Internal Control Standards
The Internal Control Act of the State of New York requires our college to communicate the following information on agency responsibilities and standards:
The internal control standards define the minimum level of quality acceptable for internal control systems in operation and constitute the criteria against which systems are to be evaluated. These internal control standards apply to all operations and administrative functions (both manual and automated), but are not intended to limit or interfere with duly granted authority related to development of legislation, rule making, or other discretionary policy making in an agency.
General Standards
- Reasonable Assurance. Internal control systems are to provide reasonable assurance that the objectives of the systems will be accomplished.
- Supportive Attitude. Managers and employees are to maintain and demonstrate a positive and supportive attitude toward internal controls at all times.
- Competent Personnel. Managers and employees are to have personal and professional integrity and are to maintain a level of competence that allows them to accomplish their assigned duties, as well as understand the importance of developing and implementing good internal controls.
- Control Objectives. Internal control objectives are to be identified or developed for each agency activity and are to be logical, applicable, and reasonably complete.
- Control Technique. Internal control techniques are to be effective and efficient in accomplishing their internal control objectives.
- Continuous Monitoring. Agency heads are to establish and maintain a program of internal review designed to identify internal control weaknesses and implement changes needed to correct the weaknesses.
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Specific Standards
- Documentation. Internal control systems and all transactions and other significant events are to be clearly documented, and the documentation is to be readily available for examination.
- Recording of Transactions and Events. Transactions and other significant events are to be promptly recorded and properly classified.
- Execution of Transactions and Events. Transactions and other significant events are to be authorized and executed only by persons acting within the scope of their authority.
- Separation of Duties. Key duties and responsibilities in authorizing, processing, recording, and reviewing transactions should be separated among individuals.
- Supervision. Qualified and continuous supervision is to be provided to ensure that internal control objectives are achieved.
- Access to and Accountability for Resources. Access to resources and records is to be limited to authorized individuals, and accountability for the custody and use of resources is to be assigned and maintained. Periodic comparison shall be made of the resources to the recorded accountability to determine whether the two agree. The frequency of the comparison shall be a function of the vulnerability of the asset.
Audit Resolution Standard
Prompt Resolution of Audit Findings. Managers are to (1) promptly evaluate findings and recommendations reported by auditors, (2) determine proper actions in response to audit findings and recommendations, and (3) complete, within reasonable time frames, all actions that correct or otherwise resolve matters brought to management's attention.
Contact Gary Phillips at ext. 4312 with questions about the Internal Control Act.
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Commencement Walkway 2001
Students of the class of 2001 and their families can leave a lasting legacy on campus by having their names engraved on a classic brick on the Commencement Walkway, located at the intersection of Elmwood Avenue and Rockwell Road.
Proceeds from the sale will benefit a new endowed scholarship, a lasting gift to Buffalo State College students.
Inclusion in the walkway is not limited to graduates, however. All are invited to purchase bricks to celebrate the class of 2001 and support the scholarship fund. Bricks are $99 each and must be ordered by Sunday, April 15 to be installed in time for commencement.
To order, call ext. 3561 or visit the Commencement Walkway Web site at www.buffalostate.edu/offices/bscfound/walkway.
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A Night in New Orleans
The Buffalo State College Foundation's fourth annual Scholarship Gala, "A Night in New Orleans," will take place on Saturday, April 28 in the Campbell Student Union Social Hall. The event will feature Louisiana's finest cuisine, authentic Bourbon Street music, a live auction, and entertainment. President Muriel Howard, along with Victor and Corinne Rice, will host the gala.
Proceeds from "A Night in New Orleans" will fund scholarships for deserving Buffalo State students. Last year's black-tie gala, "A Night in New York," raised more than $70,000 for the Buffalo State College Scholarship Fund.
For more information, contact Pamela Voyer in the External Development Office at ext. 4318.
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Teleconference: Psychological Disabilities on Campus
Project Success and the college Counseling Center will sponsor the teleconference Psychological Disabilities on Campus: What You Need to Know from 1:30 to 4:00 p.m. Monday, April 2 in E. H. Butler Library 210.
Institutions of higher education are facing one of the largest populations of students with diagnoses of psychological disabilities in history. At Buffalo State, 78 students have been diagnosed with emotional illnesses. Psychological disabilities are often "hidden" until they present challenges in the classroom and other venues on campus. The challenge of higher education is to meet both the needs of students with disabilities and the requirements of the Americans with Disabilities Act (ADA).
This teleconference will bring together four nationally recognized experts to address relevant topics including:
- Recognizing symptoms and manifestations of psychological disabilities;
- Decision making, responsibility, and student services;
- Academic standards, institutional policy, judicial affairs, and crises intervention in the classroom.
A light lunch will be served at 12:30 p.m. The teleconference begins at 1:30 p.m. Members of the Counseling Center and the dean of students will respond to questions about students with psychological disabilities at Buffalo State following the teleconference.
The session is free and open to all members of the college community. To register, contact Peggy Bristol at ext. 3515 or bristopa@buffalostate.edu by Monday, March 26, 2001.
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College Policy on Sexual Harassment
I. Rationale
The U.S. Equal Employment Opportunity Commission (EEOC) has issued guidelines interpreting Section 703 of Title VII as prohibiting sexual harassment (29 CFR 1604.11). Sexual harassment is defined in these guidelines as "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature...when (1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment, (2) submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual, or (3) such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment."
Sexual harassment is an affront to human dignity and will not be tolerated at Buffalo State College. As an educational institution, it will not condone nor tolerate any verbal or physical conduct that would constitute sexual harassment of any member of the college or campus community. Buffalo State is committed to the intellectual, personal, and professional growth of its students, faculty, and staff. The goal of the college is to inspire a lifelong passion for learning and to empower a diverse population of students to succeed as citizens within a challenging world. The college is dedicated to excellence in teaching and scholarship, cultural enrichment, and service in order to enhance the quality of life in Buffalo and the larger community. Actions by members of the college community that harm this atmosphere undermine and hinder the educational mission.
Sexual harassment is particularly serious when it threatens the relationship between faculty and students or supervisors and subordinates. In such situations, sexual harassment unfairly exploits the power inherent in the faculty member or supervisor's position. The college will not tolerate behavior that creates an unacceptable working or educational environment between or among members of the college community.
II. Policy
It is the policy of Buffalo State to provide an employment and educational environment free of unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct or communication, constituting sexual harassment as defined and otherwise prohibited by state and federal statutes.
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III. Implementation
It shall be a violation of college policy for anyone in a position of authority to recommend or take personnel actions affecting an employee, or who is otherwise authorized to transact business or perform acts or services on behalf of the college, to:
- Make sexual advances or request sexual favors when submission to or rejection of such conduct is the basis for either implicitly or explicitly recommending, imposing, granting, withholding, or refusing terms and conditions that either favor or adversely affect the employment or education of any member of the college community;
- Recommend, impose, grant, withhold, or refuse to take any personnel or other action consistent with his or her duties and responsibilities because of sexual favors or as a reprisal against an employee or other member of the college community who has rejected or reported sexual advances;
- Disregard or fail to investigate allegations of sexual harassment, whether reported by the employee or a member of the college community who is the subject of, or witness to, the alleged harassment, and to fail to take immediate corrective action in the event misconduct has occurred.
It also shall be a violation of this policy for any member of the college community to abuse another through conduct or communication of a sexual nature and constituting sexual harassment as defined in Section II above. Whenever such misconduct exists, prompt and corrective action consistent with the discipline provisions of the college policy is required.
Whenever there is an abuse of authority or neglect of responsibility, the supervisor or other responsible individual is required to take prompt and corrective action consistent with the discipline provisions of the college policy.
The violation of this policy can result in discipline and discharge for employees, and such penalties, sanctions, and impositions against other individuals or parties as may be available to the college, given the nature of the contractual or business relationship that may be established with such parties or individuals.
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A. Grievance Procedures
Employees or other individuals who feel aggrieved because of sexual harassment have several ways to make their concerns known:
- Aggrieved persons who feel comfortable doing so should directly inform the person engaging in discrimination, conduct, or communication that such conduct or communication is offensive and must stop.
- Aggrieved individuals who do not wish to communicate directly with the offending party, or if direct communication with the offending party has been unveiling, shall contact the offending party's immediate supervisor and/or the officer responsible for affirmative action for counseling and assistance.
- Aggrieved persons alleging either sexual harassment by someone with supervisory authority or failure by a supervisor to take immediate action on the complaint may file a formal grievance in accordance with the provisions of the appropriate grievance procedure.
All formal complaints of sexual harassment will be handled by the Buffalo State College Grievance Procedure for the Review of Allegations of Unlawful Discrimination. The procedure has specific timetables and processes for filing and adjudicating complaints. A copy of the procedure is available through the vice presidents, the deans, and the Equity and Campus Diversity Office.
Regardless of the means selected for resolving the problem, the initiation of a complaint of sexual harassment will not cause any reflection on the complainant, nor will it affect such person's future employment, education, compensation, or work assignments.
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B. Responsibility of Management
All levels of management have a special responsibility for implementation of this policy. If behavior is observed that violates this policy, the person observing such behavior shall bring the matter to the attention of the supervisor responsible for that area and the officer responsible for affirmative action. If an employee or other individual files a complaint, the management representative with whom the complaint is filed shall inform the complainant of his or her right under this policy and attempt corrective action. When a problem is beyond the capability of such representative to effectively correct the action, the matter shall be referred to the officer responsible for affirmative action.
In all cases, and regardless of the individual's remedial measures, the management representative to whom the written complaint has been referred shall provide the officer responsible for affirmative action with a complete written report of each complaint.
Written Report
This report must be submitted within 10 days of the date the complaint was first filed with the management representative. Such report shall minimally include:
- Date of receipt of written complaint;
- Identification of complainant;
- Identification of the party or parties and the actions complained of, including all relevant background facts and circumstances;
- A statement detailing the scope of the investigation that had been undertaken and the results thereof;
- A statement of corrective measures pursued, the date such measures were undertaken, and the results achieved.
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Education and Training
Sexual harassment may range from sexual innuendoes made at inappropriate times, perhaps in the guise of humor, to coercion of sexual relations. Harassment at its extreme occurs when a person in control, influence, or position to affect another person's job or career uses his or her authority and power to coerce the other person into sexual relations or to punish such person's refusal. It may include:
- Verbal harassment or abuse;
- Subtle pressure for sexual activity;
- Persistent remarks about another person's clothing, body, or sexual activities;
- Unnecessary touching, patting, or pinching;
- Constant brushing against another person's body;
- Demanding sexual favors accompanied by implied or overt threats concerning one's job, letters of recommendation, etc.;
- Physical assault.
Because sexual harassment is tied so closely to learned role models, it is necessary for men and women to learn more about this issue and the means for addressing problems as they arise. The college sponsors educational workshops on the subject of sexual harassment. Attendance at one of these programs or an approved substitution is mandatory for all persons in supervisory or executive capacities. Each is also encouraged to hold educational workshops and otherwise seek to sensitize persons within their areas of responsibility about the importance of providing an employment and business environment free of sexual harassment. Although there are various approaches one may take to offset potential problems, several measures are recommended:
- Encourage internal complaints. Express disapproval of harassment and inform employees of their right to file complaints under college policy;
- Assure that all supervisors are aware of their responsibilities, college policy, the law, and potential liabilities when violations occur;
- Regard each claim of sexual harassment as being serious and investigate immediately;
- Sensitize all employees to the issue and the ramifications of sexual harassment.
C. Special Assistance
It is expected that questions may arise concerning the interpretation of prohibitions against sexual harassment, grievance procedures, methods and procedures to be followed in the investigation of complaints, and appropriateness of specific solutions in disposition of complaints. For assistance in these matters, contact Dolores E. Battle, Equity and Campus Diversity Office, Cleveland Hall 415, ext. 6210.
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College Senate Meeting
The next College Senate meeting will be 3:00 p.m. Friday, April 6 in E. H. Butler Library 210.
Curricular Items
The following have been received in the College Senate Office and will be forwarded to the Senate Curriculum Committee for review and approval:
New Courses:
BUS 511 Instructional Strategies in Business/Marketing. Instructional concepts and strategies in business/marketing education. Focus on strategies to teach business and marketing subjects in the secondary schools.
BUS 512 Teaching Practicum in Business/Marketing. Teaching secondary business and marketing education subjects in the secondary school. Prerequisites: BUS 511, BUS 600, BUS 602, BUS 605.
ADE/BUS 630 Human Resource Development. This survey course prepares graduate-level learners to conduct educational and training programs for workers and volunteers to improve organizational effectiveness. Course content is structured around key competencies and principal roles of human resource development professionals. Topics include human performance analysis, training needs assessment, organizational development, career development, program and instructional design, learning materials design, program evaluation, and ethical and human diversity issues in training and development.
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MED 501 Practicum II: Practice Teaching Mathematics in the Middle School. This course provides an introduction to the practice of classroom teaching for the prospective middle/junior high school mathematics teacher. Actual field experience is obtained with classroom discipline, instructional planning, curricular issues, assessment and testing, field observation and participation, peer presentations, construction and critique of lesson plans, use of media, and research and use of teaching strategies.
MED 500 Practicum I: Graduate Field Experience in Secondary Mathematics Education. Field experiences in secondary mathematics education, with emphasis on reflective observations of schools and classrooms. Students examine current policies and theories of mathematics education and teaching within the context of actual classroom practice.
MED 502 Practicum III: Practice Teaching Mathematics in the High School. This course provides an introduction to the practice of classroom teaching for the prospective high school mathematics teacher. Actual field experience is obtained with classroom discipline, instructional planning, curricular issues, assessment and testing, field observation and participation, peer presentations, construction and critique of lesson plans, use of media, and research and use of teaching strategies.
SPA 416 Advanced Conversation. Development of speaking and aural comprehension at the advanced level. Required for secondary education majors.
Global and Diversity
Core - Western Civilization
REL 105 Introduction to Christian Thought. This course introduces and evaluates the core doctrines of Christianity, including the life and teachings of Jesus and the writings and practices of the early church. The contributions of Christian thinkers and their effects on the lives of their adherents are explored.
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Course Revisions:
MAT 301 Fundamentals of Abstract Algebra. Introduction to groups. Topics include the study of symmetry, algebraic structures, and applications. A major activity of this course is writing proofs and logical arguments.
SOC 333 Sociology of Social Movements. This course presents an analysis of social movements and their character, development, dynamics, and consequences. The relationship between discontent at the individual and wider social levels is explored. Selected social movements and sociological theories are studied.
New Program:
Business and Marketing Education (Certification)
Program Revision:
Business and Marketing Education (6406)
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Deadline for Revising Course Proposals
Faculty members and department chairs involved in course or program revisions that have been processed and returned by the 2000–2001 College Senate Curriculum Committee should have revised courses or programs, with accompanying explanatory cover letters, to the chair of the Curriculum Committee, Wendy Paterson, Bacon Hall 316J, by Sunday, April 1. Revisions and explanations that arrive after this deadline will not be processed. In fall 2001, any outstanding course or program not yet returned to the Curriculum Committee chair must be recirculated through the curriculum review process—from faculty to dean to senate—as if it were a new course proposal or revision. This action is designed to alleviate backlogs for course approval submissions.
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Senate Vacancies: Call for Nominations
One at-large senate position and one SUNY senate position will become vacant this year. A letter announcing the call for nominations can be found at this link and was sent to campus voters. We look forward to your participation in the vital process of campus governance.
Full-time faculty, professional staff, and librarians whose total service in the College Senate would not exceed six consecutive years during the terms of office are eligible to run for these three-year terms. Names of nominees are due in the Senate Office, Cleveland Hall 417C, by noon Friday, April 6. A short statement of interest should accompany nominations.
Contact Sharon Cramer, ext. 4334 or cramersf@buffalostate.edu, or Lisa D'Addieco, ext. 5139 or daddielm@buffalostate.edu, with questions.
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