of students best suited for success at Brockport, enrollment management makes sure that appropriate numbers and quality of courses and programs are in place to ensure the numbers and quality of students admitted. Retention is a high priority at Brockport, and several initiatives and programs are designed to maintain, assess, and respond to retention rates, including a wide variety of student support programs, thus linking outcomes for Standards 8 and 9. Support takes the form of broad access to information and people through the most recent technological infrastructure; to continuous availability of staff and faculty for information, advisement, and assistance; to programs specially designed to educate and develop students in particular areas of interest, such as graduate study, leadership, or athletics. Student support programs bolster retention, which in turn creates a robust community within which organic student support can take place.

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Chapter 8: Faculty and Academics 2558

Standards 10, 11, & 12 2559

2560

Hiring qualified faculty, fostering their professional development, and offering high-quality 2561 instruction in General Education (GE), the academic major and the minor curricula, are 2562 critical to student success. The Faculty and Academics Subcommittee found that the 2563 College’s exceptional teacher-scholars develop, implement, and monitor course and program 2564 offerings in a professional manner. The College’s instructional programs, including GE and 2565 course work leading to graduate and undergraduate degrees, are designed and delivered with 2566 learning goals and objectives consistent with the College mission of blending the liberal arts 2567 and professional programs coherently. We aim to enrich each student’s academic experience 2568 through GE courses early in their academic experience, and through a variety of culminating 2569 projects such as internships, theses, and capstone courses. 2570

Results presented in this chapter are derived from responses of the vice provost (administers 2571 the GE Program), school deans, department chairs, the director of the Center for Excellence 2572 in Learning and Teaching (CELT), the director of Professional Education Unit (PEU) and 2573 the grants development officer to survey questions developed and distributed by the 2574 subcommittee (Appendix 8.01 Chapter 8 Committee Survey Results). In addition, 2575 subcommittee members reviewed several College documents, most of which are accessible 2576 on the web, pertinent to answering the six self-study Guiding Research Questions assigned 2577 to this subcommittee, including the Faculty Roles and Rewards document (Appendix 8.02) 2578 and departmental Appointment, Promotion, and Tenure (APT) documents. 2579

Standard 10: Faculty 2580

The Chapter 8 subcommittee’s research revealed that “the institution’s instructional, 2581 research, and service programs are devised, developed, monitored, and supported by 2582 qualified professionals,” as defined by MSCHE (Standard 10). 2583

Indeed, the College has established several new initiatives and revised many existing 2584 procedures to recruit, mentor, and develop faculty best suited to carry out the institutional 2585 goal of student success. In the near-term, due to NYS financial difficulties the College may 2586 face challenges in renewing and augmenting its faculty ranks when there are vacancies 2587 created by retirements and/or programmatic needs. Despite these challenges the College 2588 continues to invest in its academic core by authorizing 26 FT faculty positions to be filled 2589 for the 2012-2013 academic year. For its part, the College supports faculty recruitment and 2590 retention by demystifying the tenure and promotion process with specific and transparent 2591 APT documents that publicize minimum performance requirements. Mentoring and 2592 support programs, including cohort-based faculty learning communities, are available to 2593 faculty. 2594

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With the help of well-conceived and -structured search procedures, several support 2595 initiatives and programs for faculty, and shared responsibility and rewards among the faculty, 2596 the College has been successful in recruiting and retaining individuals whose teaching, 2597 scholarship/creative publication, and service efforts align with the College mission of 2598 fostering student success. 2599

Faculty Recruitment & Faculty Composition 2600

Soon after establishing student success as the institution’s highest priority (SP II, 1998), the 2601 College, by the action of a College-wide committee, established a set of guidelines, Faculty 2602 Roles and Rewards (Appendix 8.02), outlining the professional obligations of its faculty with 2603 respect to teaching/learning, scholarship/creative activity and service). These guidelines 2604 identify teaching as the faculty’s highest priority and the creation of high-quality learning 2605 opportunities for students as a faculty member’s foremost responsibility. At the same time, 2606 active research and publication are regarded as a necessary condition for quality teaching. By 2607 taking this position, the Faculty Roles and Rewards Report reaffirmed our teacher-scholar 2608 model, and accordingly, the College strives to recruit individuals who are passionate about 2609 teaching, committed to pursuing scholarly/creative activities, and dedicated to engaging 2610 students in curricular and co-curricular activities. 2611

The majority of FT faculty are tenured (T) or tenure-track (TT). Nearly 94% of our FT 2612 faculty hold terminal degrees (see Figure 8-1). 2613

2614

2615

2616

328 286 282

93.6% 94.3% 93.6% 0

50

100

150

200

250

300

350

Fall 2009 Fall 2010 Fall 2011

Tota

l

Year

Figure 8-1 Full Time Tenured or Tenure Track Faculty

with Terminal Degrees

Source: Common Data

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Figure 8-2

Faculty Composition Full-time Part-Time

Academic Year Tenured

On Tenure

Track Not on

Tenure Track Total Tenured

On Tenure

Track

Not on Tenure Track Total

2008-09 185 111 59 355 4 5 278 287

2009-10 187 114 59 360 1 4 284 289

2010-11 186 118 58 362 2 4 252 258

2011-12 186 113 51 350 1 5 262 268 Source: IPEDS HR: Employees by Assigned Position, Part A and B

2617

As of fall 2011 there were 350 (57%) FT and 2618 268 (43%) part-time (PT) faculty. SP II 2619 established 70% FT faculty as an institutional 2620 goal, which served as a mandate to increase 2621 FT and reduce PT faculty across the College. 2622 The 2011-2016 SP renews this commitment 2623 (see Figure 8-2 Faculty Composition). 2624

College faculty recruitment efforts are guided 2625 by our Faculty Allocation Process (Appendix 2626 8.04) used to weigh instructional needs when 2627 faculty positions are created or refilled. The 2628 College uses an online recruitment system 2629 and a standardized search procedure 2630 (https://www.brockportrecruit.org/userfiles2631 /jsp/shared/frameset/Frameset.jsp?time=132632 19563076565, www.brockport.edu/aao/search.html). Most departments require faculty 2633 candidate-finalists to teach a class during their campus interview. Students provide feedback 2634 about their perceptions of the candidates’ teaching skills and search committees consider this 2635 feedback when making hiring recommendations. 2636

Despite competition, the College has been very successful in recruiting FT, TT faculty, as the 2637 data in Figure 8-3 show. However, recruiting faculty from traditionally underrepresented 2638 groups is recognized as a continuing challenge. In fall 2011 15.2% of FT and 7.3% PT 2639 faculty were from underrepresented populations (Human Resources Payroll Records, 2011). 2640

Figure 8-3

Percentage of Successful Tenure-Track Searches

Year Number

of TT Searches

Number Successful

Percentage Successful

2006-07 24 21 87.5 %

2007-08 38 36 94.7 %

2008-09 28 26 92.8 %

2009-10 15 15 100.0 %

2010-11 13 13 100.0 %

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The Presidential Fellow positions were created specifically to enhance faculty and/or 2641 curricular diversity, especially in the GE program. 2642

Hiring PT faculty is the responsibility of department chairs. While many departments 2643 maintain résumé files of potential PT faculty, others struggle to identify and hire individuals 2644 with the right credentials to teach courses, especially during daytime. To assist in the 2645 recruitment of qualified PT faculty, the College places advertisements in regional 2646 newspapers. 2647

Retention of Faculty 2648

Each academic department’s APT document specifies the minimum performance 2649 requirements for recommendation of term appointment renewal, continuing appointment 2650 (tenure), and promotion. Departmental APT documents are accessible on the Academic 2651 Affairs website (www.brockport.edu/acadaff/apt/2006/). 2652

Facilitating faculty success at all levels is one of our highest priorities. CELT and academic 2653 departments have a number of mentoring programs in place. We also make available 2654 cohort-specific programs for newly hired, early career, and faculty at other career stages. 2655 Each year an orientation is offered to new faculty—both FT and PT— that includes several 2656 workshops and networking activities designed to welcome and orient them to campus and to 2657 educate them about professional development opportunities. CELT also facilitates an online 2658 peer group for new faculty, who are also linked to pertinent faculty development websites, 2659 such as the Faculty Guide to Academic Practices and Policies at Brockport 2660 (www.brockport.edu/acadaff/2010-2011 Faculty Guide.pdf). 2661

TT faculty enjoy several options for mentoring at Brockport, particularly at the department 2662 level. At least one departmental mentor is assigned to a new faculty member; more than one 2663 from a department, or mentors from other departments may also be arranged. Instead of (or 2664 in addition to) a designated mentor, department chairs sometimes assume this responsibility. 2665 Although the College has undertaken no formal evaluation of departmental mentoring 2666 programs, we have convincing anecdotal data suggesting that formal mentoring is highly 2667 successful in developing and maintaining qualified faculty (Appendix 8.05 Departmental 2668 Mentoring Program Samples). 2669

At the end of each academic year, all FT faculty (and PT faculty who teach more than one 2670 course/semester) submit an annual report summarizing their accomplishments in each of the 2671 three performance areas. Department chairs provide feedback on these reports and provide 2672 guidance on their performance and progress toward tenure and promotion. This feedback 2673 similarly allows PT faculty to calibrate their instructional activities. 2674

It is worth noting that the College makes an Instructional Assessment Survey (IAS) available 2675 to its FT faculty and PT faculty teaching more than one course/semester, to assess student 2676 satisfaction in courses they teach. The IAS specifically asks students to rate the course and 2677 the effectiveness of the instructor (see Appendix 8.15 IAS Samples). Some departments also 2678

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use a department-created assessment tool. Student satisfaction is clearly one important 2679 criterion chairs and APT committees use to provide feedback to all faculty, especially to 2680 the new and TT. 2681

Support 2682

The College has a vibrant faculty development center in CELT, and since 2005, it has been 2683 charged with overseeing College-wide activities supporting tenure-track faculty’s teaching, 2684 publication, and service. CELT matches less experienced faculty interested in improving 2685 their teaching skills with experienced, Chancellor’s and other teaching-award-winning faculty 2686 outside of their discipline. This arrangement allows the former group to tap into the 2687 expertise of the latter group and to develop strategies for sustaining their scholarship 2688 program and navigating campus culture. In 2010, CELT began matching new or aspiring 2689 department chairs with experienced chairs. In addition, CELT continues to sponsor at least 2690 one faculty member from each school to attend a pedagogy conference, with positive 2691 feedback on the benefits to instruction. 2692

Faculty across departments and schools have common interests and concerns, and faculty 2693 learning communities (FLCs) have been created to develop them (see Appendix 8.16 FLC 2694 Outcomes). Coordinated by CELT, these topic-based communities encourage groups of 2695 faculty to explore their mutual interests in a specific academic or methodological area. 2696 Cohort-based communities focus on the unique needs of faculty at a given academic career 2697 stage or in unusual roles such as department chair. To date, 12 such FLCs have been formed. 2698

Other CELT activities that foster faculty development include Brown Bag Discussions, 2699 Software Training, webinars, and talks by experts, all discussing, training, and managing new 2700 information and skills issues related to teaching, learning, scholarship, and service (Appendix 2701 8.03 CELT Annual Report 2010-2011). 2702

Support for faculty scholarship was expanded during 2010-2011 from $500 - $600 per year, 2703 contingent on faculty presenting papers at professional conferences, to $750 per year full-2704 time faculty scholarship accounts (FSAs). Administered by the School deans, these accounts 2705 may be used to fund conference attendance, paper presentation, or expenses associated with 2706 scholarly activities. Deans may supplement FSAs with an eye toward equity among faculty, 2707 professional development, and scholarly contribution. In addition to FSAs, several 2708 competitive, campus-based grants are available to faculty, including specific opportunities to 2709 aid minorities, women, employees with disabilities, and U.S. Military veterans 2710 (www.brockport.edu/etc/forms/grant/). 2711

Our Grants Development Office provides an array of services to help faculty achieve their 2712 scholarship/research goals. This office identifies potential grant opportunities, obtains 2713 specific proposal guidelines, assists in preparing budgets, provides writing and/or editing of 2714 grant applications, assists faculty in meeting deadlines, and conducts grant proposal 2715 workshops. 2716

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Support for faculty development is one of the priorities of the Comprehensive Fundraising 2717 Campaign, now in its silent phase. Private support will be used to promote faculty 2718 excellence, to create endowed positions, and to fund faculty research, development, and 2719 equipment. These additional resources will enable Brockport to broaden and deepen our 2720 educational quality and to enhance our reputation. 2721

Faculty Evaluation 2722

The Faculty Roles and Rewards Guidelines assign explicit weights to teaching, scholarship, 2723 and service, indicating their relative importance. Teaching has a weight of at least 50%, 2724 followed by scholarship/creative activity, then by service (the latter weighed at a minimum 2725 of 10%). Annual evaluation of faculty performance (Appendix 8.07 Annual Report and 2726 Review of Faculty Sample) is an integral part of all personnel actions and includes common 2727 elements as well as discipline- and department-mission-specific procedures. Student 2728 assessment of instruction, most notably student satisfaction with a course and its instructor 2729 (IAS evaluations), is an important part of this process. 2730

Department APT documents specify criteria for satisfactory performance in teaching, 2731 scholarship, and service for each rank (Reappointment, Promotion and Tenure 2732 www.brockport.edu/acadaff/facguide/persaction/B.html). Faculty who seek a personnel 2733 action are required to submit a teaching portfolio as well as a summary of productivity in 2734 scholarship and service. For example, see Promotion to the Rank of Associate Professor at 2735 www.brockport.edu/acadaff/facguide/persaction/H.html for an outline of portfolio 2736 materials typically submitted for a review for continuing appointment and promotion to 2737 associate professor. 2738

The criteria for personnel action are both qualitative and quantitative. For instance, for a 2739 faculty member to merit recommendation for tenure and promotion to associate professor, 2740 s/he is required to publish a minimum number of peer-reviewed articles in professional 2741 journals (or the equivalent). The modal value of this minimum number is 4, and in no cases 2742 is this number less than three. Five service categories are identified, including departmental, 2743 school, college, profession, and community service. Department committee work is a 2744 standard expectation across campus for TT faculty. The College expects increasing 2745 responsibility and leadership (e.g., committee chair service) from faculty with greater 2746 academic rank and experience. 2747

Faculty Workload 2748

The Faculty Roles and Rewards Guidelines also specifies faculty workloads. In fall 2009, the 2749 provost constituted a Task Force on Faculty Teaching Workload to develop guidelines for 2750 applying the existing policy more consistently and equitably. The task force survey of faculty 2751 revealed widespread support of the current faculty workload policy: three courses instructed 2752 per semester, with the fourth course “released” for an active program of 2753 scholarship/creative activity. The task force concluded that criteria for defining an active 2754 program of scholarship should reside with departments (Appendix 8.6 Academic Affairs 2755

86

Task Force on Faculty Workload, www.brockport.edu/acadaff/workload/ 2756 WorkloadTaskForceFinalReport.pdf). 2757

Department chairs assign teaching responsibilities by considering curricular needs, faculty 2758 expertise, and the expectation of three-course workload per semester for FT faculty with an 2759 active program of scholarship and/or major service responsibilities. To meet curricular 2760 needs, most departments also use PT faculty. 2761

Accreditation requirements, disciplinary conventions, and availability of suitable institutional 2762 space determine class size, but the vast majority of undergraduate classes have 10 to 30 2763 students. This small class size and its consequent low student-faculty ratio offers an 2764 attractive alternative to large university centers. 2765

The College’s academic programs, our faculty’s wide-ranging pedagogical strategies, and 2766 student need pose some scheduling challenges. In response, the provost charged a faculty 2767 and staff committee to determine possible alternatives. In spring 2011, faculty 2768 recommended one of the alternative course schedules, which went into effect in spring 2012 2769 and has increased the number of class periods per day while maintaining nationally accepted 2770 student contact hours (Appendix 8.08 Class Schedule 2011-2012). 2771

Academic Advisement 2772 At a minimum, academic advisors assist their advisees with two tasks: they ensure that 2773 advisees understand and adhere to the College’s degree requirements, and they help advisees 2774 choose the best required and elective courses to match career goals Academic advisors assist 2775 graduate students to understand their DARS, prepare a plan of study, and carry it out 2776 successfully. 2777

Faculty advisors and their advisees have a variety of resources to facilitate the process (see 2778 Faculty and Staff Resources, www.brockport.edu/acadaff/facstaff.html ). Some larger 2779 departments have specific faculty service positions that oversee advisor assignments and that 2780 assist students with program planning or issues arising from course equivalents, waivers, and 2781 substitutions. Most departments evaluate faculty advising as part of their teaching obligation, 2782 with some categorizing advisement as service. To recognize faculty who excel in academic 2783 advising, students nominate and the College awards three Academic Advising Awards 2784 annually. 2785

General academic advising is also carried out by many other individuals and offices, most 2786 notably the Office of Academic Advisement. Minimizing time to completion of degree has 2787 always been a focus at Brockport and to facilitate this effort the College recently directed the 2788 Office of Student Retention to review existing early alert and intervention activities/practices 2789 and to recommend a comprehensive system (see Early Warning System 2790 www.brockport.edu/retention/ew/). Transfer students are advised when they first come to 2791 campus for Summer Orientation, Advisement and Registration (SOAR) sessions. 2792

2793

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Student Success as Faculty Assessment 2794

Faculty at the College are very productive by all standard measures (APT): new courses and 2795 initiatives, such as the FLCs, are robust and growing. Publication of scholarship and creative 2796 work is outstanding (see Appendix 8.11 Departmental Annual Report Samples). Faculty 2797 excellence can also be measured by performance of curricula and the students involved in 2798 them. Faculty have an institutional responsibility to create, revise, and oversee curricula. 2799 Towards this end, the College upholds the SUNY policy, Faculty Senate resolution, and 2800 UUP position statement on academic freedom in encouraging scholarly inquiry in both 2801 teaching and scholarship (www.brockport.edu/hr/resources/chapters/ 2802 210_academic_freedom_responsibility.htm). 2803

Faculty participation in departmental curriculum committees and College Senate processes 2804 regarding major curriculum proposals yields a high-quality curriculum that in turn promotes 2805 student success (see also Chapter 6, Standard 4, “Governance”). It is instructive to examine 2806 how well the College is faring in these areas, starting with retention and graduation rates, the 2807 two most commonly used indicators of student persistence. 2808

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2809

2810

Data presented in Fig. 8-5 suggest that the combination of enhanced student quality and the 2811 College’s emphasis on teaching since SP II has improved retention. 2812

It is important to note that the length of time to graduation is related to student 2813 performance as well as curriculum requirements. Given appropriate student performance, 2814 graduation in our published program-completion time is quite manageable at Brockport. 2815 Within the past five years the College has made distinct efforts to make adequate sections of 2816 required and elective courses available to meet student needs. Furthermore, SUNY system-2817 wide changes ensure students get full credit for GE courses transferred from other SUNY 2818 institutions (see Standard 11). The 2011-2016 SP specifies a benchmark of higher graduation 2819 rates as evidence of student success. 2820

2821

0 200 400 600 800 1000

2005

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Number of Students

Fres

hman

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ort Y

ear E

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Full-Time Freshman Cohort Persistence Trends

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83% 74%

69%

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Figure 8-5

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With respect to student 2822 learning, the College’s efforts 2823 in assessing Student Learning 2824 Outcomes (SLOs) are 2825 elaborated in Chapter 14. As 2826 an example, here we present 2827 data demonstrating the 2828 performance of our graduates 2829 in teacher certification exams 2830 administrated by NYS and 2831 two additional licensure 2832 exams for which there are 2833 nationally-normed data. 2834

Each academic year, about 2835 500 students take the Teacher Certification Examinations administered by NYS. These 2836 exams assess students’ understanding of pedagogy and pertinent academic content. Data 2837 show that Brockport’s graduates perform exceptionally well in the Teacher Certification 2838 Examinations (Figure 8-6). 2839

Through the Department of Educational Administration’s School Leadership Program 2840 Brockport offers education professionals who hold a master’s degree NYS Certification of 2841 Advanced Study for the School Building Leader (principals) and the School District Leader 2842 (school superintendents). Pass rates for these certifications are shown in Figure 8-7. 2843

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Pass rates among our graduates in Nursing and Social Work licensure examinations compare 2851 favorably with state and national pass rates. In both licensure exams, Brockport students out 2852 perform their regional and national peers. The pass rate of students taking licensure 2853 examinations in Nursing, National Council Licensure Examination (NCLEX), and Social 2854 Work, Association of Social Work Boards (ASWB) is shown in Figure 8-8. 2855

2856

Figure 8-6

Pass Rates: NYS Teacher Certification Exams

Academic Year

Assessment of Teaching Skills-Written (ATS-

W) Average of

Elementary and Secondary

Content Specialty Test

(CST) Average of the 16 Content Areas at

Brockport

Liberal Arts & Science

(LAST)

2007-2008 99 97 99

2008-2009 98 96 98

2009-2010 99 97 99

Figure 8-7

Pass Rates: NYS School Leadership Assessments School Building Leader School District Leader Academic Year Part One Part Two Part One Part Two

2008-2009 100 100 98 92

2009-2010 96 98 96 96 2010-2011 95 93 98 96

90

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For an example of licensure examinations at the graduate level see Chapter 9 GRC MSW. In 2870 addition to preparing students for professional certification, the College faculty strive to 2871 provide students with a variety of opportunities to become engaged learners, including 2872 Scholars Day, the Brockport Summer Research Program, and the National Conference on 2873 Undergraduate Research. Scholars Day is a prominent showcase for student research, and 2874 the College is rightly proud of this long-lived program. Instituted in 1984 through efforts of 2875 the College Senate, Scholars Day celebrates scholarly pursuits by the campus community. 2876 During the 2010-2011 Scholars Day, 549 students and 42 faculty and staff, gave 323 2877 presentations or poster sessions or demonstrations, with an additional 82 faculty and staff 2878 participating as sessions chairs. The College will sponsor the first annual regional Master’s 2879 Level Graduate Research Conference in April, 2012. Graduate students from Brockport and 2880 universities in upstate NY and southern Ontario will present scholarly and creative work 2881 across the disciplines. 2882

Some APT documents either specify that faculty must engage undergraduate students in 2883 research or strongly encourage them to do so. A variable one- to six-credit elective course, 2884 the Brockport Career Exploration Course (BCEC), allows students to investigate and gain 2885 experience related to their career and academic goals through focused research. Internships 2886 and practicums are an integral part of most Professional Education programs at the College. 2887 Student LLCs engage select groups of students to share common residential and learning 2888 experiences. Based on disciplinary and interdisciplinary themes, our LLCs create intentional 2889 links between academic, social, and residential experiences (see Living Learning 2890 Communities www.brockport.edu/llc and Chapter 7, Student Support). 2891

Fig. 8-8

Pass Rate of Students Taking NCLEX and ASWB Licensure Exams

NCLEX ASWB

Year Brockport NYS US Brockport NYS US

2005 88 79.5 90.6 94 71 75

2006 89 85.8 88.1 88 72 74

2007 75 82.2 85.5 75 74 73

2008 88 82.7 86.8 88 73 74

2009 94 84.6 88.4 92 72 75

2010 94 84.5 87.4 80 71 75

2011 88 84.1 87.9 Not available until 2012

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In 2009, the College created a Leadership Development Program to facilitate student 2892 personal development. Since then, over 100 staff, faculty, and students have been working 2893 together to create a comprehensive program to help students prepare for success after 2894 college as leaders in the local community, state, nation, and world. 2895

Strengths and Significant Accomplishments 2896

• The College has a well-conceived and -executed search procedure to recruit faculty, 2897 which enables us to recruit those individuals most attracted to the College mission of 2898 fostering student success. 2899

• The College has valuable mentoring and support programs for faculty, including 2900 cohort-based FLCs focusing on the unique needs of faculty at various career stages. 2901

• The College has invested in CELT, and faculty regularly participate in its activities. 2902 • The College supports faculty retention and satisfaction by clarifying the tenure and 2903

promotion process by encouraging APT documents that include minimum 2904 performance expectations (not a guarantee of tenure). 2905

• For a summary of 2008-2011 faculty and academic’s significant accomplishments 2906 (see Appendix 8-09, Faculty and Academics: Significant Accomplishments 2008-2907 2011). 2908

Challenges 2909

• Renewing and augmenting faculty ranks to meet programmatic needs and increasing 2910 the ratio of FT to PT faculty due to financial difficulties of the state. 2911

• The small size of some departments makes departmental-level mentoring of TT 2912 faculty a challenge. 2913

• Maintaining adequate levels of support for faculty research and publication is needed 2914 to retain quality faculty. 2915

Standard 10–Recommendations for Improvement 2916

1. Promote professional development through improved department-level faculty 2917 mentoring. 2918

2. Improve efforts to diversify faculty ranks and course offerings. 2919

3. Promote training and mentoring of faculty academic advisors at all levels. 2920

2921

Standard 11: Educational Offerings 2922

The College offers a rich array of academic programs at the undergraduate and graduate 2923 levels, leading to liberal arts and professional degrees. Fifty undergraduate academic majors 2924 and programs combined, and 48 graduate programs offer students a solid liberal arts 2925 foundation and advanced discipline-specific knowledge and skills. (See Chapter 9 for a 2926 discussion of unique programs offered such as 3+1, 3+2, and the collaborative MS Social 2927

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Work program.) All courses have a formally-registered content and an official course 2928 description published in the most recent College Catalog, (www.brockport.edu/ 2929 catalogs/2011/). By requirement, faculty provide syllabi to their students for each course, 2930 and in accordance with our Faculty Guide to Academic Practices and Policies 2931 (p. 7, www.brockport.edu/acadaff/2010-2011%20Faculty%20Guide.pdf) each syllabus 2932 contains course and policy information, including a list of course learning objectives, and 2933 description of course grading methodology (e.g., assignments or tasks evaluated, weighting 2934 system for grades) (see Appendix 8.12 Departmental Syllabi Samples). Brockport, in 2935 accordance with MSCHE Standard 11, “identifies student learning goals and objectives, 2936 including knowledge and skills, for its educational offerings.” 2937

Students are more than merely informed about their courses and programs; they are 2938 challenged and educated by them. Creation, maintenance, and revision of courses and 2939 programs start with College faculty, who are closest to the site of students’ academic 2940 experience and thus best equipped for curriculum and course design. College governance 2941 and integrity (see Chapters 5 and 6) ensure the “rigor and coherence appropriate to [our] 2942 higher education mission,” as articulated in Standard 11. 2943

Curriculum 2944

All departmental curriculum committees periodically review academic programs and 2945 recommend revisions, including adding, deleting, modifying, or deactivating courses. 2946 Curriculum committees may propose new degree programs. Though the composition of 2947 curriculum committee size may vary based upon size and complexity of department, all 2948 departments provide formal curricular review processes to ensure peer review of course 2949 content and rigor. Also assuring curricular excellence, all academic programs undergo 2950 rigorous peer review through the College’s Periodic Program Review (PPR) process 2951 which includes both a departmental self-study and external review and is outlined 2952 fully in Chapter 10. 2953

Individual faculty members propose new courses or revisions to existing courses and/or 2954 departmental curricula. Proposed revisions are vetted by the department curriculum 2955 committees and chairs. Program revisions or course modifications may also be 2956 recommended by these curriculum committees based on assessment data, accreditation 2957 standards, best practices, or new developments in the discipline. LITS offers support to 2958 individual faculty and departments by providing information and technology resources in 2959 support of our academic programs and ensuring that acquisitions are consistent with 2960 programmatic needs (www.brockport.edu/library/about/mission.php). 2961

New programs may result from inter-departmental collaborations as well (e.g., our 2962 Biochemistry major, the Professional Science master’s degree in Biology, the Forensic 2963 Science minor, the Aging Studies minor, and the Sports Management concentration), 2964 testifying to the College’s responsiveness to evolving knowledge areas and changing 2965 workforce needs by connecting cross-discipline faculty expertise. 2966

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Policies of the SUNY Board of Trustees specify that faculty have the “obligation to 2967 participate significantly in the initiation, development, and implementation of educational 2968 programs.” The representative body of the faculty, the College Senate, constitutes standing 2969 committees at the undergraduate and graduate levels to review and/or recommend new 2970 undergraduate and graduate degree programs and revisions to existing programs. Senate 2971 procedures are inclusive, requiring departments and units proposing new or revising existing 2972 degree programs to solicit input from all other departments or units affected by the proposal 2973 and to address any concerns other departments or units may have. Approval by the 2974 appropriate School dean is also required. Programmatic changes approved by the Senate, 2975 School deans, and the provost are submitted to SUNY for a final level of review. 2976

Transfer Students and Curriculum 2977

Brockport recognizes the curricular needs of non-traditional students and fully complies 2978 with SUNY transfer articulation agreements. Designed to improve student success in terms 2979 of timely graduation, these transfer articulations guarantee, among other things, that 2980 graduates with Association in Arts (AA) and Associate in Science (AS) degrees from SUNY 2981 two-year institutions will be granted full junior status at all SUNY baccalaureate institutions; 2982 that SUNY and CUNY AA. and AS. degree-holders will be granted enrollment priority over 2983 other transfer students; and that up to 64 credits completed toward AA. or AS degrees at 2984 two-year institutions will be granted seamless transfer credit in parallel programs within the 2985 SUNY system (www.suny.edu/facultySenate/artr.cfm, SUNY Joint Committee on Transfer 2986 and Articulation). The College Undergraduate Admissions Office receives all transcripts 2987 intended to secure transfer credit, and this office grants official transfer credit by assuring its 2988 recognition by the DARS degree-audit program and recognition in a Notice Award of 2989 Transfer Credit (see Transfer Credit Policies, www.brockport.edu/~acadvise/ 2990 Transfers.html ). 2991

Students may appeal denial of transfer credit by following a process beginning with the 2992 Academic Admissions Office, through the department from which transfer credit is sought, 2993 and if desired, through the vice provost for academic Affairs. The complete appeal process 2994 is outlined at Transfer Credit Appeals (www.brockport.edu/~acadvise/TransCredit 2995 Appeal.html). 2996

Scholarships are available for transfer students, and in keeping with recent student services 2997 initiatives to maintain and improve retention rates (see Chapter 7), transfer students may 2998 participate in a number of Transfer Experience programs, including a Transfer Peer 2999 Mentoring Program and an APS course created specifically for transfer students (Transfer 3000 Resources and Information, www.brockport.edu/transferyear/). 3001

Accreditation 3002

In 2006, the College set a goal of achieving or maintaining national accreditation in all 3003 programs for which it was eligible to strengthen program quality and improve student 3004

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success. Currently, 13 academic programs or departments are accredited by their respective 3005 national accrediting bodies. Appendix I contains the list of accredited programs. 3006

Accrediting bodies provide evidence-based guiding principles and practices that programs 3007 use to design conceptual frameworks, student learning outcomes, curricula and robust 3008 assessment systems to build a culture of continuous improvement. Achieving and 3009 maintaining accreditation requires adherence to these standards. Assessment is directly 3010 related to national standards for student outcomes. Accreditation processes create 3011 opportunities for the College to benchmark its students’ performance nationally and to use 3012 this information for both recruitment and program improvement. The College commits 3013 appropriate resources to accreditation efforts, including staff, curriculum 3014 design/improvement, and student learning outcome assessment. The College at Brockport is 3015 the first institution in NYS to achieve Council for Accreditation of Counseling and Related 3016 Educational Programs (CACREP) accreditation for programs in Counselor Education. 3017

Departments with degree programs for which there are no accrediting bodies strive to foster 3018 student success and confirmation of program integrity through the PPR process and by 3019 adhering to national professional organization guidelines and/or best practices (Appendix 3020 8.14 contains Departmental PPR samples). 3021

Strengths and Significant Accomplishments 3022

• Because curricular revisions originate from faculty current in their disciplines, the 3023 College has been successful in updating existing curricula and in developing new and 3024 innovative academic programs through interdisciplinary collaboration. 3025

• The College is committed to sustaining financial support for accreditations. 3026

Challenges 3027

• Maintaining a selection of courses and adequate resources for efficient instruction 3028 based on discipline, content, and student demand without compromising the student 3029 learning experience each semester. 3030

• Assuring appropriate transferability of courses in General Education and the majors. 3031

Standard 11–Recommendations for Improvement 3032

1. Distribute College resources in a manner that is appropriate for programmatic 3033 strength and development. 3034

2. Continue to explore opportunities for interdepartmental collaboration as a means 3035 of improving efficiency of instruction. 3036

3037

3038

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Standard 12: General Education 3039

The College meets Standard 12 through our liberal arts curricula designed for college-level 3040 proficiency in GE and essential skills. Currently, Brockport’s GE requirements include the 3041 minimum requirements of oral and written communication, scientific and quantitative 3042 reasoning, critical analysis and reasoning, and technological competency. The program goes 3043 beyond the minimum with additional requirements in the Arts, Social Sciences, and 3044 Humanities, Perspectives on Gender, Contemporary Issues, Diversity, and Foreign 3045 Languages. Brockport’s GE program also requires a performance experience in The Arts 3046 and a laboratory course in the Sciences. While GE assessment is discussed in Chapter 10 in 3047 the context of Standard 14, this section explains the GE curricula design. 3048

The College offers three options through which students may complete their GE 3049 requirements: the Traditional GE Program (www.brockport.edu/academics/gened/), the 3050 Delta College Program (www.brockport.edu/delta/) and the College Honors Program 3051 (www.brockport.edu/honors/) (Appendix 8.13 GE, Honors and Delta Comparison 3052 describes these three options in detail.) All three programs meet the learning outcomes 3053 stipulated by the Trustees of SUNY and are consistent with the stated College mission: 3054 fostering student engagement in a culturally diverse society and globally interdependent 3055 communities. The Traditional GE Program is chosen by the majority of first-time and 3056 transfer students. The Delta College and the College Honors Programs admit approximately 3057 60 and 70 students per year, respectively. Students must enter the Delta College Program as 3058 first year students. The Honors Program accepts both first-year and transfer students. 3059

Foundations of Learning 3060

These three GE programs support the College mission by enabling students to acquire the 3061 foundations of a liberal arts education. These include written and verbal communication 3062 skills, mathematical reasoning abilities, basic grasp of the scope and depth of human 3063 knowledge, an appreciation of human and cultural differences, and a disposition to interact 3064 with others in a respectful, collaborative, ethical, and empathetic manner. An important 3065 component of the GE program is the Academic Planning Seminar (APS), a one-credit 3066 extended orientation course for first-year students. A number of similar courses for 3067 specialized programs also meet the APS requirement. Research shows that a course such as 3068 APS can improve student retention and graduation, which was the impetus for including it in 3069 the GE Program (see also Chapter 7). The students taking APS are surveyed annually in the 3070 fall to determine whether they consider the goals of the course are important and actually 3071 achieved by the course (see Appendix 8.17 APS Survey Comparisons 2011). 3072

Another example of the thoroughness with which GE is integrated into Brockport’s 3073 curriculum is our information literacy requirement. According to the SUNY General 3074 Education SLOs, students must “understand and use basic research techniques” and “locate, 3075 evaluate and synthesize information from a variety of sources” (www.suny.edu/provost/ 3076 academic_affairs/LearningOutcomes.cfm). LITS supports information literacy initiatives 3077

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across campus, teaching basic information literacy sessions to incoming freshmen as a part 3078 of the required APS classes and in the College Composition classes. Librarians also work 3079 with faculty from each discipline to teach upper-level information literacy sessions for 3080 advanced coursework. Research refresher sessions for graduate students are offered each fall. 3081 Additional support for information literacy education is available from librarians in person at 3082 the Drake Library and by phone, e-mail, and chat services 24/7. Online tutorials are also 3083 available in ANGEL and through the Library web page; tutorials can be taken in conjunction 3084 with a course or individually, as needed. Information materials (both print and electronic) 3085 purchased through the Library support the research needs of students and are chosen 3086 carefully by faculty and librarians. Librarians work regularly with CELT to provide 3087 workshops for faculty and staff as well as students. LITS staff collaborate with faculty and 3088 administration to ensure that programs, services, and up-to-date equipment are in place to 3089 foster information literacy and technology competency throughout the curriculum. 3090 Information literacy questions are included in the College’s required Computer Skills Exam. 3091

Courses in GE developed by academic faculty are then reviewed by appropriate department 3092 curriculum committees, chairs, the School dean, the College Senate GE Committee, and the 3093 SUNY provost’s office, a process managed by the College vice provost’s office. Courses 3094 designed to satisfy Brockport’s local GE requirements are approved by the College Senate 3095 GE Committee as a final step in the process and do not require SUNY System’s approval. 3096 Special course registration forms have been developed to make certain that the course covers 3097 the appropriate learning outcomes for each type of GE offering (see Appendix 8.10 GE 3098 Course Requirements Fall 2011). 3099

General Education curricula, it seems, are always undergoing change. Until recently the 3100 Brockport GE program has been fairly stable with only minor changes since accommodating 3101 to the SUNY system-wide GE mandate. Within the College community there has been a 3102 perennial discussion about the size of the program and the number of requirements and 3103 credits needed for completion. An opinion that the program has been too large has been 3104 heard often in this discussion. The College administration has been concerned that the 3105 number of requirements and credits may slow students’ time to graduation. And additional 3106 local course work required for transfer students has been an impediment to “seamless 3107 transfer.” Another concern has been the impact of the number of GE courses taught by 3108 adjunct faculty on our full-time: part-time faculty ratio. 3109

Most Recent Revision of GE at Brockport: Early in 2010, the SUNY Trustees 3110 modified the GE learning outcomes to give colleges and universities in the system greater 3111 flexibility about requirements in the interests of promoting seamless transfer. For transfers, 3112 the requirement of completing seven out of ten Knowledge Area requirements was reduced 3113 to five out of ten with the GE Program considered complete if the student had accumulated 3114 30 credits in GE before transferring. Brockport’s provost responded to this opportunity by 3115 charging a GE Task Force to identify two or three alternative versions of the current GE 3116 Program, for the College to consider with the intent of improving program quality and 3117

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reducing instructional expenditures while improving progress of students toward timely 3118 graduation (see the Task Force Report at www.brockport.edu/acadaff/ 3119 genedtaskforcereport.pdf). This Task Force report was acted on by the College Senate in 3120 2010-2011 by reducing the number of GE course requirements (see Appendix 8.10 GE 3121 Requirements Fall 2011 Summary). The requirement for American History was removed. 3122 The Other World Civilization requirement and Diversity requirement were converted to 3123 “floaters” in which the learning outcomes must be met in conjunction with another 3124 Knowledge Area course. This reduction in requirements had an immediate and significant 3125 impact in advancing many students (over 1,000) toward the completion of their GE 3126 program. While we have reduced the number of requirements, we believe that the changes 3127 have positive features and that the quality and academic integrity of the program remains 3128 high. 3129

A modified PPR of GE is being conducted in 2011-2012. This review will include 3130 consultation with national experts on GE as we continue the effort to create a GE program 3131 that is appropriate in size and also addresses important skills and knowledge with a greater 3132 degree of intentionality. 3133

Strengths and Significant Accomplishments 3134

• The College’s GE programs provide a largely traditional liberal arts education with 3135 excellent breadth and depth. 3136

• GE courses are closely examined and evaluated by a standing committee of the 3137 College Senate to ensure appropriateness and quality of GE course content. All 3138 courses have clearly defined learning outcomes. 3139

• The College mission is well-disseminated among faculty and the student learning 3140 outcomes of the GE program support the College mission. 3141

Challenges 3142

• Ensuring that the number of requirements in GE does not slow students’ time to 3143 graduation. 3144

• Ensuring that there is an appropriate balance between the number of GE courses 3145 taught by adjuncts and those taught by FT faculty. 3146

• Reconciling SUNY mandates for GE with local requirements. 3147

Standard 12–Recommendations for Improvement 3148

1. Provide opportunities for more FT faculty to teach GE courses and encourage 3149 them to do so. 3150

2. Monitor the number of GE offerings on a semesterly basis to ensure efficiency 3151 and quality. 3152

3153

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3161

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3179

3180

3181 3182

Summary of Chapter 8

Recruiting and retaining the most exceptional faculty is one of Brockport’s highest priorities. By adhering to rigorous, ethical hiring procedures, the College has been successful in the vast majority of our TT searches during this review period. With a great many procedures and initiatives in place to support new and continuing faculty teaching and learning initiatives sponsored by CELT, increased funding of faculty travel for research, and an increased number of FLCs—we have also been largely successful in our retention goals for faculty, though we continue to aim for increased diversity among faculty. Faculty evaluation is rigorous and transparent. In fact, one of our most useful recruiting tools, department APT documents, also serves as a retention tool, as these documents outline clear and manageable expectations for tenure and promotion.

Curricula and individual courses undergo rigorous evaluation. With a faculty devoted to up-to-date research and creative activity, their foundational involvement in curricular development and maintenance, both within departments and through College Senate, guarantee that programs offer students a competitive, challenging educational experience.

Our GE programs have a long history of providing a broad-based liberal arts education. All required elements of GE as required by Standard 12 are evident in the structure of all three GE program options. There are also additional requirements included in Brockport’s GE program as specified by SUNY and our College Senate. The GE program is carefully monitored by the General Education Committee of the College Senate, a College-wide group responsible for adherence to policy and practice in the program.

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Chapter 9: Related Educational Activities 3183

Standard 13 3184

3185 The College at Brockport is committed to offering students many rigorous, quality academic 3186 programs—the hallmark of a first-rate institution. The College strives to provide students 3187 with resources both necessary and effective, and to build a strong learning environment that 3188 respects student diversity (e.g., non-traditional, distance learners, international students). This 3189 chapter discusses the variety of Related Educational Activities offered by the College and 3190 explores how they support student success. 3191

The Chapter 9 subcommittee’s review of Related Educational Activities showed that the 3192 College has met the MSCHE criteria for Standard 13. The College’s “programs and activities 3193 that are characterized by particular content, focus, location, mode of delivery, or 3194 sponsorship” are extensive and their focus furthers the mission and priorities of their 3195 “home” unit in supporting student experiences and success. Among the areas of importance 3196 to the College’s mission are academic support programs, certificate programs, non-credit 3197 offerings, additional locations and instructional sites, distance and distributed learning, 3198 contractual relationships and affiliated providers, and outreach to the community. 3199

Based on the inquiry conducted, it is clear that many existing related educational activities 3200 provide exceptional opportunities in support of student success, though knowledge of the 3201 variety of activities and programs varies. Brockport strives to provide students with needed 3202 resources and to build a strong learning community that respects student diversity. The 3203 College is committed to offering students many high-quality academic programs and support 3204 services to foster student development and success. In the areas examined by the committee, 3205 students were typically non-traditional, which often drives their participation in programs in 3206 which they are enrolled. 3207

Standard 13: Related Educational Activities 3208

Among our programs included under the heading of Related Educational Activities, some 3209 provide support services for students, (e.g., EOP, CSTEP, SLC), some offer different 3210 delivery locations and/or modes (e.g., experiential learning, MetroCenter, distance 3211 education), and others extend the College’s connectedness with the community (e.g., SBDC, 3212 Center for Continuing Professional Education). 3213

The College places much importance on assessing the quality and effectiveness of these 3214 programs. Most of the Related Educational Activities researched for this chapter use 3215 systematic procedures to ensure development and delivery of sound and effective programs. 3216 Information about many of these programs, their objectives, support services, and related 3217 information is published on the College’s website. 3218

3219

100

Academic Support Programs 3220

The College supports many programs that assist underprepared students in achieving 3221 success, among them the special undergraduate admissions programs (e.g., EOP, ET and 3222 Transition), CSTEP McNair Post-Baccalaureate programs, and the SLC. These programs 3223 incorporate various assessments to determine benefit to students and desired outcomes. 3224 CSTEP programs, for instance, are income, under represented student, and career-goal 3225 based. McNair prioritizes income- and first-generation college-, or under-represented 3226 student-based outcomes. Student performance in courses or on particular skills needed for 3227 entry to a graduate program or professional field are the targets of these programs. EOP and 3228 McNair have robust quality indicators and conduct ongoing analysis of their impact on 3229 student persistence and academic achievement in degree programs and courses. CSTEP and 3230 McNair track progression of students to higher degrees and professional careers, and they 3231 are required to demonstrate results (typically graduations rates). 3232

The College received its first Student Support Services Program (SSSP) grant in 1988 and 3233 was funded every cycle until September 1, 2010. The most recent grant provided funding for 3234 250 students. Students were eligible to apply for the program if they were first-generation 3235 college students, met US government income guidelines, or had a verified disability and were 3236 not participating in EOP. In August 2010 the SSSP grant was defunded, but the College 3237 completed funding obligations to registered students through mid-December 2010. In spring 3238 2011 the Transfer/Retention Center opened and is helping to supply some of the services 3239 provided by the SSSP by offering part-time mental health counseling, math tutoring, skills 3240 workshops, and general support for negotiating the campus systems (Appendix 9.01 3241 Proposal to Narrow the Support Gap Created by the Defunding of SSSP). The SLC also 3242 received additional funding for graduate assistants in math and writing to fill some of the 3243 tutoring gap caused by the loss of the SSSP. The Transfer Center will continue the 3244 collaboration with other College TRiO programs. 3245

Certificate Programs 3246

Certificate programs fall into two categories: credit- and non-credit-bearing. Currently, the 3247 College offers only credit-bearing certificate programs, including numerous teaching 3248 certificates offered by our Department of Education and Human Development 3249 (www.brockport.edu/ehd/Programs/); a certificate program in Creative Writing by our 3250 Department of English; Certificates in Nonprofit Management and Arts Administration 3251 offered by the Department of Public Administration (www.brockport.edu/pubadmin/ 3252 certificates.html); a Certificate of Advanced Study in School Counseling 3253 offered by the Department of Counselor Education (www.brockport.edu/catalogs/ 3254 2009/graduate/pdfs/edc.pdf ); and Certificates of Advanced Study in School Building 3255 Leader, School District Leader, and School Business Administrator offered by the 3256 Department of Educational Administration (www.brockport.edu/edadmin/definitions.htm). 3257 Each was created to provide more opportunity for students, to address market demand, and 3258 to provide value to a particular discipline, and each may be central to student success in 3259

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particular professions by providing advanced discipline-based knowledge necessary for 3260 specific certifications granted by external organizations. These certificate programs include 3261 published program objectives, requirements, and curricular sequence; each undergoes the 3262 same formal process of approval as all academic courses and programs; and each is required 3263 to undergo review through the College’s Periodic Program Review process of sponsoring 3264 departments. Such academic oversight assures the comparability and appropriate 3265 transferability of such courses to the degree program. Quality standards for matriculation 3266 into the programs attest that students have the necessary knowledge base and aptitude to 3267 successfully complete the courses. Program quality is assessed in various ways, including 3268 student learning outcomes, external accreditation review, and qualitative and quantitative 3269 evaluation from employers. 3270

Experiential Learning 3271

Undergraduate and graduate students participate in several experiential learning 3272 opportunities, some of which are programmatically mandated and others that are optional to 3273 departments through Career Services, International Education, Community Development, 3274 and College-wide programs. Activities include for-credit and non-credit experiences. Formal 3275 programs are approved through College Senate and include, for example, the Washington 3276 Program (www.brockport.edu/Washington), the Brockport Career Exploration course 3277 (www.brockport.edu/career/Internship/BCECApplication%20Packet2010.pdf%20), the 3278 Disney College Program (www.brockport.edu/career/Internship/disney 3279 ApplicationPacket2010.pdf ), the America Reads Program (www.brockport.edu/career/ 3280 Internship/AR_ApplicationPacket2010.pdf ), the Public Service Internship Program 3281 (www.brockport.edu/career/Internship/PSIPApplicationPacket2010.pdf ), and required 3282 practicum and internships in professional programs such as Social Work, Counselor 3283 Education, and Psychology. Individual departments and offices have informal programs on 3284 an ad hoc basis, and include such programs as service learning activities, community service, 3285 and some independent study courses. Experiences vary in duration, with the majority at least 3286 one academic term in length. Assessment for accredited programs is formal, as mandated by 3287 governing bodies, and informal programs seek feedback from stakeholders. Academic credit 3288 is awarded by experiential learning evaluators knowledgeable about the subject matter and 3289 about the institution’s criteria for granting college credit. Credit is awarded appropriate to the 3290 subject and the degree context into which it is accepted, and is awarded consistently across 3291 majors participating in College-wide programs coordinated through the Office of Career 3292 Services. 3293

Additional Locations 3294

The MetroCenter is Brockport’s extension center located in downtown Rochester. The 3295 MetroCenter houses three computer labs and 18 technology enhanced classrooms. It has 3296 faculty and student lounges, as well as a number of student support services on site, 3297 including a library and a career services satellite center. Each semester more than 80 3298 undergraduate and graduate courses are offered at the facility during the day, weekday 3299

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evenings, and on Saturdays. Professional staff members are available continuously during 3300 MetroCenter’s open hours. The MetroCenter extends the College’s reach and our mission of 3301 providing access to quality public higher education to hundreds of students annually, 3302 providing geographic convenience, support services, and an environment conducive to 3303 learning and teaching. Under the direct oversight of each sponsoring department, course 3304 offerings at the MetroCenter meet standards for quality of instruction, academic rigor, and 3305 educational effectiveness comparable to those institutional offerings on the Brockport 3306 campus. 3307

At the MetroCenter the vast majority (85%) of course offerings are from the School of 3308 Education and Human Services and student registrations are overwhelmingly graduate (76% 3309 for the 2009 to 2010 academic year) adults, working and residing in the region. Work with 3310 these populations creates a significant impact on the local community professionally, socially, 3311 and economically. The MetroCenter attracts and retains a diverse student body (2009-2010: 3312 18 – 25% of students were minority or from outside the US). (See MetroCenter Student 3313 Demographics 2009-2010, Appendix 9.04.) MetroCenter offices for campus personnel 3314 include space for the president, provost and vice president for Academic Affairs, vice 3315 president for Advancement, the Brockport Alumni Association, and the Brockport 3316 Foundation. The Institute for Computational Mathematics, Science and Technology, 3317 reporting to the dean of Science and Mathematics, is also located at the MetroCenter. 3318

The MetroCenter also houses the Center for Continuing Professional Education (CCPE) 3319 and the Small Business Development Center (SBDC), each of which operates as a 3320 freestanding entity. SBDC currently reports to the dean of the School of Business, and the 3321 CCPE reports to the assistant to the provost for graduate education and scholarship. 3322

The Visual Studies Workshop (VSW) is an independent, non-profit, alternative arts 3323 organization located in the heart of Rochester’s cultural district. It is an internationally 3324 recognized center for photography, bookmaking, video and independent film, and offers a 3325 wide range of support programs for multi-media artists and the public with diversified, 3326 challenging programs in education, exhibitions, and publishing. Through the College’s 3327 contractual agreement with the Workshop, students can earn a Master of Fine Arts (MFA) 3328 degree. Students enrolled in the MFA frequently come from around the world and 3329 substantially contribute to the College’s diversity (Appendix 9.11 VSW International 3330 Representation 2004-2010). Over the 2004-2010 timeframe, 24% of program entrants have 3331 been international students. The program undergoes appropriate accredited institutional 3332 review and approval of work performed in all functional areas, and graduates hold influential 3333 positions in galleries and museums across the country. 3334

The Rochester Educational Opportunity Center (REOC), another related 3335 educational activity associated with the College, is one of ten REOC centers throughout the 3336 state offering non-academic degree courses and programs to underprepared and socio-3337 economically challenged populations. Using systematic procedures for identifying students 3338

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who are not fully prepared for college-level study (Appendix 9.02 REOC Vocational 3339 Offerings ), these programs provide students with access back into the educational pipeline, 3340 with employment preparation, and with skills and training to advance professionally, socio-3341 economically, and personally. Courses are remedial or pre-collegiate level and do not carry 3342 academic degree credit (Appendix 9.03 REOC Programs). These programs are directly 3343 budgeted from SUNY, and Brockport, as the sponsoring college, provides systems and 3344 services to the REOC. These services include monitoring and overseeing expenditures for 3345 Center operations, overseeing recruitment of staff for the Center’s programs, and ensuring 3346 that all Center personnel serve in accordance with the same regulations and procedures 3347 governing other employees of SUNY. REOC has acquired a new facility that will bring 3348 together its various programs under one roof. A spring 2012 opening is anticipated. 3349

Study Abroad is a component of the Office of International Education (OIE) that 3350 administers approximately 100 international programs in nearly 30 countries, on all 7 3351 continents (www.brockport.edu/studyabroad ). OIE maintains relationships with all of our 3352 partner institutions overseas by regularly visiting the sites, welcoming their representatives as 3353 they visit Brockport to promote their programs, and meeting with them at national 3354 conferences. Regular site visits allow College officials to examine the quality of the 3355 education, the safety of the university location, student health facilities, and housing to 3356 ensure adequate and appropriate support service delivery. Each member of the OIE team 3357 specializes in different regions of the world to offer a high level of expertise and knowledge 3358 to our students interested in studying in one of the programs. All Brockport overseas 3359 programs carry academic credit as both the experiential and learning components of study 3360 abroad are valued. Most of our university partnerships, which currently number 52, have 3361 been in existence for 10 or more years, and many are among the most highly regarded 3362 educational institutions in the world. In recent years, this office has been aggressively 3363 pursuing the recruitment of international students. We expect greater attention to 3364 international recruiting to yield a more diverse student body through internationalization of 3365 the campus as these efforts come to fruition. 3366

Participating students receive a Policies and Procedures Manual along with a program-3367 specific orientation booklet, and in-person orientations are conducted. In consideration of 3368 student safety, OIE daily monitors travel warnings and alerts given out by the State 3369 Department, and students are required to have a physical examination, up-to-date 3370 immunizations, the appropriate level of health insurance, and medical evacuation and 3371 repatriation coverage. Students also are asked to register with the U.S. Embassy in their 3372 country of study immediately after arrival in that country. Student learning is measured by 3373 anecdotal stories and the grades students earn while overseas. Students also complete 3374 evaluations at the end of their programs. The program may benefit from documenting on a 3375 regular basis, and in concert with sponsoring academic departments, the extent to which 3376 activities and offerings meet all appropriate standards, including those related to learning 3377 outcomes. 3378

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Distance or Distributed Learning 3379

In 2007, the College migrated online (asynchronous) courses from the SUNY Learning 3380 Network (SLN) to the ANGEL platform and assumed responsibility for hosting the learning 3381 management system and the help desk support, and for providing faculty training and course 3382 development assistance in conjunction with CELT. Rubrics such as “Quality Matters” (see 3383 Appendix 9.5) and best practices are encouraged and supported through faculty 3384 development sessions on instructional design, online pedagogy, and incorporation of diverse 3385 instructional modalities. Training emphasizes incorporating content and varied learning 3386 experiences and assessment. Faculty have support in the areas of academic computing; 3387 library; instructional technology services; centralized and transparent structure/support; and 3388 instructional design, development, and evaluation. Student support includes providing 3389 registration confirmation, an introductory information packet with a “Getting Started 3390 Checklist,” (www.brockport.edu/sln/students.html) and the self-assessment tool. Available, 3391 accessible and adequate learning resources appropriate to distance learning include extensive 3392 technology resources and an online library accessible remotely (see SUNY Learning 3393 Network, http://www.brockport.edu/sln/index.html). 3394

Standard course evaluation instruments (e.g., the IAS) are administered for online courses 3395 consistent with protocols for face-to-face courses. In 2009, the College hired a full-time 3396 instructional design specialist through CELT to assist program support staff in providing an 3397 ongoing program of appropriate orientation, training and support for faculty participating in 3398 electronically delivered offerings. In spring 2010, the College Senate approved a policy 3399 defining on-line and hybrid courses and established a course approval process (see College 3400 Senate Resolution 2009-10, #14, www.brockport.edu/collegesenate/ 3401 resolutions/2009-2010%20Resolutions/2009-2010-14res.pdf). Effective summer 2010, all 3402 asynchronous courses are offered through SLN to facilitate providing a consistent virtual 3403 classroom/environment for students. 3404

Metrics tracked (Appendix 9.07 SLN Final Enrollment Analysis) include student enrollment, 3405 number and type of course offerings, retention, and “New-to-the-College Students” (i.e. 3406 students who first attended the College by taking a SLN course). 3407

Student Authentication Policy is linked to both the Registrar’s home page and the SLN page 3408 (www.brockport.edu/sln), Online (SLN) students must log into a secure portal via a 3409 Brockport user ID and password. All students who enroll in courses at Brockport are 3410 authenticated through an identity management system that provides a unique user name and 3411 password for access. Without these identifiers, students are unable to register for classes or 3412 access College tools for online courses. The College policies regarding academic integrity and 3413 acceptable use of IT services include penalties for unauthorized use of another individual’s 3414 name and password and for engaging in academic dishonesty: www.brockport.edu/policies 3415 /docs/policy_on_student_academic_dishonesty.pdf. 3416

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Effective spring 2012, a short statement will be placed on the login page of ANGEL, 3417 requiring students to acknowledge understanding and acceptance of the policies in each 3418 online course. This would ensure an electronic record of student acceptance on ANGEL. In 3419 the future, when other methodologies to assist with student authentication become more 3420 available, (e.g., proctoring centers), The College at Brockport will explore their use. 3421

At present, faculty interest influences course offerings, rather than a specific alignment with 3422 the institution’s mission and goals, or rationale for the distance learning delivery. Currently, 3423 Brockport has no fully online degree programs though a certificate program is under review 3424 and two other online programs are in development. Ongoing analyses of the 3425 appropriateness and effectiveness of student services available to distance learners (e.g., 3426 admissions, financial aid, registration, advisement, counseling, tutoring, and placement) has 3427 prompted the College to develop plans to address some of our shortcomings in these areas. 3428 These include but are not limited to providing more academic support, test-proctoring 3429 arrangements, and student satisfaction surveys, ensuring academic integrity, and developing a 3430 strategy for online learning, including additional graduate and undergraduate offerings. 3431 These initiatives, along with adequate staffing, should position the College to increase quality 3432 online courses and programs. 3433

Contractual Relationships and Affiliated Providers 3434

The 3-1-3 Program targets high achieving high school students from several area school 3435 districts and has more than a 25 year history at the College. During their senior year in high 3436 school, 50 to 60 students are enrolled every year at the College and take two college courses 3437 on campus each semester. The program allows the students to earn 24 to 30 college credits 3438 while still in high school, provides enrichment opportunities and, in many instances, 3439 shortens the time needed to obtain a degree. It also provides the opportunity to learn how to 3440 negotiate the various systems on a college campus while still in high school, easing the 3441 transition to college. The College maintains close contact with the high school counselors, 3442 and student success is tracked by both the College and high school. Twenty-five percent of 3443 the 3-1-3 students continue their degree program at Brockport after graduation from high 3444 school (Appendix 9.08 3-1-3 Students). The College recognizes that the best predictor of 3445 success in college is the academic preparedness of its entering students. 3446

Clinical and Teacher Preparation Placement: The College has entered into 3447 contractual agreements with numerous institutions to provide clinical and teacher 3448 preparation placement sites across the region. For example there are 29 sites where, each 3449 year, all nursing students complete clinical instruction under the supervision of the College’s 3450 nursing faculty (Appendix 9-09 Department of Nursing Affiliation Site List July 2011). 3451 Additionally, the College has agreements with 57 school districts (Appendix 9.10 3452 Department of Education and Human Development FE & ST Placement Teaching 3453 Placements) where 856 students were placed for field experiences and student teaching in 3454

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2010-2011. There are a number of other programs that incorporate internships into their 3455 requirements. 3456

Brockport Auxiliary Service Corporation (BASC) is an innovative and 3457 entrepreneurial organization that delivers key services to the College, such as dining services, 3458 agency accounting, summer programs, campus ID cards, parking services, and fiscal 3459 management of overseas academic programs, events management and development of the 3460 College Master Calendar. BASC is a 501(c)3 corporation whose purpose is to promote the 3461 College’s goals. BASC is governed by a Board of Directors comprised of College students, 3462 faculty, and staff. The College provides a well-documented analysis of the impact of the 3463 contractual arrangement on the institution’s resources and its ability to fulfill its institutional 3464 mission and goals; this analysis is widely available to the College community. BASC also 3465 provides significant financial support to the College, and the organization offers numerous 3466 scholarships and employment opportunities for students. It regularly assesses constituent 3467 satisfaction (www.basc1.com/). 3468

The Brockport Foundation, a registered 501(c)3, has partnered with the College since 3469 1976 to foster a culture of philanthropy that honors and supports our mission of student 3470 success. The Foundation, in collaboration with the Offices of Development and Alumni 3471 Relations, oversees the investment and financial management of all gifts to the College. This 3472 group of committed volunteers is dedicated to ensuring that sustainable funding for 3473 scholarships, academic, and facility enhancements, and special events will grow. In 3474 partnership with the College, the Foundation has undertaken a $25 million comprehensive 3475 fundraising campaign scheduled to be completed in 2016. 3476

The Brockport Alumni Association endeavors to promote lifelong relationships 3477 between Brockport alumni and their Alma Mater. The Association is dedicated to serving 3478 and representing alumni and friends of the College, and to partnering with the College in 3479 activities that support its mission and goals. Regional and national alumni events throughout 3480 the year, as well as Homecoming, serve to keep alumni connected to the College and to each 3481 other, building strong ties that lead to volunteerism and philanthropic support 3482 (www.brockport.edu/alumni/assoc/). 3483

The Brockport Child Development Center (BCDC) is located on campus and is 3484 nationally accredited by the National Association for the Education of Young Children 3485 (NAEYC). This center receives funding through the Child Care and Development Block 3486 Grant, which allows the Center to subsidize parent fees for income eligible students, and 3487 which allows an appropriation of operating funds from SUNY. Students from various 3488 disciplines attain field experiences and student employment on site, and the Center reserves 3489 50% of enrollment spaces for the children of students, faculty, and staff. A Board of 3490 Directors provides oversight of the Center (www.brockport.edu/bccc ). 3491

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Affiliated Agreements for Academic Programs 3493

Students can take advantage of several programs that the College provides through 3494 contractual relationships with other colleges and universities. These opportunities include 3495 dual admission programs with Monroe Community College and Genesee Community 3496 College, a 3+3 Doctor of Physical Therapy (DPT) (www.brockport.edu/academics/accel/ 3497 doc_phys_ther.html) with SUNY Upstate Medical University in Syracuse 3498 (www.brockport.edu/ academics/accel/doc_phys_ther.html ), and the Greater Rochester 3499 Collaborative Master of Social Work program (GRC MSW) in partnership with Nazareth 3500 College (www.brockport.edu/grcmsw/ ). Additionally we have 4+1 Master of Business 3501 Administration programs with Clarkson University, Union College, Rochester Institute of 3502 Technology (www.brockport.edu/bus-econ/graduate/buslaw.html ) and an Early Leaders 3503 Program for MBA candidates with the Simon School of Business at the University of 3504 Rochester (www.brockport.edu/academics/accel/ur_mba.html ). Brockport graduates who 3505 score high on the GMAT exam are eligible for early acceptance and financial aid for the 3506 Simon School. 3507

The DPT Program has only been in place for a couple of years and of the 16 seats in the 3508 program, seven currently are held by Brockport students. The GRC MSW is a unique and 3509 successful partnership between a public and a private college, with an annual enrollment of 3510 135 –140 students, the maximum enrollment the program can maintain with current 3511 resources. The program boasts an 83% first-time success rate for their students on the 3512 licensing exam, which exceeds the National pass rate of 74.5% (Appendix 9.12 GRC MSW 3513 Licensing Pass Rates). One student is enrolled in the 4+1 MBA program at Clarkson 3514 University and eight Brockport students are enrolled in the MBA 4+1 program with RIT, 37 3515 Brockport students having completed the Rochester Institute of Technology program since 3516 2005. Over the last eight years, at least ten Brockport graduates have been full-time MBA 3517 students in the partnership with the Simon School of Business at the University of 3518 Rochester; an equal number have been enrolled part-time. 3519

Each contractual arrangement for an academic program must go through the same approval 3520 process as all of our academic programs. Each also undergoes periodic assessment. The 3521 programs provide a variety of advantages for students including, but not limited to, 3522 shortened time to degree, availability of resources from more than one college, and 3523 guaranteed transfer/acceptance. 3524

Research Foundation of SUNY 3525

The SUNY Research Foundation (RF) is a separate 501(c)3 corporation that receives and 3526 administers all externally funded grant support, with administrative systems and support 3527 provided by offices on each SUNY campus. At Brockport, the vice president for 3528 Administration and Finance serves as the operations manager for the campus RF office and 3529 reports directly to the RF Central Office in Albany. RF provides faculty, students, and staff 3530 with support that enables them to focus on research and other sponsored programs funded 3531

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by federal and state governments, private sector companies, and non-profit foundations. The 3532 RF also provides support through grants for graduate school admissions and scholarships to 3533 assist students of culturally diverse backgrounds. Other RF programs support faculty 3534 development that promotes excellence in teaching and learning (see www.rf.brockport.edu/). 3535

Community Outreach 3536

Non-credit Offerings: In 2002, the College discontinued a centralized office of non-3537 credit continuing education. During the next several years, the College was not in a position 3538 to take advantage of opportunities and concomitant funding because an infrastructure to 3539 support them was no longer in place. In July 2010, a Center for Continuing Professional 3540 Education (CCPE) was re-created at the MetroCenter. The Center’s mission is to serve the 3541 professional community through vibrant educational programs that meet their needs and 3542 provide opportunities to advance knowledge, performance and competitiveness while 3543 generating revenue for the College. With the involvement of faculty and other qualified 3544 academic professionals in the design, delivery, and evaluation of non-credit offerings, the 3545 College is currently researching and developing programs that will complement the core 3546 academic programs of the College and respond to the needs of business professionals. At 3547 this early stage of program development, it is premature to conduct periodic assessment of 3548 the impact of non-credit programs on the institution’s resources and its ability to fulfill its 3549 institutional mission and goals (www.brockport.edu/ccpe ). 3550

Small Business Development Center: SUNY, in partnership with the US Small 3551 Business Administration, administers the Small Business Development Center (SBDC). 3552 Brockport hosts one of the state’s regional centers and administers services at eight area 3553 sites, providing one-on-one assistance and workshops to existing small business owners and 3554 to those considering starting a small business. Areas of assistance include startup help, 3555 marketing, personnel issues, record keeping, feasibility studies, funding acquisition, and 3556 development of business plans. In the 2010 academic year, the SBDC counseled 1,043 3557 clients and 95 were funded for a total of nearly $8 million. They assisted in the creation of 3558 176 jobs and 95 jobs were saved. The Center welcomes student interns but since no funding 3559 is provided for this, they cannot compete with paid internship opportunities provided in the 3560 private sector. The director of the Center reports to the dean of the School of Business. 3561

Strengths and Significant Accomplishments 3562

• A number of programs provide academic support and advisement for students 3563 including EOP, CSTEP, Ronald E. McNair Program, and the SLC. 3564

• Credit-bearing certificate programs provide a specialized concentration in many areas 3565 of study. 3566

• The College offers a wide variety of opportunities for student involvement in both 3567 brief and longer term experiential learning activities. 3568

• The MetroCenter extends the College’s reach and mission, providing geographic 3569 convenience for many students. 3570

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• The OIE administers one of the largest study abroad programs in the SUNY system. 3571 • The College has a number of contractual relationships with a wide variety of 3572

organizations that provide field experiences, scholarships, and other areas that 3573 support student success. 3574

• A number of activities provide community outreach, including the SBDC and the 3575 Center for Continuing Professional Education. 3576

Challenges 3577

• Fully integrating into the campus culture an awareness of opportunities the 3578 MetroCenter offers. 3579

• Aligning online course offerings with the College’s strategic priorities for program 3580 development and marketing of existing programs. 3581

• Improving awareness among the students and faculty/staff about opportunities for 3582 students in partnership programs with other colleges (e.g., 3+3 DPT with SUNY 3583 Upstate Medical University; 4+1 MBA with Clarkson University, Union College, and 3584 RIT; Early Leaders Program for MBA candidates with Simon School at the U of R). 3585

Standard 13–Recommendations for Improvement 3586

1. Strengthen distributed and distance learning through improved planning, 3587 departmental cooperation, academic support, proctoring arrangements, 3588 outcomes assessment, online-specific course evaluation, and ensuring academic 3589 integrity. 3590

2. Improve campus-wide awareness and knowledge of the College’s full range of 3591 related educational programs and activities. 3592

3. Integrate the MetroCenter operations in strategic decision making as appropriate 3593 and improve its integration within the campus culture. 3594

4. Ensure that academic integrity of credit awarded for experiential learning across 3595 all programs is supported by evidence of academic evaluation of the level, quality 3596 and quantity of learning. 3597

3598

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3599 Summary of Chapter 9

It is a sign of the College’s commitment to its mission that over the years it has developed so many quality programs related to its core academic and co-curricular offerings. While some of our related educational activities such as the MetroCenter, SLC and EOP (see also Chapter 7) serve our campus-based students directly, many related activities and programs exist for the greater good of our region. Programs such as the Visual Studies Workshop in Rochester and the Small Business Development Center enhance the education and culture of our community, and in so doing, serve many populations beyond those registered at the College. This, in turn, adds value to a Brockport education and thus supports, directly and indirectly, the success of our students.

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Chapter 10: Student Learning, Assessment 3600

and Continuous Improvement 3601

Standard 14 3602

3603 Student learning and success are at the heart of the mission of The College at Brockport. As 3604 the College exhorts its undergraduate and graduate students to “Aspire, Engage, and Excel,” 3605 it is imperative that the institution develop measurable learning outcomes; design academic 3606 and support programs that enable attainment of those outcomes; assess student achievement 3607 of key learning outcomes; and use the results of assessments to improve teaching and 3608 learning. The Student Learning, Assessment, and Continuous Improvement subcommittee’s 3609 examination of the College’s assessment processes indicates that MSCHE Standard 14 has 3610 been met. “Assessment of student learning demonstrates that, at graduation, or other 3611 appropriate points, the institution’s students have knowledge, skills, and competencies 3612 consistent with institutional and appropriate higher education goals.” 3613

This subcommittee has analyzed existing data, as well as some new data created as part of 3614 the study; to gather data, we have discussed, shared documents, and collaborated with 3615 relevant offices and staff. The findings related to student learning and assessment reveal 3616 both institutional strengths and opportunities for improvement. The recommendations of 3617 this chapter are some of the most important, influencing all aspects of College planning and 3618 resource allocation. 3619

Standard 14: Assessment of Student Learning 3620

The goal of this portion of the self-study is to evaluate the development of student learning 3621 outcomes, the assessment of those outcomes, and the use of the assessment for designing 3622 academic and support programs to enable attainment of the student learning outcomes. We 3623 also examine the use of assessment results to improve teaching and learning across campus. 3624 For an overview and flow chart of our assessment system, see Appendix 10.01 Brockport 3625 Assessment System Flow Chart. 3626

The Chapter 14 subcommittee studied assessment plans from the Traditional GE Program, 3627 selected content in academic majors, professional programs, graduate programs, and in four 3628 co-curricular experience areas: diversity, health and wellness, the American Democracy 3629 Project, and the Leadership Development Program. The research included an analysis of 3630 student learning outcomes, descriptions of assessments used to evaluate outcomes, 3631 frequency of assessment, point in the program in which the assessments are completed, and 3632 use of the data for improvement of student learning. Strengths and challenges were 3633 identified by the subcommittee in evaluating how well each unit met the stated goals. 3634

The subcommittee concluded that the College gives considerable attention to assessment, 3635 and not surprisingly its level of sophistication is most significant in the professional 3636

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programs, many of which are accredited and have assessment requirements specified by their 3637 accreditation organizations. Recognizing the need to better organize our assessment efforts, 3638 specifically improvements to the assessment planning, alignment to mission and standards, 3639 data collection and reporting, we are implementing Tk20, a new assessment tool. Early 3640 adopters of Tk20 include NCATE, EMSA, Institutional Research, and the School of 3641 Business. Eventual College-wide implementation is being planned for 2013-2014. At present 3642 GE assessment has been focused on evaluating the important skills areas of writing, critical 3643 thinking, mathematics, computer skills, and foreign language and assessment projects have 3644 been most successful in those areas. 3645

Overview of General Education 3646

The core of undergraduate education at the College for the great majority of first-time, full-3647 time students is the Traditional GE Program. As discussed in Chapter 8 (Standard 12), this 3648 program focuses on areas of study that the faculty and the SUNY Board of Trustees have 3649 determined are of such critical and fundamental importance that they should be mandated 3650 for all liberally educated students (see Appendix 10.02 Mission and Goals of the GE 3651 Program). GE at the College stresses development of the basic intellectual skills of writing, 3652 speaking, critical thinking, computer literacy, and mathematical analyses expected of college-3653 educated persons. The program also helps develop a good skills foundation for advanced 3654 work in a major discipline of study. In addition, the program requirements convey some of 3655 the collected insights about humankind and its cultural, artistic, and scientific achievements, 3656 the nature of human societies, the natural order, and the systematic ways in which we seek 3657 knowledge and understanding in many fields. Lastly, the GE Program provides students with 3658 the opportunity to connect with the various courses and fields of study they encounter in 3659 college and to apply their skills and knowledge to analyzing real problems in contemporary 3660 society. Our GE Program integrates well with discipline-specific learning outcomes 3661 articulated for various degree programs. 3662

Leadership and Oversight of General Education Assessment 3663

To facilitate effective assessment and use of assessment data from the GE Program, the 3664 College has a comprehensive assessment plan. In the long term, the plan outlines assessment 3665 of both the SUNY Trustees’ General Education student learning outcomes (SLOs) 3666 expressed in the Implementation Guidelines of the SUNY Provost’s Advisory Council on 3667 General Education (PACGE) and a number of student learning outcomes specific to 3668 Brockport’s General Education Program (local requirements) (www.brockport.edu/ 3669 academics/gened/). The SLOs for the College’s Traditional GE Program (Appendix 10.5) 3670 completely incorporate the Trustees’ outcomes and so by assessing those outcomes, the 3671 College assesses many of its own as well (See Appendix 10.04 SUNY Board of Trustees GE 3672 Amendment). The comprehensive assessment plan was developed as a collaborative effort 3673 between the Office of the Vice Provost’s College Assessment Project and the College 3674 Senate’s GE Committee. The provost and vice president for academic affairs 3675 administratively approved the plan. 3676

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Currently, the assessment of the SLOs of the GE Knowledge Areas is based on the concept 3677 that the program’s SLOs are achieved through the satisfaction of the learning objectives in 3678 the courses that make up the program. Data measuring achievement of course objectives 3679 offer evidence of attainment of program outcomes to which they relate. Overall, assessment 3680 of SLOs is based on direct and indirect data collected from specific outcomes addressed in 3681 GE Knowledge Area courses and several skills development areas: Writing Competency 3682 Exam; Mathematics Proficiency Exam administered annually in MTH 112-College 3683 Mathematics; the Computer Skills Exam required of all students; ACT CAAP and CLA 3684 Critical Thinking Exams; NSSE and FSSE surveys related to student engagement and other 3685 surveys for student opinion. In addition, all 111/112 - level foreign language courses fulfill 3686 requirements for the GE Program at Brockport. They are assessed by the same procedures 3687 used for the departmental student learning outcomes for language and culture (Appendix 3688 10.05 GE Assessment ). 3689

Collection and Reporting of Data for General Education 3690

Assessment results are routed through each department assessment committee, department 3691 chair, school dean, and to the Office of the Vice Provost. The vice provost has the 3692 responsibility of compiling the information and periodically reporting on these outcomes to 3693 the College Senate GE Committee and the campus community in general. 3694

Schedule 3695

Assessment of the 12 SUNY Board of Trustees-mandated GE areas is intended to take place 3696 in a cyclical manner, with some assessments occurring annually and others on a three-year 3697 cycle. Currently, annual assessments include Basic Communication, Foreign Language, 3698 Critical Thinking, Computer Literacy, and Mathematics. On the longer term three-year cycle, 3699 are Natural Sciences, Social Sciences, Other World Civilizations, Humanities, and The Arts 3700 (see Appendix 10.05 GE Assessment). For the past five years, GE assessment has focused 3701 mostly on “skills assessments” because these are extremely important and are cross-3702 departmental in scope. The assessment of critical thinking (see below) has been a focus of 3703 intense assessment interest in view of current national discussion of the issues related to the 3704 teaching of critical thinking skills and the importance of these skills to student achievement 3705 in and beyond the undergraduate years. 3706

Using Assessment Data and Its Analysis to Close the Loop 3707

The College uses GE assessment data to evaluate and improve courses and programs as part 3708 of the annual or other cyclical review processes such as PPR. Examples include assessments 3709 in writing through the College Composition Program, assessments in Mathematics using the 3710 MTH 112 comprehensive final, assessments in Information Literacy using in part the 3711 Computer Skills Exam, assessments in foreign languages using the various examinations as 3712 applicable, assessments in Critical Thinking using one of several nationally-normed 3713 examinations. 3714

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Reviews of the Computer Skills Examination (CSE) assessment are completed regularly (at 3715 least once every semester) by the personnel of the Office of Assessment and Testing, with 3716 oversight and input from the vice provost’s office. This review principally consists of 3717 monitoring the pass rate for the exam as a whole. In response to these assessment data, 3718 individual students who failed to pass are offered remediation alternatives (e.g., additional 3719 practice, online tutoring, one-on-one tutoring) before retaking the examination. A passing 3720 score on the CSE is a requirement for graduation. Students are allowed to re-take the 3721 examination until they are successful. The Office of Assessment and Testing also monitors 3722 the overall pass percentage for individual questions and groups of questions in the exam, and 3723 it uses these data as a driver for improving the examination and student tutorial services. 3724 Data for individual students relating to these groups of questions are used to tailor the 3725 remediation offered to the individual. Several new components have been introduced into 3726 the exam, based on the vice provost’s office analysis of technology changes and expected 3727 technology skills in the marketplace upon graduation. For example, the MS Excel 3728 component of the exam was first added in 2006, and has since been updated to require 3729 students to devise a formula that would compute and display percentages, to create a pie-3730 chart view of the data, and other changes. Similar changes have been made to the MS 3731 PowerPoint component of the exam (which itself was added in 2003). These additions do 3732 not seem to have changed the pass rate. 3733

The Composition Program’s Primary Trait Analysis has been used by the program for a 3734 number of years to evaluate the quality of student writing in ENG 112 College Composition 3735 and to locate problem areas that should be focused on by instructors. In this process, a team 3736 of ENG 112 instructors reads samples of student writing obtained from the ENG 112 3737 course and analyzes the quality of the writing samples and develops an understanding of the 3738 major weaknesses in evidence from the writing samples. The findings of the evaluation team 3739 are reported to the Department of English and used to guide improvements in pedagogy 3740 based on the team’s recommendations. In addition to the Primary Trait Analysis, 3741 assessments based on the ACT CAAP Writing Essay exam and the CLA (2010-2011 3742 administration) have been used to evaluate student writing on nationally-normed samples 3743 (see Appendix 10.05 Writing Assessment). 3744

Critical Thinking Assessments, as mentioned above, have been the major focus of the 3745 College’s GE assessment effort for over five years. Large numbers of first-year students have 3746 been tested using first, the California Critical Thinking Skills Test, and more recently, the 3747 ACT CAAP Critical Thinking test, and in the past year, the CLA. We have found that our 3748 students generally perform close to the average based on national norms on these exams. Of 3749 particular interest is our recent use of the CLA to test first-year students and then retest 3750 sophomores and seniors. While our composite scores are average, we believe that an effort 3751 to improve student skills in this area is valuable in view of our institutional goal of national 3752 recognition. We look forward to a campus discussion of these results in spring 2012 as we 3753 make efforts to improve our students’ critical-thinking abilities (Appendix 10.05 Critical 3754

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Thinking Assessments). Findings from these assessments will be reported to the College 3755 Senate in spring 2012. For spring 2012 and following, CELT has been charged with 3756 establishing faculty development programming (workshops, brown-bags, distribution of 3757 “how-to” books) to bring attention of the faculty to more overt instruction of critical 3758 thinking skills. 3759

The Developmental Math coordinator and a committee reviews and analyzes Math 112 3760 comprehensive final exam scores. The coordinator reports assessment findings to the 3761 Department of Mathematics. In 2007, a new textbook was adopted in an effort to improve 3762 student learning. The pass rate for the exam as a whole is monitored by the coordinator; 3763 groups of questions are analyzed for clarity and relationship to the outcome and for evidence 3764 of need for focused tutorial support (Appendix 10.05 Math Assessment for GE Rubric). 3765

Based on yearly data reviews of the Foreign Language Placement Examinations, the 3766 Department of Modern Languages and Cultures determines what changes may be necessary 3767 in their curriculum or in the assessment tools themselves. As a result of assessment 3768 processes, the department has made many modifications. Some examples of “closing the 3769 loop” include alignment of the departmental SLOs with ACTFL/National Council for 3770 Accreditation of Teacher Education (NCATE) standards, a more systematic and consistent 3771 focus on the development of oral proficiency (communicative competence), implementation 3772 of standardized grading practices through the use of departmental rubrics, and the creation 3773 of new courses or the modification of existing courses to adequately address communicative 3774 competence (Appendix 10.5 Foreign Language). Recent analysis of the pass rate on the 3775 Spanish, French, and Italian examinations has lead the department to modify the scoring 3776 scale on these examinations to make waivers less numerous. 3777

Annual Learning Outcomes Assessment in the 3778 Majors and Graduate Programs 3779

The College Assessment Project began in the early 1990s and is the College’s most long-3780 standing assessment work. It involves multiple assessment projects carried out at the 3781 department level to evaluate content-based student learning at the undergraduate level, and 3782 more recently, at the graduate level. All academic programs are required to maintain a set of 3783 SLOs and to assess a minimum of one of their department/program student learning 3784 outcomes each year. Data are usually gathered from a variety of sources including portfolios, 3785 surveys, test results, external reviewers’ comments on projects, course-based assignments, 3786 and other artifacts. A yearly assessment plan in a standardized format is requested from each 3787 academic department at the beginning of each academic year (see Appendix 10.13, 3788 Assessment Templates). It is the department’s responsibility to implement their plan and 3789 report the results of assessments. End-of-the-year assessment reports are filed along with the 3790 departmental annual reports to the school dean, who reviews the report and forwards it to 3791 the vice provost’s office. Departments are encouraged to engage in assessment projects that 3792 they believe will be most meaningful in terms of current issues on which assessment results 3793 might be informative to the department (see Appendix 10.13 Department Assessment 3794

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Reports). Assessment results are to be reported to the department’s faculty and used to 3795 improve curriculum and pedagogy at the programmatic level (closing the loop). How the 3796 results will be used to close the loop is intended to be reported in the annual reports. 3797

Leadership and Oversight: Content-based Assessments 3798

The Office of the Vice Provost for Academic Affairs provides organizational and 3799 educational leadership for academic assessment activities on campus and is assisted in this by 3800 School deans and the department chairs. Accredited programs are also overseen by their 3801 respective accrediting bodies and departmental committees prepare accreditation self-studies 3802 and reports. Accredited departments are not asked to file assessment reports beyond those 3803 required by their accreditors. 3804

Collection and Reporting of Data: Content-based Assessment 3805

As with GE, data are routed through the department’s assessment committee (if one exists), 3806 the department chair, the School dean and then to the Office of the Vice Provost. The vice 3807 provost compiles the information, periodically reporting on these outcomes to various 3808 audiences, including the College Council, President’s Cabinet, Provost’s Council, and the 3809 College Senate. Departments are asked to schedule time in their formal meetings to discuss 3810 assessment results with the department’s faculty/staff and to indicate how they will use the 3811 assessment results for improvement. 3812

Schedule 3813

Department assessment data on SLOs are collected and reviewed annually. Nationally 3814 accredited programs are assessed cyclically based on accrediting body requirements (see 3815 Appendix 10.06 Accredited Programs and Appendix 10.07 Assessment Plan for Selected 3816 Non-accredited Majors). See below for more discussion of PPR and accredited programs. 3817

Using Assessment Data and Its Analysis to Close the Loop: 3818 Content-based Assessments 3819

The College uses departmental assessment data as one element in the evaluation of programs 3820 as part of the annual or other cyclic review processes, (e.g., PPR). Each academic department 3821 completes an Assessment “Closing the Loop” Department Report Form. This form is 3822 intended to collect data on any significant changes in departmental curriculum, pedagogy, 3823 policies, and procedures that have been made in the department in the last three years at the 3824 program level (see Appendix 10.13, Departmental Assessment Samples). For each change, 3825 departments are asked to indicate the source(s) of information that led to the change and 3826 whether it was made using formal assessment data and/or data acquired as a result of annual 3827 or periodic departmental assessment projects. The departments are also asked to indicate 3828 with evidence whether the change reported had a positive impact. These data are collected 3829 and reviewed annually by the vice provost. In addition, changes to the faculty annual report 3830 format in spring 2011 allow faculty to list and discuss ways they have contributed to College 3831 assessment efforts, including course based assessment of student learning (Appendix 4.15 3832

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Digital Measures Template). Samples of faculty annual reports are available in each academic 3833 department. Accredited programs are reviewed by departmental accreditation committees 3834 and for NCATE programs by the Professional Education Unit. Formal processes for 3835 curriculum review and new program proposals are submitted to the College Senate, System 3836 Administration, and State Education Department SUNY for program reviews. 3837

Periodic Program Review: 3838 A Major Assurance of Academic Quality at the College 3839

Arguably, the most thorough assurance of academic quality in the College’s academic 3840 programs is the College’s Periodic Program Review (PPR) process, a primary driver of 3841 curricular and program revisions. Departmental PPRs provide a mechanism through which a 3842 department or program and the College can develop a comprehensive understanding of the 3843 unit’s contributions and needs (see Appendix 8.14 Departmental PPR Samples). As 3844 mentioned previously (see Chapter 4), the College requires all major programs to complete a 3845 structured, in-depth review of all departmental/major functions on a seven-year cycle. A 3846 new PPR cycle began in 2009 and will continue until 2016. In this current cycle, all academic 3847 programs will be given an in-depth review beginning with the preparation of a highly-3848 structured and comprehensive departmental Self-Study that addresses all aspects of 3849 department function (Appendix 10.07, p. 6, Guide to Departmental Periodic Program 3850 Review). The process also requires all departments to bring to campus two external 3851 reviewers from peer institutions to examine the Self-Study and carry out an independent 3852 review of the department and its programs. Reviewers file a written report with the 3853 department, dean, and provost. After receiving the external reviewers’ reports, the 3854 department, in consultation with their dean, prepares a draft Joint Action Plan, a document 3855 that addresses the actions for improvement to be taken by the department and the way the 3856 College administration will support those actions. The Deans’ Council receives a 3857 presentation by the department chair and dean, discusses the details of the draft Joint Action 3858 Plan, and recommends the final Joint Action Plan to the provost, with an appropriate time 3859 frame and a commitment of resources adequate to support these actions. It then becomes 3860 the responsibility of the department and the dean to see that the elements of the Joint 3861 Action Plan are implemented and reported on in the Departmental Annual Reports. 3862

Assessment in the Accredited Programs: The College encourages the acquisition of 3863 national accreditations where such accreditations exist. These specialized program 3864 accreditations usually require annual data collection and reporting to the individual 3865 accrediting bodies (see above). Generally, the College exempts the accredited programs from 3866 additional assessments beyond those required by their accrediting body and also, from an 3867 additional PPR that would be redundant with their accreditation self-studies. Accredited 3868 programs do, however, submit their external reviewer’s reports for administrative review just 3869 as other programs do in PPR, and a Joint Action Plan as described above is prepared and 3870 approved. Other survey-type instruments are used to gather data such as NSSE, FSSE, and 3871 SOS (see Appendix 10.15 Accreditation Reports Departmental Samples) 3872

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Co-Curricular Programs and Assessment 3873

Improving student engagement is a major focus of the College’s current planning initiatives. 3874 The mission of the EMSA is to advance learning throughout the student life-cycle by 3875 providing services, opportunities, and programs that promote student engagement and 3876 student success. Its divisional priorities include civic engagement/student leadership, 3877 diversity, healthy campus 2020, community building, and diversity and inclusiveness. 3878 Although this division is not the only area that produces co-curricular programs, it is the 3879 primary area responsible for doing so at the College. The units within this division provide a 3880 variety of co-curricular programs that focus on the developmental needs of our students, 3881 including their health, wellness and physical development, leadership and civic engagement, 3882 and social and identity development. EMSA has a division-wide assessment committee 3883 (EAT) that strives to create a culture of evidence within its programs and services. EAT’s 3884 efforts are well-connected to the College mission and SP 2011-16 as shown on the EAT 3885 website (www.brockport.edu/emsa/assessment/team.html) and ANGEL 3886 (https://angel.brockport.edu/section/default.asp?id=GROUP-100209-093809-CEE) 3887 resource pages and significant progress on implementation into the Tk20 assessment has 3888 occurred since its introduction in fall 2011. 3889

Examples of our various co-curricular opportunities include the Leadership Development 3890 Program (see Appendix 10.09), high-risk drinking prevention programs 3891 (www.brockport.edu/newsbureau/1311.html), the American Democracy Project 3892 (www.brockport.edu/adp/history.html), 23 intercollegiate sports and over 20 sports clubs, 3893 the LLCs found in the residence halls (http://www.brockport.edu/llc/), Orientation and 3894 Welcome Week programs (www.brockport.edu/ww/), lectures, Family Weekend 3895 (www.brockport.edu/family/), Homecoming, healthy lifestyle programming, residential life 3896 programs, the Annual Diversity Conference (www.brockport.edu/divconf/2011/), fitness 3897 programs, financial literacy, student organizations, concerts, class councils, and many others. 3898 Most of the programs have stated learning outcomes and are purposeful in nature. (See 3899 EMSA Assessment Team Learning Outcomes, www.brockport.edu/emsa/ 3900 assessment/outcomes.html.) The College has been recognized regionally and nationally by 3901 several organizations including the United States Department of Education Office of Safe & 3902 Drug Free Schools, the Association of College Unions International, SUNY Chief Student 3903 Affairs Officers, NASPA and ACP (see annual Accomplishments Reports 2009-2010, 3904 Appendix 5.09, and 2010-2011, Appendix 5.07). 3905

Overall, Brockport provides strong, intentional co-curricular activities that provide the 3906 opportunity for our students to “aspire, engage, and excel.” Four examples of co-curricular 3907 activities were studied in detail. These included the Leadership Development Program 3908 (LDP, Diversity Programs and Initiatives, American Democracy Project ), and the health and 3909 wellness programming (see Appendices 10.09-10.12). Highlights of these programs include 3910 annual conferences and speakers, on-campus collaborative grant opportunities, 3911 developmental workshops, and internships. Within these programs the College has hosted 3912

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nationally recognized educators, performers, and governmental leaders including Carol 3913 Moseley Braun, former US Senator from Illinois; Marla Runyan, the first visually impaired 3914 US Olympic athlete; Ethel Long Scott, Executive Director of the Women’s Economic 3915 Agenda Project; and Phylicia Rashad, Broadway and television actress. 3916

Collection and Reporting of Data 3917

The assessment of learning outcomes and satisfaction with the LDP and health and wellness 3918 programming (co-curricular programs) is based on data collected by the various program 3919 coordinators and directors of the EMSA departments. The Leadership Development 3920 Program is led by the assistant vice president for student affairs and is supported by the 3921 Leadership Task Force consisting of faculty, staff, and student representatives. Student 3922 learning outcome assessment and satisfaction data is collected through annual surveys at the 3923 end of each certificate program, qualitative assessment by mentors and advisors and through 3924 program evaluation. Coordination and assessment for the health and wellness programming 3925 is conducted by the assistant director for health promotions in health and counseling. 3926 Student learning outcome assessment and intervention data is collected at one month, six 3927 months and annual intervals based on the program type and frequency of nationally normed 3928 survey cycles. Diversity initiatives and coordination of College-wide efforts are supervised by 3929 the assistant provost for diversity with support from the Diversity Committee with annual 3930 program assessment and reporting. The ADP is headed by a director and has an advisory 3931 committee that conducts evaluations following each program. 3932

Schedule 3933 The reporting of data is required as part of the College annual report development process. 3934 Locations of the data include the EMSA Assessment website (www.brockport.edu/emsa/ 3935 assessment/index.html), the Annual Report for Diversity presentations to the monthly 3936 President’s Advisory Council, department and divisional staff meetings, and minutes and 3937 correspondence of the ADP committee. 3938

Using Assessment Data and its Analysis to Close the Loop 3939

The College uses data from the LDP and health and wellness initiatives to assess programs 3940 as part of cyclic review processes. These assessments are used to evaluate program efficacy 3941 and make appropriate changes as data indicate. For example, data-driven decisions from the 3942 first year of the Green Leadership Certificate include addition of more workshops with 3943 different presenters, in addition to current offerings; surveying by e-mail students who 3944 registered but did not complete the program; recruiting additional mentors to replace 3945 inactive mentors; increasing the role of faculty as presenters, mentors, and committee 3946 members; and improving conference offerings that are different from workshops held 3947 throughout the year. These decisions were based on the triangulation of data from a series of 3948 assessments including individual workshop assessments, student journals, an annual student 3949 satisfaction and learning outcomes survey, student and mentor focus groups, as well as the 3950 Multi-Institutional Study of Leadership. An example of using assessment data in the Eat 3951

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This, Not That Program is the focus group findings and student discussion during the 3952 programs, which showed that the changing menus in the dining halls leads to more 3953 temptation and the desire to know nutritional information about more foods than when 3954 dining out where nutrition information is readily available. Curriculum will be changed to 3955 highlight dining hall “staples” and spend more time discussing coding in on-campus dining 3956 locations. Data on diversity programming, including attendance and attendee feedback, are 3957 reviewed and used to enhance offerings. The ADP data are reviewed as needed. Data 3958 analysis led to the development of the LLCs and the Film Discussion Series. In addition, the 3959 fall 2010 Mid-Year Residential Survey indicated that a sizable number of students did not 3960 report learning anything outside of the classroom related to diversity, inclusiveness, and 3961 social justice. As a result, Residential Life/Learning Communities will collaborate with 3962 Community Development and the Diversity Committee to enhance the Critical 3963 Conversations campus-wide programming series for the 2011-2012 academic year. 3964 Residential Life conducted focus groups in each residence hall in spring 2011 to gather more 3965 information on this topic (see Appendices 10.09 Leadership Development Program; 10.10 3966 Assessment of Diversity, 10.11 American Democracy Project; and 10.12 Wellness Drug 3967 Free School). 3968

Strengths and Significant Accomplishments 3969

• The College has a long history (since the late 1980s) of using outcomes-based 3970 assessment to track student learning goals in an effort to improve teaching and 3971 learning. 3972

• Every academic department on campus is required to maintain a set of current, 3973 measureable student learning outcomes that align with the College mission and the 3974 SP, the College’s emphasis on student success, and the standards of their discipline 3975 or profession. Direct and indirect measures as well as external benchmarks and 3976 standards are used in some programs. Direct measures are recommended and 3977 emphasized. 3978

• Departmental annual reports require reporting of assessment data and use of the 3979 data to evaluate the departments’ attainment of student learning goals and to identify 3980 areas to improve and enhance the curriculum. 3981

• The College’s cyclic PPR process is a major factor in “assurance of quality” in all 3982 aspects of department and program function. Each departmental review culminates 3983 in a Joint Action Plan that connects needs, contribution to mission and planning, and 3984 resource allocation by the administration. 3985

• Establishing “Emblems of Quality” has been one of President Halstead’s six major 3986 initiatives, setting as a goal for the College to acquire accreditations in all disciplines 3987 for which it is eligible because “accreditation from nationally recognized accrediting 3988 bodies using rigorous standards of practice in a given discipline is emblematic of 3989 academic quality.” 3990

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• The College is accredited by 13 national accrediting agencies and, therefore, has 3991 many programs with assessment systems that include multiple assessments at 3992 different points in the academic program. 3993

• The College maintains high-quality co-curricular programs that support student 3994 learning. Many of these programs have developed or are in the process of developing 3995 assessments to evaluate attainment of goals and to improve the programs offered to 3996 students. 3997

• The College administration is committed to the continued development of a culture 3998 of evidence. As an example, the Tk20 assessment system now being implemented 3999 will support the complete alignment of Mission, SP, curriculum, and student learning 4000 outcomes and increase faculty, staff, and student accessibility to assessment data. 4001

Challenges 4002

• Maintaining assessment systems with multiple measures and multiple assessment 4003 points requires a sustained commitment of precious human, financial, and technical 4004 resources. This includes providing adequate professional staff for the Office of 4005 Assessment and Testing and hiring a dedicated director of assessment capable of 4006 giving assessment the attention it deserves. 4007

• Using more comprehensive and systematic student learning outcome data to drive 4008 curricular change at the department and school levels. 4009

• Students tend not to be concerned with College processes such as assessment. 4010 Making information on assessment processes and outcomes available to students in 4011 ways that can engage their attention and interest. 4012

Standard 14–Recommendations for Improvement 4013

1. Require assessment “closing the loop” plans with submission of all new courses, 4014 all new programs, and program revisions by amending the College Senate 4015 Proposal format to include documentation on data-driven assessments to justify 4016 programmatic change or initiation. 4017

2. Adequately support implementation of the Tk20 assessment system with 4018 training, support, and other resources. 4019

3. Provide resources to hire a full-time director of academic assessment so that 4020 more attention can be given to assessment in programs and GE. 4021

4. Develop further a campus-wide culture of assessment and create a substantial 4022 infrastructure to support academic and co-curricular assessment, including all 4023 administrative levels. 4024

5. Continue work to fully implement the assessment processes established in co-4025 curricular programs. 4026

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4030

4031

4032

4033

4034

4035

4036

4037

4038

4039

4040

4041

4042

4043

Summary of Chapter 10

It is evident that all programs on campus are engaged in the assessment of student learning outcomes that align to the College mission, and in processes for reporting program improvements based upon assessment data. The recent acquisition of the Tk20 assessment system to support campus-wide assessment is testimony to the commitment the College has made to inventory and improve existing processes and practices. Tk20 will improve technology in ways that will enable greater communication to all stakeholders and increase the ease with which course-based assessment data is gathered, aggregated, shared, and tracked for the purposes of program improvement.

The College has a long history of outcomes-based assessment with projects that began in the late 1980s. Annual Reports from all programs, PPRs, institutional surveys, and discipline-based accreditation self-studies and reports include a significant quantity of student learning assessment data. The group’s findings indicate a strong focus on the promotion of student success through student learning. This is evidenced by rigorous GE and content-based undergraduate and graduate academic programs, efforts to promote active and collaborative learning, development of the LLCs, a strategic focus on improving student-faculty collaboration, infusion of diversity activities, and enriching and supportive co-curricular experiences.

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Chapter 11: Conclusion 4044

4045

Brockport has a deep tradition of focus on the student experience. In recent years, this 4046 focus has become more concentrated on student success and assurances of that success. 4047 During this MSCHE review period, with new leadership in senior administration, The 4048 College has strengthened the academic core and co-curricular programming, and we have 4049 tailored our student support services to more closely align with the needs of our students. 4050 Taken together, these programs, initiatives, and structural changes are designed to help 4051 ensure student engagement, persistence, learning, and student satisfaction: the four measures 4052 of student success as articulated by George Kuh, et. al. in Student Success in College: Creating 4053 Conditions that Matter. The 14 standards that have organized our self-study use one or a 4054 combination of these four measures to evaluate Brockport’s overall success over the past 4055 five years. 4056

Framing the Brockport experience are the mission, goals, and assessment (Standards 1, 7, 4057 and 14) at the College. These aspects of their education may be invisible to individual 4058 students, but like the College grounds and architecture, mission, goals, and assessment 4059 outline the parameters of their education, the future of those parameters, and deploy testing 4060 mechanisms to make sure the parameters continue to be timely, rigorous, and lasting. 4061 Brockport’s Mission Statement speaks to the multidimensionality of education here. It calls 4062 us to provide education in the liberal arts and the professions, for both undergraduate and 4063 graduate students. The mission also implies some of our assessment targets: “admission to 4064 graduate and professional schools, employment, and civic engagement in a culturally diverse 4065 society and in globally interdependent communities.” Assessment at the institutional and 4066 program levels have guided us over the past five years to strengthen those programs and 4067 services that best conform to this mission, with notable improvements made as a result, such 4068 as increased faculty support for travel to research; additional programs for retention of 4069 transfer students; additional programs for health and wellness of our students, faculty, and 4070 staff; and increased programming for the infusion of diversity into the curriculum and 4071 student life. 4072

To benefit students in these measurable ways, and indeed in immeasurable ways as well, the 4073 College Mission Statement defines faculty and staff as enablers of education, in their 4074 “teaching, scholarship, creative endeavors, and service.” In the academic core, to which this 4075 part of the mission speaks, faculty and academics (Standards 10, 11, and 12), including major 4076 and minor curricula, General Education, and graduate education have all undergone several 4077 levels of review, and in some cases renewal, during these recent years. Eighty-seven percent 4078 of Brockport’s exceptional faculty, committed to scholarship and creative work in 4079 combination with and in support of teaching, had terminal degrees as of 2010, and we have 4080 been quite successful in recruiting faculty to fill tenure-track positions, in fact with a success 4081 rate of 100% in 2009 and 2010. 4082

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The faculty at Brockport have a foundational role with respect to curriculum and other 4083 programs. With a robust system of shared governance (Standards 4 and 6), faculty and 4084 administration contribute to the management of the College. Faculty initiate curricula and 4085 courses, and they participate in a representative College Senate system that also includes 4086 professional staff. Through Senate, College-wide task forces, and standing College-wide 4087 committees (e.g., Facilities Management, Budget and Resources), faculty, staff, and 4088 administration have a hand in governance and execution of College functions at every level. 4089 Rigorous oversight measures, such as the campus Internal Control system, ensure ethical 4090 governance and day-to-day functioning at the College (Standard 5). 4091

Student support (Standard 9) is central to the life and learning of Brockport students, and in 4092 this area the College has much to be proud of. From the planning stages of academics and 4093 student life (e.g., advisement and transfer services), to supporting academic success (e.g., 4094 Student Learning Center, Office for Students with Disabilities), to support for students in 4095 Special Admissions categories (e.g., Equal Opportunity Program, Transition Program), to 4096 training for work and life after college (e.g., CSTEP and McNair programs, Office of Career 4097 Services), Brockport supports students in many educational circumstances and at every stage 4098 of their college career. Related educational activities (Standard 13) similarly encompass 4099 students in varied circumstances, not to mention many non-students as well. From graduate 4100 Certificate Programs to the MetroCenter to Experiential Learning and Distance Learning, to 4101 invoke just a few, Brockport offers resources to augment the learning environments of 4102 students of the College and other community members who may benefit as well. 4103

The 2011-2016 SP has been devised to continue support of Brockport’s overall focus on 4104 student success, but particularly to concentrate our focus on the priorities of academic 4105 quality and engagement, co-curricular and support programs, learning environment and 4106 quality of place, and on a culture of philanthropy and alumni connectedness. This strategic 4107 plan has built-in benchmarks, designed to maintain attention to the goals inherent in the 4108 stated priorities. Benchmarks include the quality indicators of better than predicted 4109 graduation rates; better than predicted retention rates; better than predicted NSSE student 4110 satisfaction indicators in some areas; an earned reputation as a college that others look to for 4111 best practices; and an enhanced reputation as evidenced by national rankings. The overall 4112 goal of the 2011-2016 Strategic Plan is to become a nationally recognized comprehensive 4113 master’s institution focused on student success. As our study of the College as it has 4114 functioned over the most recent five years demonstrates, we are well-positioned to meet the 4115 terms and challenges of this strategic plan. 4116

Student success means different things in different contexts. Indeed, Kuh, et. al. write that 4117 there is “no single blueprint for student success” (20). For some, success will be completing 4118 a college degree as the first in a family to do so. For some, success will take the form of a 4119 satisfying career or graduate study that results directly from the college degree. And for 4120 some, it will be manifest in artistic works of great beauty and notoriety. Along the way will 4121 be many smaller, constituent successes: mastering a skill, passing a difficult exam, or getting 4122

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an acceptance letter to graduate or professional school. At the College, we keep this range of 4123 successes in sight in “the Brockport promise”: to reveal to our students their capacity in the 4124 three main modes of human expression—the intellectual, the physical, and the creative—so 4125 they may accomplish their dreams. 4126

4127

Summary of Recommendations by Standard 1-14 4128

4129

Standard Recommendation See Also

1.1 Continue with the full implementation of the 2011-2016 SP. 6.3

7.3

1.2 Continue to assess institutional strategic priorities to ensure their relevance in a fluctuating budget climate. 3.1

2.1 Continue to develop and assess the administration of graduate programs and scholarship with respect to our mission.

2.2 Continue efforts to diversify our faculty, staff, and students.

2.3

8.1

10.2

2.3 Collect data on the success of our promotional efforts related to diversifying our applicant pools and job offers and the retention of these employees at the College.

10.2

3.1 Continue to look for ways of increasing revenue or other funding to offset state budget cuts and address the structural deficit.

1.2

3.3

3.2 Commit to the FaMP recommendations and invest in infrastructure, both new and consistent maintenance, with a focus on facilities and technology that promote a rich educational environment for students.

3.4

126

Standard Recommendation See Also

3.3 Continue to promote a culture of philanthropy among alumni, faculty, staff, and friends in order to increase levels of private support.

3.4 Continue to infuse technology into all instructional and support functions to increase efficiency and effectiveness.

3.2

5.2

4.1 Increase the distribution of both undergraduate and graduate student participation on campus committees by finding more effective ways to communicate opportunities for students to serve and by offering effective training in College service.

4.2

4.2 Improve training for student participation on committees. 4.1

5.1 Continue decision-making processes currently in place.

5.2 Continue to refine methods of communication and connectivity among stakeholders. 3.4

6.1 Continue efforts to assess and improve campus climate.

6.2 Survey graduate students regarding their experience on campus as a whole.

8.4

9.3

6.3 Follow through on aspects of 2011-2016 SP that address issues for underserved students. 1.1

7.1 Provide training, support, and funding at all organizational levels as needed to further promote a campus-wide culture of evidence.

14.2

14.3

7.2 Improve attention at all levels to documenting and making assessment information available for decision-making processes at all levels, KPIs, and data (e.g., showing evidence of such use in committee minutes and records of other decision-making groups).

7.1

14.2 14.3

127

Standard Recommendation See Also

7.3 Complete the 2011-2016 SP by assigning assessments for each goal, determining who is responsible for completing assessments, and implementing a formalized reporting structure.

1.1

7.4

14.3

7.4 Reconstitute the IEAC to work on further improving the College’s Institutional Assessment practices and monitor the progress on institutional-level goals derived from the 2009-16 SP.

7.1

7.2

7.3

14.3

7.5 Effectively implement the Tk20 assessment system to add greater organizational power to the assessment effort at all levels.

7.1

7.2

7.3

7.4

14.2

7.6 Develop and implement assessment measures for the Institute for Engaged Learning.

8.1 Continue to increase student diversity through domestic and international recruitment, retention efforts, and improvements in student life.

2.2

2.3

8.2 Improve monitoring of at-risk students and increase retention/graduation through appropriate intervention strategies.

9.1

9.4

8.3 Obtain more comprehensive data on students who do not attend or persist to graduation and analyze these to determine more effective strategies to increase yield and retention respectively.

8.4 Track retention data for underrepresented populations among the student body, compare these data to majority population data, and identify and address barriers to the success of diverse student populations.

128

Standard Recommendation See Also

8.5 Evaluate the effectiveness of the Transfer Experience Program. 9.1

8.6 Implement a system to improve the collection and analysis of data pertaining to graduate education and graduate students, including the demand for on-line instruction, as well as retention and graduation rates.

6.2

8.4

10.3

13.2

9.1 Build on the work of the Academic Advisement Task Force and devise means to increase the effectiveness of academic advising and ensure that each entering/continuing student has an assigned faculty advisor.

8.2

8.5

10.3

9.2 Evaluate the effectiveness of LLCs and, if justified, consider expanding the number of LLCs offered to all students.

9.3 Survey graduate students to identify their unique needs and improve systems to meet these needs.

6.2

8.2

9.1

9.4 Improve on current student support efforts aimed at improving four- and six-year graduation rates.

8.2

9.1

10.1 Promote professional development through improved department-level faculty mentoring.

10.2 Improve efforts to diversify faculty ranks and course offerings. 2.2

2.3

10.3 Promote training and mentoring of faculty academic advisors at all levels. 9.1

11.1 Distribute College resources in a manner that is appropriate for programmatic strength and development.

12.1

1.2

129

Standard Recommendation See Also

11.2 Continue to explore opportunities for interdepartmental collaboration as a means of improving efficiency of instruction.

12.1 Provide opportunities for more FT faculty to teach GE courses and encourage them to do so. 11.1

12.2 Monitor the number of GE offerings on a semesterly basis to ensure efficiency and quality. 14.5

13.1 Strengthen distributed and distance learning through improved planning, departmental cooperation, academic support, proctoring arrangements, outcomes assessment, online-specific course evaluation, and ensuring academic integrity.

13.2

13.2 Improve campus-wide awareness and knowledge of the College’s full range of related educational programs and activities.

13.1

13.3 Integrate the MetroCenter operations in strategic decision making as appropriate and improve its integration within the campus culture.

13.1

13.4 Ensure that academic integrity of credit awarded for experiential learning across all programs is supported by evidence of academic evaluation of the level, quality and quantity of learning.

14.1 Require assessment “closing the loop” plans with submission of all new courses, all new programs, and program revisions by amending the College Senate Proposal format to include documentation on data-driven assessments to justify programmatic change or initiation.

7.1

7.2

14.3

14.2 Adequately support implementation of the Tk20 assessment system with training, support, and other resources.

130

Standard Recommendation See Also

14.3 Provide resources to hire a full-time director of academic assessment so that more attention can be given to assessment in programs and GE.

7.1

7.2

7.3

7.4

14.2

14.4

14.4 Develop further a campus-wide culture of assessment and create a substantial infrastructure to support academic and co-curricular assessment, including all administrative levels.

7.1

7.2

7.3

7.4

14.2 14.1

14.5 Continue work to fully implement the assessment processes established in co-curricular programs.

4130 4131

131

Acronyms Used in this Document 4132

Acronym Meaning

AA Academic Affairs

AA, AS Associate of Arts Degree, Association of Science Degree

ACT American College Testing Program

ACTFL American Council on the Teaching of Foreign Languages

ADP American Democracy Project

ANGEL Course Management System

APD Assistant Provost for Diversity

APS Academic Planning Seminars

APT Appointment, Promotion and Tenure

ASWB Association of Social Work Boards

Banner Campus Information System

BASC Brockport Auxiliary Service Corporation

BCEC Brockport Career Exploration Course

BCOC Brockport Child Development Center

BRC Budget & Resource Committee

BSG Brockport Student Government

CAAP Collegiate Assessment of Academic Proficiency

CACREP Counseling and Related Educational Programs

Campus Community Brockport campus and all additional locations

CCPE Center for Continuing Professional Education

CELT Center for Excellence in Learning and Teaching

CIRP Cooperative Institutional Research Program

CLA Collegiate Learning Assessment

College Senate Formerly called Faculty Senate

CSE Computer Skills Examination

CSEA Civil Service Employees Association

CSTEP Collegiate Science and Technology Entry Program

CUNY City University of New York

DARS Degree Audit Report System

EAT EMSA Assessment Team

132

Acronym Meaning

EBI Educational Benchmarking, Inc.

EFC Expected Family Contribution

EMSA Enrollment Management & Student Affairs

EMTF Enrollment Management Task Force

EOP Educational Opportunity Program

ET Exceptional Talent

FaMP Facilities Master Plan

FERPA Family Educational Rights Privacy Act

FLC Faculty Learning Communities

FPC Facilities Planning Committee

FSA Faculty Scholarship Account

FSSE Faculty Survey of Student Engagement

FT Full Time Employee

FTE Full time equivalent

GE General Education

GPA Grade Point Average

GRC MSW Greater Rochester Collaborative Master of Social Work Program

GRQ Guiding Research Questions

GVAP Graduate Education and Vision Action Plan

HR Human Resources

IAS Instructional Assessment System

IEAC The Institutional Effectiveness & Accountability Committee

IPEDS Integrated Postsecondary Education Data System

KPI Key Performance Indicators

KSSPE Kinesiology, Sport Studies and Physical Education

LDP Leadership Development Program

LEED Leadership in Energy and Environmental Design

LITS Library, Information & Technology Services

MESH Managing Environmental Safety and Health

133

Acronym Meaning

MOU Memorandum of Understanding

MS Middle States

MSCHE Middle States Commission on Higher Education

MSSC Middle States Reaccreditation Steering Committee

NCATE National Council for Accreditation of Teacher Education

NCLE National Council of Licensure Examinations

NSSE National Survey of Student Engagement

NY New York

NYC New York City

NYS New York State

OIE Office of International Education

OPTS Other than Personal Service

OSD Office for Students with Disabilities

PACGE Provost’s Advisory Council on General Education

PED Promoting Excellence in Diversity Grant

PEU Professional Education Unit

PIN Personal Identification Number

POL Public Officers Law

PPR Periodic Program Review

PT Part-time employee

REOC Rochester Educational Opportunity Center

RF Research Foundation

SAT Scholastic Aptitude Test

SBCT Student Behavioral Consultant Team

SBDC Small Business Development Center

SCH Student Credit Hours

SERC Special Events Recreation Center

SLC Student Learning Center

SLN SUNY Learning Network

SLO Student Learning Outcomes

134

Acronym Meaning

SOAR Summer Orientation, Advisement, & Registration Session

SOS Student Opinion Survey

SP Strategic Plan

SP II Strategic Planning II

SSSP Student Support Services Program

STEM Science, Technology, Engineering and Math

STEPS Strategies to Eliminate Probationary Status

Student Undergraduate students, full-time and part-time

SUCF State University Construction Fund

SUNY State University of New York

T Tenured

TAP Tuition Assistance Program

The Matrix The Matrix: An Integrated Approach to Planning & Accountability

Tk20

A software system that provides comprehensive outcome assessment and facilitates systematic data collection, assessment planning, and comparison of assessment results against specified outcomes/objectives.

TT Tenure-track

UUP United University Professionals

VDI Virtual Desktop Interface

VSW Visual Studies Workshop

4133

134

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

Selected Discussion of Topic Overlap 1.01 1 X

Chancellor's Distinguished Faculty List, 2011 1.02 1 X

2011-2016 Strategic Plan 1.03 1 X

Faculty Senate Approval of Mission 2.01 2 X

College Senate Approval of Matrix 2.02 2 X

Subccommittee Membership and Assigned MSCHE Standards 3.01 3 X

Memorandum of Understanding SUNY Brockport and SUNY 4.01 1 4 X

IEAC Committee Charge 4.02 1 7 4 X

2008-09 Accomplishments 4.04 7 4 X

Relationship of the Strategic Plan to Mission Elements 4.05 1 4 X

Measurable Learning Outcomes Grid, Learning Reconsidered

(2004). NASPA and ACPA. Washington, D.C.

www.sa.utah.edu/assessment/docs/LearningReconsideredTable.pdf 4.06 7 4 X

All Funds Budget Report

https://www.brockport.edu/internal/brc/budgetbook1011.pdf 4.07 7 3 4 X P

IEAC Mission Derived Elements 4.08 1 7 4 X

2011 EMSA Assessment & Planning Cycle 4.09 4 X

President's Annual Call Letters 2010-2013 4.10 4 X

Division of Administration and Finance Evaluation and Quality

Control 4.11 4 X

School Strategic Plans 4.12 1 4 s

Division Strategic Plans 4.13 1 4 X

Digital Measures Temlate 4.15 7 4 X

Academic Affairs Division Planning Charge 5.03 3 5 X

Energy Consumption Reduction and Energy Conservation Activities 5.04 3 5 X

Manager's Tool Kit 5.06 5 X

2010-2011Accomplishments Annual Report 5.07 5 X

FaMP Meeting Minutes 5.08 X

2009-2010 Accomplishments 5.09 5 X

Faculty Research and Development Opportunities 5.10 5 X

Diversity Strategic Plan and Presentations 5.11 5 X

Faculty and Workforce Demographics 5.12 5 X

Human Resources Exit Interview 5.13 3 5 X

Five Year Financial Model 5.14 4 6 X

Public Officers Law 74 (POL) 6.01 4 6 X

Sutdent Opinion (SOS) Survey Results 6.02 4 6 X

College Senate Guiding Principals for Diversity 6.03

President's Advisory Council (PAC) Agendas and Minutes 6.04 8 7 X

Interviews Student Support Services 7.01 8 7 X

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

135

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Report Template Student Support Services 7.02 4 8 7 X X

The College at Brockport SUNY 2008-09 Key Permance Indicators

https://www.brockport.edu/internal/ir/KPI%202008_09_final.pdf 7.03 8 7 X

Freshman Recruitment by Region 7.04 8 7 X

Undergraduate New Student Enrollment Fall by Cohort 7.05 8 7 X

Minority Fall Recruitment Numbers 7.06 8 7 X

Student Behavioral Consultant Team Internal Protocols 7.07 8 7 X

Delta College Program Application 7.09 8 7 X

Entering Freshman Honors Application 7.10 8 7 X

Graduate Education Scholarship Report 7.11 9 7 X

Student Learning Center Assessments 7.12 7 9 4 X X X

NESSE Reports 2008-2011 7.13 9 7 X

Multi-Institutional Study of Leadership

Results Overview 7.14 9 7 X

Faculty in Residence Performance Program 7.15 9 7 X

Living Learning Communities Service Learning Outcomes 7.16 9 7 X

Pertinent NSSE Questions 7.17 9 7 X

Drake Memorial Library Annual Report 2011 7.18 9 7 X

CSTEP McNair Annual Report 2009-10 7.20 9 7 X

EMSA Career Services SLOs 7.21 9 7 X

Student Learning Outcomes Support Services 7.22 9 21 7 X

Early Warning Advisement Questionnaire 7.23 9 21 7 X

Sample Student Behavior Consulting Team Resolution 7.25 7.23 7 X

Career Services Annual Report 2011 7.25 X

Student Opinion Survey 7.26 X

CIRP Freshman Survey 2009 7.28 7 X

Foundations of Excellence® in the First College Year for Transfer

Students Self-Study 7.29 7 X

Graduate_Enrollment_Summary 7.30 10 11 12 8 X

Faculty and Academics Survey Results 8.01 10 11 12 8 X

Faculty Roles and Rewards 8.03 10 8.2 8 X

CELT Annual Report 2010-11 8.04 8.3 8 X P

Creating/Refilling Faculty Positions 8.05 10 8.4 8 X

Departmental Mentoring Program Samples 8.06 10 8.5 8 X

Academic Affairs Task Force on Faculty Workload

http://www.brockport.edu/acadaff/workload/WorkloadTaskForceFin

alReport.pdf 8.07 10 8 X

Faculty Annual Report and Review Sample 8.08 10 8.7 8 X

Class Schedule 2011-12 8.09 10 8.8 8 X

136

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Faculty & Academic's Significant Accomplishments 2008-11 8.10 8.9 8 X

GE Requirements Fall 2011 Summary 8.11 8.1 8 X

Departmental Annual Report Samples 8.12 8.11 8 X

Departmental Samples Syllabi 8.13 8.12 8 X

General Education, Honors and Delta College Comaprison 8.14 813 8 X

Departmental PPR Samples 8.15 8.14 8 X

Instructional Assessment Survey (IAS) Sample 8.16 8.15 8 X

APS Survey Comparisons 2011 8.17 8 X

Faculty Learning Communities (FLC) Outcomes 8.17 8.16 8 X

Proposal to Narrow Support Gap Created by Defunding SSSP 9.01 13 9 X

REOC Programs 9.03 13 9 X

REOC Student Vocational Offerings 9.03 13 9 X

MetroCenter Student Demographics 2009-2010 9.04 13 9 X

Quality Matters Rubric Standards 9.05 13 9 X

3-1-3 Students 9.08 13 9 X

Brockport SLN Final Enrollment Analysis 9.08 13 9 X

Brockport Dept of Nursing Affiliation Site List as of July 2011 9.09 14 9 X

Department of Ed & Human Devl Field Exp & Teaching Placemts9.10 13 9 X

Department of Education and Human Development

Field Experience and Student Teaching Placements 9.10 14 9

Visual Studies Workshop International Representation 2004-10 9.11 13 9 X

GRC MSW Licensing Pass Rates 9.12 14 9

Brockport Assessment System Flow Chart 10.01 14 10 X

Mission & Goals of the General Education Program 10.02 14 10 X

SUNY Board of Trustees General Education Amendments 10.04 14 10 X

Accredited Programs 10.06 14 10 X

Assessment Plan for Selected Content Majors-Not Nationally

Accredited 10.07 14 10X

Assessment Plans for Graduate Education Programs-Non

Accredited 10.08 14 10X

Leadership Development Program 10.09 14 10 X

Assessment of Diversity 10.10 14 10 X

American Democracy Project 10.11 14 10 X

Wellness Drug Free School, Campus Regulations 10.12 10 X

Assessment Reports Departmental Samples 10.13 10X

Accreditation Reports Departmental Samples 10.15 9 X

GRC MSW Licensing Exams Pass Rates 1 X

137

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Diversity Annual Report

www.brockport.edu/diversity/ documents/diversityreport09-10.pdf 7 4 X

Enrollment Management & Student Affairs Assessment Team

www.brockport.edu/ emsa/assessment/ 7 4 X

Faculty Learning Center

www.brockport.edu/celt/flc.html 7 4 X X

History of the College

www.brockport.edu/about/history.html 7 4 X

Services & Programs Coordinated Through Grants Dev Office

www.brockport.edu/etc/forms/grant/ 4 X

Strategic Plan II

www.brockport.edu/planning 1 4 X

The Brockport Promise

http://www.brockport.edu/about/identity/tools.html 7 4 X

2008-13 Capital Plan

www.brockport.edu/facilities/construction/sucf.htm 3 5 X

Applications, Offers & Deposits

http://www.brockport.edu/ir/Enrollment/appoffdep02.htm 3 5 X P

Budget & Resource Committee

www.brockport.edu/brc 3 5 X

Construction Activities Continue-Summer 2010

www.brockport.edu/facilities/construction/Construction

Summer2010.pdf 5

X

Diversity Committee Charge

http://www.brockport.edu/diversity/charge.html 5X

Diversity Website

http://www.brockport.edu/diversity/ 2 5 X X

Enrollment Summary 2007-2011

www.brockport.edu/ir/IDP2011/enrlsmry2007_2011.pdf 5X

Facilities Master Plan

http://www.brockport.edu/famp 2 5 X X

Facilities Planning Committee

www.brockport.edu/facilities/FPC/ 9 5 X

Family Educational Rights and Privacy Act of 1974

www.brockport.edu/parents/ferpa.html 3 5 X

The Institute for Engaged Learning

www.brockport.edu/iel/ 2 5 X X

305 Conflict of Interest Policy

http://www.brockport.edu/hr/resources/chapters/350conflictofinteres

t.htm 6 X

138

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Accountability

www.brockport.edu/accountability/ 5 13 6 X X

Alumni

http://www.brockport.edu/alumni/ 5 6 X

Ask Ellsworth

www.brockport.edu/ask/ 4 6 X

BASC Employee Handbook

www.basc1.com/Employment/pdfs/employee_handbook09.pdf 6 X

Code of Student Conduct Section VIII Student Rights When Charged with

a Violation

www.brockport.edu/policies/docs/code_of_student_conduct_2011_201

2.pdf 4 6 X

College Senate Executive Committee 2011-2012

http://www.brockport.edu/collegesenate/Standing_Committees/ 5 6 X

Collegiate Science and Technology Entry Program (CSTEP)

www.brockport.edu/cstep/ 5 6 X

Daily Eagle Search

www.brockport.edu/eagle/search.php 6 X

Diversity Conference Archive

www.brockport.edu/divconf/archive.htm 5 6 X

Faculty & Staff Directory

www.brockport.edu/publications/phone/fsdir.html 5 6 X

Faculty & Staff Handbook

www.brockport.edu/hr/resources/handbook.html 5 6 X

Faculty & Staff Resources

www.brockport.edu/acadaff/facstaff.html 6 X

Faculty & Staff

www.brockport.edu/home/faculty.html 5 6X X

Faculty and Staff Resources

http://www.brockport.edu/acadaff/facstaff.html 5 9 11 6 X X

Faculty Guide to Academic Practices and Policies

www.brockport.edu/acadaff/facguide/ 4 6X

Graduate Studies Catalog

http://www.brockport.edu/catalogs/2011/ 4 6 X

handbook09.pdf ) 5 6 X

Human Resources Policies and Procedures

www.brockport.edu/hr/procedures/ 5 6 X

Human Resources

http://www.brockport.edu/hr/ 6 X

139

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Internal Control

http://www.brockport.edu/intcontrol/ 4 6 X

Laws_110708.pdf) and BASC 5 6 X

MasterPieces

www.brockport.edu/graduate/admitted/matric_packet.html 5 6 X

McNair Program

www.brockport.edu/mcnair/ 5 6 X X

Office of Affirmative Action

http://www.brockport.edu/aao/ 6 9 6 X X

Office of Community Development

www.brockport.edu/lcd/ 5 6 X

Student Policies

http://www.brockport.edu/policies/category.php?id=4 5 6 X

Student Services

www.brockport.edu/life/ 4 6 X

SUNY Organizational Chart, 2012

http://www.brockport.edu/etc/orgchart/ 5 6 X

The Brockport Foundation Bylaws

www.brockport.edu/giving/found/FoundationBy 5 6 X

The College at Brockport Policies

www.brockport.edu/policies/index.pph 5 6 X

The College at Brockport

www.brockport.edu/ 5 6 X

The College Senate Bylaws May 2010-May 2013

http://www.brockport.edu/collegesenate/Bl-1013.pdf 5 6 X X

Title IX

http://webdev.web.brockport.edu/titleix/index.html 4 6X

www.brockport.edu/facilities/construction/ residenceplan.htm 5 6 X

2011 Brockport Foundation Board

www.brockport.edu/giving/found/bios.html 9 7 X

Brockport Athletics

www.gobrockport.com/ 9 7 X

Campus Safety Report

http://www.brockport.edu/policies/docs/campus_safety_report_clery

_act_and_campus_crime_statistics.pdf 9 7 X

Career Connection

www.brockport.edu/career/connection/ 9 7 X

Career Services

www.brockport.edu/career/ index.html 7X

College Council Membership

www.brockport.edu/president/collegecouncil/ 9 7 X

140

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Counseling Center

www.brockport.edu/cc/ 7X

Delta College Program

http://www.brockport.edu/delta/ 7X

Enrollment Management & Student AffairsAssessment Team

(EMSA)

www.brockport.edu/emsa/assessment) 8 7 X

GEVAP

www.brockport.edu/acadaff/gevap.pdf 9 7 X

Leadership Development Program

http://www.brockport.edu/leadership/ 9 7 X

LITS Help Desk

www.brockport.edu/ lits/helpdesk/ 8 7 X

National Financial Literacy Leadership Award

www.brockport.edu/ newsbureau/1450.html 8 7 X

Outcomes

www.brockport.edu/accountability/outcomes.html 9 7 X

Recreational Services

www.brockport.edu/recservices/ 8 7 X

Scholarships at The College at Brockport

www.brockport.edu/scholarships/ 9 7 X

Student Behavioral Consultant Team 9 7 X

Student Health Center

www.brockport.edu/healthctr/ 5 7 X

Task Force Information

http://www.brockport.edu/acadaff/initiatives.html 9 7 X

The College at Brockport University Police

www.brockport.edu/up/programs.html 7X

The Honors Program Scholarship

http://www.brockport.edu/honors/apply/index.html 9 7 X

The Space

http://www.brockport.edu/community/thespace/ 8 7 X

Transfer Student Resources and Information

www.brockport.edu/transferyear/ 7 X

Undergraduate Studies Catalog

http://www.brockport.edu/catalogs/2011/ 7X

Academic Affairs Task Force on General Education

http://www.brockport.edu/acadaff/genedtaskforcereport.pdf 10 8 X P

Appointment, Promotion, and Tenure (APT) Documentation

http://www.brockport.edu/acadaff/apt/2006/ 9 8 X

141

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

BSG Clubs and Organizations

http://www.bsgonline.org/index.php?option=com_content&view=article

&id=151&Itemid=68 8

X

Drake Library: Mission, Vision and Values Statement

http://www.brockport.edu/library/about/mission.php 11 8 X

Joint Committee on Articulation and Transfer

http://www.suny.edu/student/transfer_equiv.cfm#results 10 8 X

Living Learning Communities

www.brockport.edu/llc 10 8 X

Reappointment, Promotion, and Tenure

www.brockport.edu/acadaff/facguide/persaction/B.html 11 8 X

SUNY General Education Requirement Student Learning Outcomes

www.suny.edu/provost/academic_affairs/LearningOutcomes.cfm 8 8 X

SUNY Projection of High School Graduates NYS 2007-08 to 2018-

19

http://www.highered.nysed.gov/oris/demographics/hsgprojections.p

df 11 8 X

Transfer Credit Appeals

http://www.brockport.edu/~acadvise/TransCreditAppeal.html 11 8 X

Transfer Credit Policy

http://www.brockport.edu/~acadvise/Transfers.html 8 X

Women’s Center

www.brockport.edu/womensctr/ 8X

4 + 1 Master of Business Programs

www.brockport.edu/bus-econ/graduate/buslaw.html 13 9X

BASC

http://www.basc1.com/ 13 9X

Brockport Career Exploration Course

http://www.brockport.edu/career/Internship/BCEC_Application%20P

acket2010.pdf 13 9

X

Brockport Child Development Center

www.brockport.edu/bccc 13 9 X

Brockport Study Abroad Program

http://brockport.studioabroad.com/index.cfm?FuseAction=Abroad.H

ome 13 9

X

Center for Continuing Professional Education

www.brockport.edu/ccpe 13 9X

College Senate Resolution 2009-10, #14

http://www.brockport.edu/collegesenate/resolutions/2009-

2010%20Resolutions/2009-2010-14res.pdf 13 9 X

142

1. Self Study Introduction

2. Nature and Scope of Self Study

3. Organization of Steering Committee & Chapter Subcommittees

4. Mission Goals & Assessment: Standards 1 & 7

5. Planning & Resource Allocation: Standards 2 & 3

Document Title & Link

Apndx

No.

First

Standard

Second

Standard

Third

Standard

Chpt

r 1 2 3 4 5 6 7 8 9 10 11

Pssw

rd

Reqd

6. Shared Governance, Ethics & Administration: Standards 4, 5, & 6

7. Student Recruitment, Support & Reteneion: Standards 8 & 9

8. Faculty & Academics: Standards 10, 11, & 12

9. Related Educational Activities: Standard 13

10. Student Learning, Assessment & Continuous Learning: Standard 14

11. Conclusion

The College at Brockport SUNY Middle States Reaccreditation Self-Study 2012

Document Room Inventory

Chapter & Standards

Department of Counselor Education

http://www.brockport.edu/catalogs/2009/graduate/pdfs/edc.pdf 13 9 X

Department of Education and Human Development

(www.brockport.edu/ehd/Programs/ 13 9X

Department of Educationional Administration

http://www.brockport.edu/edadmin/definitions.htm 13 9 X

Department of Public Administration

http://www.brockport.edu/pubadmin/certificates.html 13 9 X

Department of Public Education

www.brockport.edu/pubadmin/certificates.html 13 9X

Doctor of Physical Therapy 3+3

http://www.brockport.edu/academics/accel/doc_phys_ther.html 13 9

X

Getting Started Checklist

www.brockport.edu/sln/students.htm 13 9X

Greater Rochester Collborative Master of Social Work

http://www.brockport.edu/grcmsw/ 13 9X

Policy on Student Academic Dishonesty

www.brockport.edu/policies/docs/policy_on_student_academic_dish

onesty.pdf 13 9

X

SUNY Learning Network (SLN)

www.brockport.edu/sln 13 9X

The Research Foundationof SUNY at the College at Brockport

http://www.rf.brockport.edu/ 13 9

X

The Washington Program

www.brockport.edu/Washington 13 9X

Transfer Students

www.brockport.edu/admissions/101/transfer/index.html 13 9X

Academic Advisement

www.brockport.edu/~acadvise/

BASC (www.basc1.com/Employment/pdfs/employee 14 X X

Brockport’s General Education Program

www.brockport.edu/academics/gened/X

Common Data Set

http://www.brockport.edu/ir/CDS/CDS2010_2011.pdf

Early Warning System

www.brockport.edu/retention/ew/

SUNY Joint Committee on Transfer and Articulation

www.suny.edu/facultySenate/artr.cfm

Undergraduate Admissions

www.brockport.edu/admissions/ 6X