Presidential Evaluation
It is the responsibility of the chancellor of the State University of New York to conduct regular
assessments of each SUNY campus, evaluating both the health of the institution and the quality
of leadership demonstrated by the president. The process includes a short annual review and a
full-scale formal evaluation on a periodic basis. Chancellor Robert L. King has scheduled
President Muriel A. Howard and Buffalo State College for a full-scale formal evaluation on
Monday, March 10.
King has appointed Robert H. Atwell, president emeritus of the American Council on Education,
as the external peer evaluator to head the evaluation team. Atwell and Aimee Bernstein of the
chancellor's staff will meet on campus with representatives of various constituency groups, both
internal and external. The interview schedule is listed below.
Any member of the Buffalo State College community wishing to meet with the peer evaluator
individually may do so by appointment at 10-minute intervals between 3:30 and 4:30 p.m.
Appointments may be scheduled by contacting Kelly Kozik, SUNY System Administration, at
(212) 803-3900 or kozikke@sysadm.suny.edu. Contact Bonita Durand, executive assistant to the
president, at ext. 4102 or durandbr@buffalostate.edu, with questions regarding the interview
schedule. Contact Bernstein at (212) 803-3900 or bernstea@sysadm.suny.edu with questions
regarding the evaluation process.
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| Time |
Constituency Group
Representatives |
Location |
| 7:45–8:15 a.m. |
President Muriel A. Howard |
Cleveland Hall 517 |
| 8:30–9:15 a.m. |
Vice Presidents Council |
E. H. Butler Library 210 |
| 9:30–10:15 a.m. |
Deans |
E. H. Butler Library 210 |
| 10:30–11:15 a.m. |
College Senate
Executive Committee |
E. H. Butler Library 210 |
| 11:30 a.m.–noon |
Union Leadership (UUP,
CSEA, PEF, Council 82) |
E. H. Butler Library 210 |
| 12:15–1:15 p.m. |
College Council, Foundation Board,
Community Leaders |
Campus House Board Room |
| 1:30–2:15 p.m. |
Professional Staff Caucus |
E. H. Butler Library 210 |
| 2:30–3:15 p.m. |
United Students Government
Executive Committee |
E. H. Butler Library 210 |
| 3:30–4:30 p.m. |
Individual Appointments |
E. H. Butler Library 210 |
| 4:30–5:15 p.m. |
Faculty |
E. H. Butler Library 204
(Butler Room) |
Tuesday, March 11
8:00 a.m. |
Exit Interview with
President Howard |
Cleveland Hall 517 |
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Promotions
Upon completion of the review procedures at the department, dean, and vice presidential levels, I
am pleased to announce the following promotions:
Promotions to professor, effective September 1:
Anthony Hotchkiss, Technology
Lin Xia Jiang, Fine Arts
Appeals
Negative decisions on promotions may be appealed. Appeals are probably best suited to
instances in which an individual believes that his or her case was misunderstood or inadequately
advocated. If an appeal seems warranted, the president should be notified in writing of the intent
to appeal by Thursday, March 6.
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College Council Meeting
The next meeting of the Buffalo State College Council will be held at 4:00 p.m. Wednesday, March 12 in Cleveland Hall 518.
Agenda
- Call to Order
- Action Items
Approval of Minutes: December 11, 2002
- Council Chair's Report
- President's Report
- Reports by College Council Committees
Governmental Relations/Advocacy
- Announcements
- Adjournment
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Response to Senate Recommendation
I am pleased to accept the recommendation of the College Senate and hereby authorize the
implementation of "Supplemental DOPS Policy on Scholarship Encompassing Applied Research
and the Scholarship of Teaching."
The College Senate voted at its December 13 meeting to approve, forward, and
recommend to the president the following "Supplemental DOPS Policy on Scholarship
Encompassing Applied Research and the Scholarship of Teaching," with the addition of
the following friendly amendment:
"Must result in a product or publication that is subjected to peer review"
(Under the heading "Examples of the Scholarship of Teaching")
Supplemental DOPS Policy on Scholarship Encompassing Applied Research and the Scholarship of Teaching
The intent of the following is to provide formal institutional recognition through
inclusion in DOPS of a variety of forms of scholarly activity and products. With the
formal adoption of this document as policy, faculty may exercise a wide choice of kinds
of scholarly activities with the assurance that their scholarly products will receive
effective evaluation by departments, deans, and the Office of Academic Affairs in
personnel procedures. Neither this policy nor the definitions and guidelines included are
intended to place added demands on faculty, but rather to provide faculty with additional
scholarship options and opportunities. Nor are they intended to deny the authority and
rights of departments in making personnel decisions, but rather to provide guidelines for
evaluating the products of these new forms of scholarship.
The Instruction and Research Committee recommends that this policy be reviewed and
reevaluated by this committee of the College Senate every five years after the president's
approval.
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Supplemental Policy and Procedures for Scholarship
PREAMBLE
At every stage of their careers, faculty members have the responsibility to conduct
scholarly work in order to contribute to the knowledge base from which the professorate
promotes learning and the discovery and extension of knowledge. We believe a variety of
scholarly activities can contribute to the intellectual vitality of Buffalo State
College. Accomplishments that suggest continued growth and high potential can include
but are not limited to these types of scholarship:
- Discipline-based research, including creative activities, interdisciplinary research, and
multidisciplinary research.
- Applied research.
- Scholarship of teaching.
The areas of discipline-based research and creativity, applied research, and the
scholarship of teaching enter into the evaluation of faculty performance. Scholarly
profiles will vary depending on an individual faculty member's areas of emphasis.
Discipline-based research, applied research, and the scholarship of teaching often
overlap. It is more important to focus on criteria for evaluating the quality and
significance of the work than on categories of work when evaluating an individual's
achievements.
Faculty in all departments may take on responsibilities of discipline-based research,
applied research, and scholarship of teaching in differing proportions and emphasis
according to their talents. Irrespective of the emphasis given to different activities, it is
important that the quality of the scholarly product be rigorously evaluated and that the
individual contribution of the faculty member further the advancement of the mission of the college.
Discipline-based research products can be evaluated in a straightforward fashion, for
example, by considering publication in peer-reviewed journals or other peer-reviewed
media. However, applied research and the scholarship of teaching products may be more
difficult to evaluate. While applied and teaching scholarship may result in publication in
peer-reviewed journals, in some cases their most significant products may take other
forms. The following are recommended guidelines to be used by departments, deans, and
the Office of Academic Affairs in evaluating the products of applied research and the
scholarship of teaching. Neither this policy nor the definitions and guidelines included
are intended to place added demands on faculty, but rather to provide faculty with
additional scholarship options and opportunities. Nor are they intended to deny the
authority and rights of departments in making personnel decisions, but rather to provide
guidelines for evaluating the products of these new forms of scholarship.
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DEFINITIONS
Discipline-based research is the systematic investigation of questions or problems
relevant to one's discipline. The primary goal is to make a substantive contribution to
knowledge or culture. Discipline-based research may be a basis for interdisciplinary or
multidisciplinary research, where professors from several disciplines together articulate
and undertake research projects.
Creative activity is the creation and publication of original texts, the giving of
performances, and the creation and display of art. Again, the primary goal is a
substantive contribution to culture.
Applied research is the use of appropriate methodologies to address practical questions
and policies, interventions, treatments, practices, programs, etc. It constitutes a
professional activity that extends the basic characteristics of traditional scholarship into
the realm of practical application. It broadens scholarly activities to address immediate
real-world problems and provide concrete products, results, or solutions within a
reasonable time frame. Applied research may be interdisciplinary in nature.
The scholarship of teaching involves integrating the experience of teaching with the
scholarship of research, producing a scholarly product out of those integrative activities.
It is the ongoing and cumulative intellectual inquiry, through systematic observation and
longitudinal investigation by faculty, into the impact of teaching on learning.
Peer review is the evaluation of a scholarly product by an editor or editorial board, review
committee, publisher, critic, established scholar, or professional outside the scholar's
institution but authoritative in the scholar's field.
Characteristics of Discipline-Based Research, Creative Activity, Applied Research, and the Scholarship of Teaching
Several features characterize all scholarship. Scholarly products must be systematically
documented and peer-reviewed in order to evaluate the quality of the contribution they
make. Scholarship is typically related to the scholar's discipline, but may be
interdisciplinary in nature. It usually breaks new ground or is innovative. Scholarship can
be replicated or elaborated upon. Scholarship can be significant in that it has an impact on
practice or policy.
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DOCUMENTATION
Documenting Scholarship for Evaluative Purposes
The accomplishments of faculty must be documented in order to be evaluated. Scholarly
activities presented to review committees and used for review in personnel actions MUST
RESULT IN A PRODUCT OR PUBLICATION THAT IS SUBJECTED TO PEER
REVIEW. Acceptable products would include books, chapters, articles, monographs,
presentations, book reviews, exhibitions, performances, productions, compositions,
scripts, scores, and commissions. The documentation must allow the department to
evaluate the quality and significance of the undertakings. There also must be evidence
that the product or publication had been subjected to peer review and judged a
contribution to the field. Some examples include:
- Publication in a peer-reviewed journal.
- Peer review by established scholars and/or professionals within the discipline away from
the campus.
- Evidence of the replication of the work elsewhere or the dissemination of the results by
professional or cultural organizations.
- Honors, awards, grants, or recognition received for the scholarly activity.
- Reviews by critics or other evidence that the scholarship has enriched the artistic and
cultural life of the community.
Departmental Responsibilities
The assessment of scholarly products is evaluative. An individual's contribution to
knowledge should be evaluated in the context of the quality and significance of the
scholarship achieved. In order to conduct such evaluation, individual departments must develop criteria for determining the quality and significance of scholarly
products. All members of the department should be involved in setting these criteria. The
department chair is responsible for seeing that the criteria are employed during faculty
evaluations.
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Criteria for Evaluating Discipline-Based Scholarship, Creative Activity, Applied Research, and the Scholarship of Teaching
The following criteria apply to all forms of scholarship. The bulleted information following numbers
one through five demonstrates examples of ways these criteria might be exhibited in
applied research and the scholarship of teaching.
- Clarity and relevance of goals. A scholar should clearly define objectives of scholarly
work and clearly state basic questions of inquiry. The scholarship should address
substantive intellectual, aesthetic, or creative problems or issues. Clarity of purpose
provides a critical context for evaluating the scholarly work.
- Applied research might aim to improve theoretical understanding of a significant social
problem or situation OR assess the efficacy of knowledge or creative activities to
implement changes within a particular context.
- Teaching activities might aim to improve theoretical understanding of a specific
educational issue OR identify strategies and solutions for solving specific problems
related to teaching and learning.
- Mastery of existing knowledge. A scholar must be well prepared and knowledgeable
about developments in the field under study. Ability to educate others, conduct
meaningful research, and use knowledge and skills to address problems depends on
mastery of knowledge.
- Applied researchers propose methodologies, measures, and interventions that reflect the
theory, conceptualization, and cumulative wisdom of previous work.
- Scholars of teaching demonstrate a command of resources that allows them, as
researchers and educators, to respond adequately to student learning needs and to
evaluate teaching and curriculum innovations, within agreed-upon boundaries.
- Appropriate use of methodology and resources. A scholar should address goals with
carefully constructed logic and methodology.
- Applied research requires well-constructed methodology that allows for assessment of the
efficacy of the chosen project.
- Scholars of teaching use appropriate methodology to evaluate the link between teaching
and learning. This includes assessing the impact of the broader curriculum on student
learning.
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- Effectiveness of communication. Scholars should possess effective oral and written
communication skills that enable them to convert knowledge into language that a public
audience can understand.
- Applied researchers should disseminate the knowledge gained in order to share its
significance with those not directly involved in the project.
- Scholars of teaching should communicate with appropriate audiences to open their work
to critical inquiry and independent review.
- Significance of results. Customarily peers, students, community members, and experts in
the field assist scholars in evaluating whether or not their goals are met and whether or
not their achievements are useful to others.
- Applied research can make a difference by resolving relevant social problems or issues,
facilitating organizational development, improving existing practice or policy, and
enriching the cultural life of the community.
- Scholars of teaching can make a difference by promoting understanding of, or resolving,
relevant pedagogical problems or processes. Scholars also might engage in substantive
theoretical reflection on the impact and merit of a particular course or program.
- Consistently ethical behavior. Scholars should conduct their work with honesty, integrity,
and objectivity. Ethical behavior includes following the college's procedures for
approving research (e.g., the Institutional Review Board) and properly crediting sources
of information in reports and presentations of results.
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Examples of Applied Research
Examples of activities in applied research include but are not limited to the following.
The products of such activities, to be considered scholarship, must be documented as
stated in the Documenting Scholarship for Evaluative Purposes section of this
document (i.e., MUST RESULT IN A PRODUCT OR PUBLICATION THAT IS SUBJECTED TO PEER REVIEW).
- Conducting a needs assessment that results in data used by policy makers.
- Using discipline-based knowledge or theories to facilitate significant change in
organizations or institutions.
- Planning, designing, and/or administering intervention programs to prevent or remediate
persistent negative outcomes for groups or individuals.
- Analyzing and designing policy for local government, business, nonprofit organizations,
and community agencies that is adopted in written form and implemented.
- Carrying out and reporting regional ecological, meteorological, and other environmental
studies that serve the community.
- Conducting or directing a performance that contributes to the success of a community
group or agency.
- Developing models that enrich the artistic or cultural life of a community.
- Developing or improving the products and processes of business and industry and
publishing the scholarly products of such activities.
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Examples of the Scholarship of Teaching
Examples of activities in the scholarship of teaching include but are not limited to the
following. The products of such activities, to be considered scholarship, must be
documented as stated in the Documenting Scholarship for Evaluative Purposes section
of this document. (i.e., MUST RESULT IN A PRODUCT OR PUBLICATION THAT IS SUBJECTED TO PEER REVIEW).
- Designing a data collection and analysis plan to assess the impact of a curriculum change
on student learning. Publishing that plan.
- Creating a course portfolio that documents the development, implementation, and
assessment of a course.
- Producing a textbook that offers an innovative approach to organizing and
communicating the knowledge in a field.
- Preparing and designing educational software, video, or television programs that are
successfully used in classrooms beyond that of the instructor who created them.
- Developing educational support programs for high-risk or gifted students that have
led to demonstrated positive results.
- Creating a database for instructional use that results in or supports a written product.
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References
Diamond, R. M. (1993). Recognizing faculty work: Reward systems for the year 2000.
San Francisco: Jossey-Bass.
Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation
of the professorate. San Francisco: Jossey-Bass.
Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations,
new developments. Change, 31(5) 10–14.
Portions of this document are reproduced from the Portland State University Policies and
Procedures for the Evaluation of Faculty for Tenure, Promotion, and Merit Increases,
May 17, 1996, with the permission of Deborah Lieberman, vice provost and special
assistant to the president (September 11, 2002).
October 2002
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State of the College Address
Buffalo State College
STATE OF THE COLLEGE 2003
February 20, 2003
Muriel A. Howard, Ph.D.
President
Good afternoon. I am pleased to be here to deliver my annual address to the campus community.
Today, we take a moment to assess the current state of this institution, the direction in which we are
headed, and the challenges we face as we strive to serve our students. These are issues we have
discussed a great deal as part of our strategic planning process. Today, however, it is useful to take
a snapshot of ourselves. I will give you my assessment of our accomplishments of the past year and
of the major challenges we face. Afterward, I will answer questions. Before we begin, let me assure
you that my talk today will NOT be entirely about money!
The great twentieth-century educator from Florida, Mary McLeod Bethune, was fond of
saying that money is not what makes good education. We note, however, that she soon befriended
Mr. Rockefeller, Mr. Ford, and President Roosevelt. That's a convenient moment in which to say,
"It's not about money." Bethune also claimed never to plan. "I just take things step-by-step," she
said. That sounds like a plan to me, particularly given today's economic situation and other
pressing world issues!
We, too, will be taking things step-by-step. Our method will be a bit more opaque and
methodical than Bethune's.
The first step I want to take today is to thank and to recognize the tremendous faculty and
staff of this institution for the remarkable leadership they have demonstrated over the past year to
meet the needs of our students. This year, we truly came together as a community. Your efforts to
offer our students the best learning experiences and support services, especially during the fall
term, are appreciated and admirable. Over the past year, I have also noticed that we currently enroll
a rather remarkable group of students. Our student leadership in USG is actively engaged,
communicative, motivated, and productive. Their dedication has been invaluable.
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Last year, when I addressed this assembly, we had not yet begun to feel the full impact of
the events of September 11. These events have now come to pass, and as it concerns budgeting, the
words "nine eleven" have almost become a tired refrain. This is true throughout New York State.
This is true throughout the nation.
The seventeenth-century Welsh poet George Herbert warned that "prosperity lets go the
bridle." That's one problem we won't be facing this year. In fact, we will be holding the bridle
tightly in our fists.
As we survey our domain in 2003, we see that, all things considered, we have planned fairly
well. We have encountered challenging contingencies. We have suffered some hardship and faced
some difficult decisions. We will face more. But despite obstacles, we have been able to move
forward with our priorities. We remain institutionally secure, but aware that we must remain
diligent. We must demonstrate high emotional intelligence as we guide this institution through
ambiguous times.
We are moving forward with implementation of a strategic plan, which clearly defines our
future direction. This is very important. We have worked hard on this project, and we need this
compass to guide us. As a reminder, our plan encompasses five topics we describe as "strategic
directions":
- Learning Experiences
- Research, Scholarship, and Creativity
- Regional Leadership and Service
- Academic and Institutional Distinctiveness
- Institutional Leadership, Governance, and Responsiveness
We have reallocated existing resources to advance this journey. I recently announced that Ms.
Dorcas Colvin will continue her staff support work on strategic planning as senior adviser to the
president for strategic planning and professional development. In addition to helping with
implementation of our strategic plan, she will provide training and leadership opportunities to
enhance the growth and development of our professional staff. Sue Earshen will provide leadership
in the Human Resource Management area. This semester, we are initiating 19 of our action steps.
You may secure a copy of these at the end of this meeting.
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Accreditations
Simultaneous to our strategic planning process, the campus went through two enormously
important and time-consuming evaluation and accreditation processes: Middle States and NCATE.
Both were productive and valuable experiences.
The report of the Middle States Commission team was very positive and even laudatory.
The campus was praised for progress over the last five years, and areas in which recommendations
were made reflected and reaffirmed issues that we had identified in our own self-study. We should
have an official letter from the commission in the next couple of weeks. I thank everyone who
worked with Dennis Ponton to make our self-study such a success.
Though we are in an earlier stage of the process, our experience with NCATE has been
similar. We received a good preliminary report, and we have submitted our response.
Recommendations from both reports have been incorporated into our strategic plan. In addition,
the accreditation site visit in Social Work went exceedingly well and
is a tribute to the strength of this discipline.
Academic Affairs
Also in the area of Academic Affairs, most of you are aware that we have been concerned
with the composition of our faculty. Through 1996, the number of full-time faculty had been
decreasing steadily. When I arrived at Buffalo State College in 1996, the institution had 390 full-time
departmental faculty and 20 faculty librarians. As of this fall, we have 411 departmental faculty
members—428 including our librarians. We hired an additional 32 faculty members in 2002–2003.
We will continue to work to hire faculty, despite impending budget issues.
In addition, the college is getting ever closer to our goal of 100 percent accreditation of our
academic programs. Especially in Arts and Humanities, we are poised to make a significant leap in
this regard.
Nearly 500 students participated in our Undergraduate Research and Creativity program last
year. Undergraduates, working side by side with professors, are conducting research, making
presentations, and publishing. Professor Jill Singer of our Earth Sciences and Science Education
Department, who provides leadership for this initiative, has been named president-elect of the
Council on Undergraduate Research and was also named CUR Volunteer of the Year for both her
formal and informal service to the organization. We have a real opportunity to increase our
prominence in this area!
Also in the academic area, we have been highlighting our three-year-old Center for
Excellence in Urban and Rural Education. Much of the publicity has focused on the funding we
have been able to secure for this initiative—particularly the $1 million from the John R. Oshei
Foundation and the $1 million gift from Vaughn and Eleanore Woods Beals. It bears mentioning
that the center has over 40 initiatives in seven counties with 87 partnering schools. Our activities
have an impact on about 3,000 preservice teachers yearly and almost 10,000 public school children.
The academic profile of our entering freshmen continues to improve. We increased
enrollment and SAT scores at the same time! SAT scores are up to an average of 988, which is a
nine-point increase over last year. For students accepted into the All College Honors program, SAT
scores increased by 20 points to 1190. Students awarded Presidential Scholarships had mean SAT
scores of 1245 and mean high school averages of 94.2. Nineteen scholarships were awarded for the
initial year of that program. The Dr. Anna P. Burrell Minority Scholars Program enrolled 23 new
students with an average SAT of 1008 and an average high school GPA of 91.7. There are now 56
students in this program. We thank the staff of our Admissions Office for their efforts.
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In other academic developments:
- The State University of New York Board of Trustees appointed Francis R. Kowsky to the
rank of distinguished professor, honoring him as one of the nation's leading experts in the
field of architectural history.
- Betty Cappella, chair of the Educational Foundations Department, has been appointed a
distinguished service professor.
- Subodh Kumar and Harish Sikka received Chancellor's Research Recognition Awards for
their work at our Great Lakes Center. Ann Colley and William Wieczorek were honored
among New York State's most important and creative scholars in the humanities, arts, and
social sciences.
- The department of History and Social Studies Education instituted three new programs in
museum studies, and established the Monroe Fordham Regional History Center. The center
featured two prominent speakers: nationally renowned historian Darlene Clark Hine, who
received an honorary doctorate at our academic convocation, and Irish Nobel Peace Prize
winner Betty Williams.
Last year, Buffalo State truly advanced itself as a place to hear distinguished, as opposed to
merely celebrated, speakers. Other distinguished speakers on the campus who contributed to our
intellectual vibrancy included Dr. Henry Lee, one of the world's foremost forensic scientists,
sponsored by our Criminal justice Department; and Sister Helen Prejean, author of Dead Man
Walking, who was sponsored by Arts and Humanities.
Enrollment Management
As we implement our strategic plan, enrollment management remains a critical area:
- Our enrollment this fall was 11,803, an increase of 60 students over last fall.
- Graduate enrollment continued to grow. This fall, the college enrolled 2,308 graduate
students, which is a 7 percent increase over fall 2001, and the largest graduate enrollment
since 1976.
- We have gone ahead with Degree Navigator, and are addressing the challenges that
accompany any change in technology. We thank everyone for their thousands of e-mails.
The feedback is essential to the process. The first round of corrections should be completed
by the end of this month.
- We are ready to go forward with the implementation of our long-anticipated Student
Admissions, Aid, Billing, Registration, and Enrollment Management Project, also known as
SABRE. Though we do not anticipate even the slightest difficulty—not even of the tiniest
nature—we are ready for that unlikely possibility! I thank Sharon Cramer and her team for
their hard work. Change is never accomplished without adjustment. This change includes
all of us and all of our students. We need the participation and commitment of everyone!
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Institutional Advancement
Our efforts in the area of fund-raising continue to bear fruit. In fact, total gifts to the college
exceeded $5.6 million last year. That is a $1.3 million increase over the previous year. We
completed a million-dollar match grant for our art conservation program from the Mellon
Foundation. We also received a special $100,000 state allocation through Sen. Richard Smith of
Hamburg to build a teaching pavilion at our Great Lakes station. The construction of this pavilion
will be the first step in a major development of our unique and prestigious Great Lakes Center.
Funded awards have shown an increase from 35 to 42 with an approximate $1 million increase
from July 1, 2002, to January 31, 2003, compared to the same period last fiscal year. In the
last fiscal period (July 1, 2001, to January 31, 2002), 26 proposals were submitted. By comparison,
this year (July 1, 2002, to January 31, 2003), 40 proposals have been submitted, representing a
significant increase in the efforts of Buffalo State faculty and staff. I am pleased to say that this
number includes 12 faculty members who have submitted their first-ever grant proposals on behalf
of Buffalo State! And please don't think I am repeating myself when I say we received a million-dollar
gift from Professor Emeritus Hank Mann. He did it again! This is his second million-dollar
gift!
Student Affairs
In the area of student affairs:
- The new Student Fitness Center opened in the fall, funded, in part, by USG.
- Our overall commitment to community service is too extensive to list. Our students are
as engaged as our faculty and staff. Eight hundred Buffalo State students were involved
in the Western New York Take Back the Night event alone!
- Last year, Homecoming 2002 featured a Parents Weekend and Young Alumnus
Achievement Awards for the first time. These additions helped us achieve the goals of
institutional spirit, pride, and promotion that we established for this event.
Intercollegiate Athletics
Our sports program is a great source of institutional and alumni pride. Every student we
enroll comes here because of our academic programs. Three hundred and forty come here
specifically because they can also play sports!
And so I should certainly mention that our women's basketball team won its ninth
SUNYAC title. Our women's volleyball team qualified for the SUNYAC playoffs for the
second straight season. Also, Buffalo State's men's swimming and diving team was
recognized as an Academic All-America Team by the College Swim Coaches Association of
America. That means, based on the team's overall academic average, we have one of the smartest
swim teams in the nation—public or private! It's true!
College Relations
Over the past year, we began implementation of our branding and image campaign, "Declare
yourself." The idea is to build on our strengths, change misconceptions, and enhance the image that
comes to mind when people think of Buffalo State College. We are confirming our leadership
position in education programs, promoting public awareness of our academic breadth, and
demonstrating that our graduates get excellent jobs.
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Facilities
In terms of the physical plant, we've seen a great deal of construction, renovation, and
historic preservation this year.
- We saw the completion of Campus House, a state-of-the-art facility providing an
innovative, hands-on teaching and research laboratory for students in our Hospitality and
Tourism Department. And I hope a place for faculty and staff to interact informally.
- We saw the replacement and actual improvement of historically protected slate roofs on
some of our signature buildings.
- We saw construction of a new women's softball field.
- We are nearing the March completion of the fully renovated Upton Hall Theater, which will
be renamed in honor of Professor Emeritus Warren Enters this spring. We thank Tom
Fontana ('73) and Diane English ('70) for their leadership in securing the $250,000 for this
project.
- We are going forward with the construction of a new Burchfield-Penney museum on our
newly acquired property at the southwest corner of Elmwood Avenue and Rockwell Road.
- The program study is nearly completed for the new technology building. Actual design will
begin next month.
- We will soon begin the program study for the future renovation of the Science Building.
The Future
In summary, despite our fiscal challenges, we have had a productive year.
We have seen the governor's budget proposal and are watching closely as the Legislature
engages in its budgeting process. In that regard, I am grateful to Professor Howard Reid and
everyone in the College Senate for their leadership. I also thank those in our other leadership
organizations for their insightful advice on ways to enact improved processes to help us manage
and forecast our fiscal needs in a more strategic manner.
What can we forecast at this point?
- We can expect some kind of tuition increase.
- We can expect some kind of budget reduction. Those two amounts need to be in balance if
Buffalo State College is to remain viably funded.
- We foresee good support of EOP and of TAP in its current form.
- We foresee strong support for critical maintenance and facilities restoration. In addition, the
governor has announced that the H. H. Richardson Complex and related buildings and
acreage, currently under the auspices of the Office of Mental Health, will become a part of
Buffalo State College. We have yet to hear details of this transfer, or how the restoration
and the renovation of these architecturally significant buildings will be funded. But, the
transfer would certainly open up a whole new realm of possibility for Buffalo State as we
become home to a state-designated center for education.
- Our fiscal situation is tied to the finances of the state and the nation and will be protracted. I
applaud our faculty and staff for putting learning first. As we work in this climate, we will
need to examine ways to share resources and to attract more non-state revenue. We will
have to set priorities and practice better academic planning and institutional planning. And
we are capable of doing this. We have a great deal of expertise and experience on this
campus. We can both hold the bridle and guide the horse.
- Over the summer, we will be looking at another strategic initiative involving the
development of a capital campaign. It is clear that until the state economy recovers, we are
going to have to find ways to help ourselves.
Conclusion
We have completed a year of assessment and planning. We are now prepared to direct our
full energies toward the ideal of an institution committed to the intellectual, personal, and
professional growth of its students, faculty, and staff. This is a place where we value the life of the
mind and where each individual truly seeks to inspire a lifelong passion for learning.
What I cannot capture in any list of our challenges and accomplishments is the full texture of Buffalo State
College—our daily commitment to research, service, and especially to teaching. More than a
facility, more than a ledger book lined with credits and debits, Buffalo State College is the people
who come here to learn and to work. Every hour of every day, Buffalo State College is making a
difference in the lives of our students and in the quality of life in our community. I thank you all for
helping make Buffalo State an excellent and important institution.
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Voice of Experience
Peter Stace, vice president of enrollment management at Fordham
University, will speak from 11:00 a.m. to noon, and again from 2:00 to 3:00 p.m.,
on Thursday, March 6 in E. H. Butler Library 210.
This is the second "Voice of Experience" event for the SABRE Project this semester. Stace will share his
experience with student information services implementation as a vehicle for
change for management-union relationships, as well as other topics. Sharon
Cramer, executive director of SABRE, will provide an update on the SABRE Project, including the progress of
February and March testing, as well as an overview of SABRE support available
before and during Web-based registration. Light refreshments will be served.
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Buffalo State Wins Merck/AAAS
Undergraduate Research Award
The Merck Company Foundation and the American Association for the Advancement of Science
(AAAS) announced that Buffalo State is among the 15 winners of the 2003 awards for
Undergraduate Science Research.
This year's other winners are Birmingham-Southern College, Calvin College, City University of
New York College of Staten Island, Davidson College, Earlham College, Gustavus Adolphus
College, Illinois Wesleyan University, Lebanon Valley College, Marist College, State University
of New York College at Geneseo, University of Redlands, Viterbo College, Wheaton College,
and Wilkes University.
Launched in 2000, the Merck/AAAS Undergraduate Science Research Program is a national,
competitive awards program available in the 50 states, the District of Columbia, and Puerto Rico.
Fifteen awards are made annually; each provides up to $60,000 over three years for joint use by
the biology and chemistry departments of each recipient institution. The funding supports research stipends for undergraduate students and ancillary
programs that foster interactions between these departments. Awards will be made
through 2009.
This 10-year, $9 million initiative is funded by the Merck Company Foundation and
administered by AAAS. The program goals are to:
- Enhance undergraduate education through research experiences that emphasize the
interrelationship between chemistry and biology.
- Encourage students to pursue graduate education in chemistry and life sciences.
- Foster undergraduate programs and activities that bridge chemistry and biology.
Buffalo State is proud of its faculty, staff, and remarkable students in the undergraduate research
program. We are grateful to Hadar Isseroff and his colleagues in biology and chemistry for
developing the successful proposal.
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Student Research and Creativity Celebration
The fifth annual Student Research and Creativity Celebration will be held Friday, April 25 and
Saturday, April 26, with an opening reception from 6:00 to 7:30 p.m. Friday in the E. H. Butler Library atrium.
Please encourage students to participate in two ways: by presenting and by attending the
presentations of their classmates. The event is open to undergraduate and graduate students.
Presentation formats include talks, posters, exhibits, and performances.
Applications are available from department coordinators or www.rf.buffalostate.edu. Faculty
mentors must sign applications.
Contact Jill Singer, director of undergraduate
research, for suggestions on how to support student participation. Last year's program and student abstracts are available at
www.rf.buffalostate.edu.
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Undergraduate Summer Research Fellowships
Funding is available for six 2003 Undergraduate Summer Research Fellowships, which provide support for eight weeks of full-time research/creative activity. The stipend is $2,500 for students and $1,000 for faculty mentors. An additional $500 is available to
support travel and project supplies.
Applications will be available beginning Monday, March 3 from the deans' offices or
www.rf.buffalostate.edu. Applications must be submitted by Friday, April 4. Program details are
included in the application.
Contact Jill Singer, director of undergraduate research, with
questions.
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Conversations in the Disciplines
The State University of New York is continuing its long-standing support for the
Conversations in the Disciplines program and invites Buffalo State College faculty to
submit proposals for the 2003–2004 competitive cycle. The program is renowned for its
success in fostering scholarly discourse in and outside of SUNY.
The program funds intercampus conferences that bring together state university faculty
and visiting scholars to examine new trends, review promising findings, and better
acquaint themselves with professional developments in their fields and on other
campuses. Through such interchange, both the professional and personal growth of
individuals and the programs of instruction and research at participating campuses are
enhanced.
Proposal guidelines and posters are available in the Research Foundation Office, Bishop
Hall B17. Please participate in this valuable program.
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CEP for Classes Meeting during Bengal Pause
Spring-semester classes that meet during Bengal Pause (12:15–1:30 p.m. Tuesdays and Thursdays) will use the R3 conflict period (11:40 a.m.–1:30 p.m. Thursday, May 8) for culminating
activities during Critique and Evaluation Period (CEP).
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Computer Training,
SkillSoft E-Learning,
and Webmaster Training
Computing and Technology Services and the FAST
Development Center offer monthly computer training classes. Unless
otherwise stated, classes are held in CyberQuad, E. H. Butler Library 318. Please bring
an IBM-formatted 3.5" disk. For a
complete list of courses and registration information, visit http://bscintra.buffalostate.edu/registration. Contact Debbie
Riservato at ext. 4060 or risedl78@buffalostate.edu with
questions.
Internet Explorer 5.0 (or higher) or Netscape 4.7 (or higher) is necessary for online
registration. Enter the following
information in the required fields:
Explorer
User Name: your user name (e.g., publicjq)
Password: your password
Domain: bsclogon
Netscape
User Name: bsclogon\your user name (e.g., bsclogon\publicjq)
Password: your password
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SkillSoft E-Learning
Employees also may participate in SkillSoft, an online learning program that offers 106
courses and a variety of certificate
programs that allow employees to demonstrate mastery of a set of skills.
More information about the SkillSoft E-Learning Program is available from the Human
Resource Management Web site,
www.buffalostate.edu/offices/hr.
Employees also may register for courses on the site.
This month's SkillSoft courses may be taken in CyberQuad's Faculty/Staff Workroom, E.
H. Butler Library 310,
by appointment only; call Debbie Riservato at ext. 4060. Please check in at E. H. Butler
Library 315 (CyberQuad) before starting.
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Webmaster Training
The FAST Development Center and the College Relations Office offer a sequential
training program especially for campus Web developers. Faculty and staff are welcome
to take any or all of the 10 courses offered. More information about the Webmaster
Training Program is available from the College Relations Web site,
www.buffalostate.edu/offices/collegerelations/webtools/index.asp?sub=cam
pusrt&subint
=webtrain. Employees may register for courses at http://bscintra.buffalostate.edu/registration.
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Human Services Career Fair
The Career Development Center, in cooperation with the Niagara Frontier College
Placement Association, will sponsor the 14th annual Human Services Career Fair from 5:30
to 7:00 p.m. Thursday March 6 in the University at Buffalo's Student Union Social Hall on the North Campus in Amherst.
The event is free and open to Buffalo State students from all
majors. Human service agencies throughout Western New York will be represented, and
many will be recruiting for full-time, part-time, summer, and internship opportunities.
Students should dress professionally and bring their résumés.
For more information, including a list of participating agencies and directions to UB, contact
the Career Development Center, Cleveland Hall 306, ext. 5811, or
www.buffalostate.edu/offices/cdc/hs-part.html.
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Track and Field
Celestine Coney and Linda Williams combined to break five school records as Buffalo State's
women's indoor track and field team posted its best finish ever at the SUNYAC
Championship, placing third of nine teams. Justin Muise earned a pair of individual
championships, and Rob Kozlowski set a school best in the weight throw as the men's team
matched its best showing ever, also placing third.
See the press releases at
www.buffalostate.edu/athletics/news/index.asp?sub=press&prid=380 and
www.buffalostate.edu/athletics/news/index.asp?sub=press&prid=381.
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Women's Ice Hockey
Buffalo State clinched the final playoff spot in the ECAC West playoffs for the second
consecutive season as the team skated to a 1-1 tie in Cortland on February 23. Kim Costanzo tied
the score with just 1:08 remaining.
Also, for the second time this season, women's hockey goaltender Mary Keddie was named
ECAC West Goaltender of the Week. Keddie made 55 saves in two weekend games at
Cortland, including 30 saves in Sunday's tie. Keddie is currently second in the nation with
925 saves.
Buffalo State will travel to Elmira and face defending national champions the Soaring Eagles
in semifinals at 1:00 p.m. Saturday, March 1.
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College Senate Meetings
College Senate meetings will be held at 3:00 p.m. in E. H. Butler Library 210 on the following
Fridays during the spring 2003 semester:
March 14
April 11
May 2
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Curricular Proposal Deadline
Curricular proposals should reach the Senate Office, Cleveland Hall 211, by
Tuesday, March 11 to allow sufficient time for spring-semester processing.
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Open Forum on Bylaws
The College Senate Bylaws and Elections Committee will hold an open forum to
discuss possible revisions to certain sections of the bylaws from 12:30 to 1:30 p.m. Thursday,
February 27 in E. H. Butler Library 210.
Items for discussion, which pertain to college governance, are Article III, Section J; Article VI; and Article X.
The bylaws are available on the College Senate Web site. Those unable to attend the forum may send comments to any member of the Bylaws Committee.
Bylaws revisions are expected for College Senate action in March and for
presentation to the campus community in April.
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Curricular Items
The following have been received in the College Senate Office and will be forwarded to the College Senate Curriculum Committee for approval:
Program Revisions:
M.S.Ed. Special Education: Adolescence
M.S.Ed. Special Education: Childhood
M.S.Ed. Special Education: Early Childhood
M.S.Ed. Teaching Bilingual Exceptional Individuals
New Courses:
NFS 108 Food Culture and Civilization in the Far East. A study of food culture in context with civilizations of the Far East. Focus on the relationship between the development of food habits/culture and civilization as influenced by political, socioeconomic, and cultural factors and international relations.
NFS 380 Complementary and Alternative Medicine (CAM). Introduction to the theories, methods, and applications of various complementary and alternative medical (CAM) modalities, including Ayurveda, Chinese medicine, mind-body medicine, botanical/herbal medicine, naturopathy, homeopathy, environmental medicine, and functional foods and nutraceuticals.
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MUS 120 Accompanying Voice in the Music Classroom. A performance course that enables students to accompany, lead, and teach singing in the general music classroom. Students develop basic accompaniment skills on folk instruments, including guitar, drums, dulcimer, and autoharp; develop a repertoire of age-appropriate songs from diverse cultures; and develop skills for teaching and leading group singing.
MUS 265 Techniques and Observation in Music Education. Students develop knowledge of techniques used at all levels of music education, from planning through instructional delivery and assessment, including methodologies based on philosophical foundations. Students gain skills and knowledge through lecture, discussion, and observation in area schools, for which they must maintain documentation and detailed logs.
MUS 345 Elementary Music Methods. Students gain knowledge and skills in the area of teaching methods and strategies for elementary music education; includes extensive hands-on and writing activities, as well as 20 hours of observation in area elementary schools.
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MUS 360 Secondary Music Methods. Students gain knowledge and skills in the area of teaching methods and strategies for secondary music education; includes extensive hands-on and writing activities, as well as 20 hours of observation in area middle and high schools.
MUS 457 Student Teaching in Elementary Music. Supervised full-time teaching internship for a half semester in an elementary school setting. Required culminating experience for music education majors seeking New York State certification.
MUS 458 Student Teaching in Secondary Music. Supervised full-time teaching internship for a half semester in a middle or high school setting. Required culminating experience for music education majors seeking New York State certification.
MUS 460 Student Teaching Seminar. Current issues in music education and the challenges of the beginning teaching experience. Includes weekly discussions on topics such as music education philosophy in action, curriculum development and evaluation, assessment of musical behaviors, discipline (prevention and intervention), time management, and meeting state and national standards in music.
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