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academics
philosophy
https://www2.brockport.edu/academics/philosophy/exchange/
About the Center Hailed by philosopher Sidney Hook as “a landmark in the history of American philosophy,” the International Philosophy Year in 1967-68 brought 70 of the world’s most distinguishedphilosophers to SUNY Brockport for a series of fourteen conferences devoted to different areas of philosophical inquiry. The presenters included such luminariesas Gilbert Ryle, Max Black, P. F. Strawson, W. V. O. Quine, Hilary Putnam, Sidney Hook, Senator George McGovern, Associate Justice Tom C. Clark, and Jeanne Hersch, just to name a few. Under the leadership of Dr. Howard Kiefer (project director) and Dr. Joseph Gilbert (assistant project director) and with support from the US Department of State, UNESCO, the National Endowment for the Humanities, and a number of private foundations and corporations, the event was a spectacular success, and shortly thereafter the conference papers were published in a four volume set, Contemporary Philosophic Thought. Then, on April 11, 1969, SUNY Chancellor Samuel B. Gould established the Center for Philosophic Exchange with the express purpose of continuing the program of IPY. Housed in the Department of Philosophy at SUNY Brockport, the Center fulfills its purpose each year by bringing to the Brockport campus three or four highly distinguished philosophers to present a lecture, accessible to nonphilosophers and open to the public. Guests of the Center have included such notable philosophers as A. J. Ayer, Alasdair MacIntyre, Philippa Foot, Peter Singer, William Alston, R. M. Hare, Susan Wolf, Roderick Chisholm, Jaegwon Kim, Lynne Rudder Baker, Peter van Inwagen, and Bas van Fraassen. Each lecture is then published as an article in Philosophic Exchange, which is now online and open-access.
academics
philosophy
https://www2.brockport.edu/academics/philosophy/exchange/previous-speakers/
Skip to main content Skip to page navigation 2022-2023 - Hrishikesh (Rishi) Joshi (Bowling Green State University) - Joseph Shieber (Lafayette College) 2021-2022 - John Schwenkler (Florida State University) - David Dudrick (Colgate University) 2020-2021 - Jorge L.A. Garcia (Boston College) 2019-2020 - Scott MacDonald (Cornell University) 2017-2018 - Mohan Matthen(University of Toronto) - Robert D. Rupert (University of Colorado, Boulder) - Terence Cuneo (University of Vermont) 2016-2017 - Karen Bennett (Cornell University) - David Sobel (Syracuse University) - James Lennox (University of Pittsburgh) 2015-2016 - Robert Van Gulick (Syracuse University) - Ben Bradley (Syracuse University) - Earl Conee (University of Rochester) 2014-2015 - Craig Duncan (Ithaca College) - Andrew Chignell (Cornell University) - James Beebe (SUNY, Buffalo) 2013-2014 - Julia Driver (Washington University in St. Louis) - David McNaughton and Piers Rawling (Florida State University) - William J. FitzPatrick (University of Rochester) 2012-2013 - Richard Arneson (University of California, San Diego) - Al Mele (Florida State University) - Michael Della Rocca (Yale University) - David Schweickart (Loyola University, Chicago) 2011-2012 - Gary Hatfield (University of Pennsylvania) - C. D. C. Reeve (University of North Carolina at Chapel Hill) - Lorraine Besser-Jones (Middlebury College) - Edward Wierenga (University of Rochester) 2010-2011 - Paula Gottlieb (University of Wisconsin) - Mariska Leunissen (University of North Carolina) - Alison Simmons (Harvard University) - Simon Blackburn (University of North Carolina) 2009-2010 - Manuel Vargas (University of San Francisco) - Alisa Carse (Georgetown University) - Bennett Helm (Franklin and Marshall College) - Derk Pereboom (Cornell University) 2008-2009 - John Martin Fischer (University of California, Riverside) - Eli Hirsch (Brandeis University) - Andrew Levine (University of Maryland) - Peter Vallentyne (University of Missouri, Columbia) 2007-2008 - Akeel Bilgrami (Columbia University) - Nancy Sherman (Georgetown University) - Newton Garver (SUNY, University at Buffalo) - Jan Narveson (University of Waterloo) 2006-2007 - Michael Williams (Johns Hopkins University) - Nicholas D. Smith (Lewis and Clark College) - Bernard Reginster (Brown University) - John Hawthorne (Oxford University) 2005-2006 - Jennifer Whiting (University of Toronto) - William Seager (University of Toronto at Scarborough) - Dean Zimmerman (Rutgers University) - Linda Zagzebski (Linda Zagzebski) 2004 - Charlotte Witt (University of New Hampshire) - Bas C. van Fraassen (Princeton University) - Ernest Sosa (Brown University and Rutgers University) - Henry Shue (Oxford University)
academics
philosophy
https://www2.brockport.edu/academics/philosophy/exchange/upcoming-speakers/
Skip to main content Skip to page navigation search open main navigation Information For: Information For Future Students International Students Current Students Faculty & Staff Parents Alumni Info For: Future Students International Students Current Students Faculty & Staff Parents Alumni Apply Request Info Give Quicklinks: Quicklinks Webmail Web Banner (Brockportal) Brightspace Directory Course Schedule Accommodate Student Bill Pay EagleSUCCESS myBROCKPORT University Policies Brockport Today Events Calendar Academic Calendar Library IT Service Desk NetID Lookup & Password Change Emergency Info Issue Reporting Center About Scholarships & Aid Academics Admissions Student Life Athletics Quicklinks search Home Academics Philosophy The Center For Philosophic Exchange Upcoming Speakers Upcoming Speakers Login
academics
philosophy
https://www2.brockport.edu/academics/philosophy/major-minor/
What You’ll Learn In philosophy, you’ll study the history of thought while learning to think and express yourself with clarity and precision—skills that will apply no matter what profession you choose. Our Philosophy program helps you beyond preparing for law school, graduate school, or business school. You’ll develop timeless analytical, reading, and writing skills. - Curriculum Engage a wide range of topics, with courses like: - War and Morality - Philosophy and Evolution - Existentialism - Business Ethics - God, Self, and World - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Philosophic Inquiry The Center for Philosophic Exchange hosts an annual speaker series that centers on philosophic inquiry in academic and public issues. Explore the Program - Career Outlook Philosophy is relevant in many fields of work, including: - Law - Government and politics - Business - Journalism - Ministry What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now “I can honestly say that the best training I received for law school came from the critical thinking and analytical reasoning I engaged in as an undergraduate Philosophy major.” Dainia Jabaji, Law Student at SUNY Buffalo
academics
philosophy
https://www2.brockport.edu/academics/philosophy/outcomes/
Upon completion of the program, students will be able to: - Present a philosophical problem, by (1) concisely and precisely stating a philosophical problem to be resolved by an argument or essay, (2) explaining why the problem is significant, (3) explaining the scope of the problem, (4) defining any terms necessary for understanding the problem. - Explicate the meaning of a philosophical theory by (1) correctly deducing the logical implications of that theory, (2) describing those implications in terms of specific examples, (3) recognizing when another statement or theory contradicts the relevant theory explicitly, (4) recognizing when another statement or theory contradicts the relevant theory implicitly. - Demonstrate understanding of evidence by (1) correctly stating what counts as relevant evidence for a philosophical position, (2) correctly stating what counts as relevant evidence against the argument for a philosophical position and recognizing that evidence as such, (3) explaining why any cited evidence is relevant or irrelevant to a philosophical position, (4) distinguishing evidentiary claims about a philosophical position from rhetorically persuasive but specious claims about a philosophical position. - Demonstrate knowledge of logic, by (1) recognizing arguments, (2) constructing good arguments, (3) evaluating arguments, (4) avoiding fallacies (e.g. begging the question). - Demonstrate knowledge of dialectical method in philosophy, by (1) formulating possible objections to the thesis of an essay, (2) formulating possible objections to the argument for the essay’s thesis, (3) responding to possible objections to the essay’s thesis by showing that they are mistaken, (4) responding to possible objections to the argument for the essay’s thesis by showing that they are mistaken.
academics
philosophy
https://www2.brockport.edu/academics/philosophy/philosophy-major-minor/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Bachelor of Science in Philosophy First Year Fall Course Credits PHL 102: Introduction to Ethics (H) 3 PHL 104: Critical Thinking (H) 3 ENG 112: English Composition (Q) 3 Gen Ed: Mathematics (M) 3 Gen Ed: Fine Arts (F) 3 GEP 100: Academic Planning Seminar 1 Total 16 Spring Course Credits PHL.202: Introduction to Logic 3 Philosophy Elective: Upper- or lower-division 3 Gen Ed: Foreign Language (R) 3 Gen Ed: Oral Communication (Y) 3 Free Elective towards degree total 3 Total 15 Second Year Fall Course Credits Philosophy Elective: Upper- or lower-division 3 Gen Ed: Perspectives on Gender (W) 3 Gen Ed: US History & Civic Engage. (V) 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Spring Course Credits Philosophy Elective: Upper-division 3 Gen Ed: Natural Science with Lab (L) 4 Gen Ed: Diversity, DEIS (D) 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 16 Third Year Fall Course Credits PHL 304: Ancient Philosophy 3 Gen Ed: Social Science (S) 3 Gen Ed: World History & Global Aware (O) 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Spring Course Credits PHL 305: Modern Philosophy 3 Gen Ed: Social Science (S) 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Fourth Year Fall Course Credits Philosophy Elective: Upper-division 3 Ged Ed: Contemporary Issues (I) 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Spring Course Credits PHL 396/491: Capstone seminar 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Major Specific Elective Courses Lower-division Electives Course Credits PHL 101: Introduction to Philosophy 3 PHL 103: Introduction to Philosophy of Religion 3 PHL 203: Political Thought 3 Upper-division Electives Course Credits PHL 320: Philosophy of Science 3 PHL 321: Medical Ethics 3 PHL 323: Epistemology 3 PHL 326: Political Philosophy 3 PHL 329: Philosophy and Evolution 3 PHL 332: Death and Dying 3 PHL 333: Metaphysics 3 PHL 342: Business Ethics 3 PHL 345: Ethical Theory 3 PHL 352: Philosophy of Mind 3 PHL 360: Philosophy of Sport, Play and Exercise 3 PHL 362: Women in Western Political Thought 3 PHL 439: Practicum in Teaching Philosophy 3 PHL 460: Ethics of Sports 3
academics
philosophy
https://www2.brockport.edu/academics/philosophy/student-alumni-spotlights/
Skip to main content Skip to page navigation search open main navigation Information For: Information For Future Students International Students Current Students Faculty & Staff Parents Alumni Info For: Future Students International Students Current Students Faculty & Staff Parents Alumni Apply Request Info Give Quicklinks: Quicklinks Webmail Web Banner (Brockportal) Brightspace Directory Course Schedule Accommodate Student Bill Pay EagleSUCCESS myBROCKPORT University Policies Brockport Today Events Calendar Academic Calendar Library IT Service Desk NetID Lookup & Password Change Emergency Info Issue Reporting Center About Scholarships & Aid Academics Admissions Student Life Athletics Quicklinks search Home Academics Philosophy Student & Alumni Spotlights Student & Alumni Spotlights Login
academics
philosophy
https://www2.brockport.edu/academics/philosophy/why/
For students majoring in any other field, we strongly recommend a double major in philosophy. Philosophy might be the most useful major offered at Brockport. In addition to learning what some of the best minds in human history had to say about a wide range of important issues, our philosophy majors not only acquire but learn to integrate three skills, especially, in order to solve problems and meet challenges: - Deep Reading - Rigorous Thinking - Clear and Concise Writing By helping students to acquire these skills and to learn how to integrate and use them, the study of philosophy comes closest to fulfilling the function of a liberal arts education. The liberal arts—from the Latin artes liberales—are literally the arts (i.e., skills) of the free person, one free to choose his or her profession. The liberal arts are skills that apply to all professions. By learning to read deeply, to think rigorously, to write with clarity and precision, and to bring all of these skills to bear upon a wide variety of issues, our philosophy majors are well prepared to apply these skills in any profession they choose, as the evidence below reveals. Comparing Majors One way to evaluate a major is by comparing how students with the major compare to students with other majors in terms of scores earned on standard post-graduate exams such as the GMAT (the exam for business school), the LSAT (the law school exam), and the GRE (the exam for graduate school). Philosophy Majors & Law School Periodically studies are published comparing how different majors on average perform on the Law School Admission Test (LSAT). They are also indicative of a well-known trend: Of all undergraduate majors, philosophy majors at least tie for the second highest average scores on the LSAT, just behind physics majors. Philosophy Majors & Business School On the Graduate Management Admissions Test (GMAT) from 2006 to 2011, the average of mean scores for philosophy majors was higher than that of any business major. In fact, for every year from 2006 to 2011, philosophy majors had a higher mean score than that of any social science major (psychology, sociology, anthropology, etc.), any humanities major (English, journalism, art history), and the majority of natural science majors (e.g., chemistry and the biological sciences). Philosophy Majors & Graduate School On the Graduate Record Examination (GRE), for the academic year 2011-2012, students intending to study philosophy in graduate school: - had the highest average verbal score, - had the highest average analytic writing score, and - had a higher average quantitative score than that of students intending to study either one of the other humanities, one of the life sciences (except biology—the scores were tied), or one of the social sciences, except economics. So, philosophy might be the most useful major offered at SUNY Brockport. It is also the perfect complement to any other field of study. If you would like to know more about philosophy or what a philosophy major can do for you, stop by our office. The Department of Philosophy is located on the first floor of Hartwell Hall (one floor up from the ground floor), or contact Dr. Joseph Long at [email protected].
academics
physics
https://www2.brockport.edu/academics/physics/
From the subatomic level to the scale of galaxies, we study the mysteries of the universe. Research Learn about black holes and galaxies with data gathered directly from a NASA satellite. Reflect and refract lasers in our optics lab to study the properties of light. Study materials 1000x smaller than a hair follicle in our magnetism lab. Like the universe, our research opportunities are (nearly) endless. A Career Worth Investing In Physics majors are near the top starting salaries for recent graduates. Nearly 50% enter the workforce directly after graduation and the other half typically attend graduate school. Ever wonder who is hiring physics majors? Well-known corporations, universities, and government agencies lead the charge. Coursework All majors take part in a capstone seminar project where they work directly with a professor on an area of their interest. We then provide guidelines and advice to help down their chosen career paths such as: - Engineering - Big Data Analysis - Artificial Intelligence - Machine Learning
academics
physics
https://www2.brockport.edu/academics/physics/adolescence-physics-inclusive-major/
What You’ll Learn Physics pursues answers to how the Universe works on scales both large and small. High school teachers get to share these answers with their students and spark their curiosity about the natural world. Your Physics Inclusive Education degree will provide you with the content and skills necessary to become an outstanding educator in Physics and prepare you to teach in today’s diverse classrooms. Our program stands apart from those at other schools because you will leave with an initial dual certification in teaching Physics and Students with Disabilities. - Curriculum Our solid foundation in physics will develop your problem-solving skills in the classroom and laboratory, and our education curriculum focuses on lesson plans that are student-centered and connected to the current national content standards. You’ll also have opportunities to pursue research, and mentors will help you grow and find your niche in the education field. The Physics Inclusive Education program leads to initial dual certification in: - Adolescence Physics Grades 5-12; and - Students with Disabilities, Grades 7-12 - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Field Experience The Physics Inclusive Education program includes at least 150 hours of field experience integrated into methods coursework, and culminates in a full semester of student teaching in a local public school. - Career Outlook A critical shortage of physics teachers nationwide means that you will be in high demand. What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now
academics
physics
https://www2.brockport.edu/academics/physics/adolescence-physics-major/
What You’ll Learn Physics pursues answers to how the Universe works on scales both large and small. High school teachers get to share these answers with their students and spark their curiosity about the natural world. Your Physics Teacher Education degree will provide you with the content and skills necessary to become an outstanding educator in Physics and prepare you to teach in today’s diverse classrooms. You will leave with an initial single certification in teaching Physics. - Curriculum Our solid foundation in physics will develop your problem-solving skills in the classroom and laboratory, and our education curriculum focuses on lesson plans that are student-centered and connected to the current national content standards. You’ll also have opportunities to pursue research, and mentors will help you grow and find your niche in the education field.Curriculum & Learning Outcomes The Physics Teacher Education program leads to initial single certification in Adolescence Physics Grades 5-12. - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Field Experience Becoming a great teacher means gaining practical experience in a real classroom. Brockport has strong ties to the education community throughout the area, and our students are placed in student teaching positions that help enhance their knowledge with practical classroom experiences. The Physics Teacher Education program includes at least 100 hours of field experience integrated into methods coursework, and culminates in a full semester of student teaching in a local public school. - Career Outlook A critical shortage of physics teachers nationwide means that you will be in high demand. New York State Education Department (NYSED) issued teaching certificates are highly valued throughout the US, allowing for a reciprocity process in all 50 states. What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now
academics
physics
https://www2.brockport.edu/academics/physics/directory/
Mark J. Hirsch, Ph.D - Lecturer - (585) 395-2051 [email protected] Office: Smith Hall G11 - Eric Monier, Ph.D (He/Him/His) - Professor and Chair (Physics) - (585) 395-5589 [email protected] Office: Smith Hall 120 - Kristen Repa, Ph.D - Assistant Professor - (585) 395-5563 [email protected] Office: Smith Hall 125 - Zachary Robinson, Ph.D - Associate Professor and Interim Chair - (585) 395-5577 [email protected] Office: Smith Hall 118 Peter Spacher - Adjunct Lecturer - (585) 395-2051 [email protected] Office: Smith Hall G11 - Kim Vonburen - Administrative Assistant 1 - (585) 395-2182 [email protected] Office: Smith Hall 119 - Aaron Weaver - Physics Laboratory Supervisor/instructional Assistant - (585) 395-5579 [email protected] Office: Smith Hall 113 - Ka-Wah Wong, Ph.D - Assistant Professor - (585) 395-5704 [email protected] Office: Smith Hall 127
academics
physics
https://www2.brockport.edu/academics/physics/facilities/
Surface Science Lab - Ultra-High Vacuum system with deposition and in situ characterization abilities - Tube Furnace - Park Atomic Force Microscope (on a vibration isolation slab) - Various speed modes and cantilevers - Thermal and Conductive AFM Heads Magnetism Lab - Wet chemistry synthesis set-up - Electrochemical synthesis set-up - Quantum Design Physical Property Measurement System with 9 T magnet - Analog Magneto Optic Kerr Effect (MOKE) measurement set-up Astrophysics Computing Lab - 2 iMac computers - iMac Pro - Mac Pro Machine Shop - lathe - milling machine - band saw - drill press Planetarium - 24-foot dome with an upgraded digital projector Observatory - Collection of Dobsonians used for astronomy labs, and a permanently mounted Meade 10-inch reflector in a roll-off shed, used for undergraduate research and public outreach.
academics
physics
https://www2.brockport.edu/academics/physics/major-minor/
What You’ll Learn Physicists seek to understand the underlying laws of the Universe. With goals ranging from a fundamental understanding of quantum mechanics to developing tools for medical imaging, physicists learn about the world around us and apply their understanding to practical problems. Your experience in physics at Brockport will set you apart. Study distant quasars with the Hubble Space Telescope, the atomic structure of 2-dimensional materials, or superconductivity at ultra-cold temperatures. A physics degree from Brockport can take you anywhere you can imagine. - Curriculum A physics degree will develop your skills in the classroom, the lab, and the outside world. You’ll work closely with our faculty who will help you explore your career paths. Key to your post-Brockport success are the rigorous physics courses that will prepare you for whatever comes next. You’ll also have the opportunity to work on interesting and cutting-edge research.Curriculum & Learning Outcomes - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Undergraduate Research You will have the opportunity to spend time during the semester, or over the summer, performing faculty-led research. You’ll also be able to continue your research in our two-semester senior seminar course. These opportunities let you dive into a specific field, and apply your own creativity in solving real-world problems. The experience will help you decide what to do post-graduation, and better prepare you for whatever your future holds! - Career Outlook A physics degree will prepare you for a wide range of careers, including: - Graduate school in physics, astronomy or engineering, leading to a job in academia, industry or government research - Engineering - Secondary school teacher - Professional school (law, medicine, business, etc.) What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now “From the small class sizes, to the always-open doors, to the study lounge where I spent countless hours with my classmates working through difficult problems, I always found the kind of constant encouragement any Physics major needs to succeed.” Alex Kuhl ’12
academics
physics
https://www2.brockport.edu/academics/physics/major-minor/career-pathways/
Pursue your curiosity about the natural world while developing strong technical and problem-solving skills. A Physics degree helps you build your resume for that first job in science, engineering, or technology. You will also be prepared to continue on to graduate school in fields such as astronomy, physics, engineering, materials science, or nanotechnology. The Department of Physics offers individualized attention and mentoring to help you realize your full potential. Recommendations for Physics (PHS) Majors Examine your interests and think about your goals. What can you do with a Physics degree? Take a Career Interest Survey in APS Course Attend Physics seminars, including talks by alumni and current students Meet your classmates and form a study group Join Physics Club and participate Ask questions Earn good grades Discuss your goals with your Physics advisor Talk to faculty about summer research opportunities
academics
physics
https://www2.brockport.edu/academics/physics/physics-adolescence-education-major/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Bachelor of Science in Physics Adolescence Education First Year Fall Semester Course Credits PHS 235 Physics I (Gen Ed L) 4 MTH 201 Calculus I (M) 4 General Education – World Language (R, 111-level) Elective 3 ENG 112 College Composition (Q) 3 GEP 100: Academic Planning Seminar 1 Total 15 Spring Semester Course Credits PHS 240: Physics II 4 MTH 202: Calculus II 4 World Language (certification requirement, 112-level) 3 General Education – Arts (F) Elective 3 General Education – World History & Global Awareness (O) Elective 3 Total 17 Second Year Fall Semester Course Credits PHS 307: Physics III 3 PHS 308: Electronics Laboratory 1 MTH 203 Calculus III 4 CHM 205: General Chemistry I 4 General Education – Social Science (S, W) Elective 3 Total 15 Spring Semester Course Credits PHS 328: Modern Physics 3 PHS 329: Modern Physics and Optics Lab 1 PHS 332: Math Methods and Intermediate Mechanics 3 MTH 255: Differential Equations 3 CHM 206: General Chemistry II 4 EDI 459 Adolescent Development 3 Total 17 Third Year Fall Semester Course Credits PHS 345 Advanced Laboratory 1 PHS 411: Quantum Mechanics 3 ESC 251: Scientific Computing 3 EDI 431 Teaching Literacy in Middle & High School Content Areas I 3 EDI 447: Inclusive Middle Level Teaching in Science 3 PRO 430 Adolescence Field Experience 1 1 General Education – US History & Civic Engagement (V) Elective 3 Total 17 Spring Semester Course Credits PHS 350: Instrumentation Laboratory 1 PHS 415 Thermal Physics 3 PHS 403: Physics Seminar I 1 EDI 432: Teaching Literacy in Middle & High School Content Areas II 3 EDI 467: Teaching Science Inclusively 3 PRO 431: Adolescence Field Experience II 1 EDI 331: Adolescence Classroom Management 1 EDI 331 Classroom Management 1 Total 13 Fourth Year Fall Semester Course Credits PHS 419 Electricity & Magnetism 3 EDI 409 Teaching Students with Special Needs 3 EDI 430 Education & Society (Y, I) 3 General Education – Humanities (H) Elective 3 General Education – Diversity (D) Elective 3 Total 15 Spring Semester Course Credits EDI 464 Seminar in Adolescence Inclusive Education 3 PRO 433 Practicum in Adolescence Inclusive Education 9 Total 12 Total Credits: 121
academics
physics
https://www2.brockport.edu/academics/physics/physics-adolescence-inclusive-generalist-education-major/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Bachelor of Science in Physics Adolescence Inclusive Generalist Education First Year Fall Semester Course Credits PHS 235 Physics I (Gen Ed L) 4 MTH 201 Calculus I (M) 4 General Education – World Language (R, 111-level) Elective 3 ENG 112 College Composition (Q) 3 GEP 100: Academic Planning Seminar 1 Total 15 Spring Semester Course Credits PHS 240: Physics II 4 MTH 202: Calculus II 4 World Language (certification requirement, 112-level) 3 ENG 210 Creative Writing (F) 3 HST 202 Modern World Seminar (O) 3 Total 17 Second Year Fall Semester Course Credits PHS 307: Physics III 3 PHS 308: Electronics Laboratory 1 MTH 203 Calculus III 4 CHM 205: General Chemistry I 4 General Education – Social Science (S, W) Elective 3 Total 15 Spring Semester Course Credits PHS 328: Modern Physics 3 PHS 329: Modern Physics and Optics Lab 1 PHS 332: Math Methods and Intermediate Mechanics 3 MTH 255: Differential Equations 3 EDI 430 Education & Society (Y, I) 3 EDI 459: Adolescent Dev 3 Total 16 Third Year Fall Semester Course Credits PHS 345: Advanced Laboratory 1 PHS 411: Quantum Mechanics 3 ESC 251: Scientific Computing 3 EDI 431: Teaching Literacy in Middle & High School Content Areas I 3 EDI 447: Inclusive Middle Level Teaching in Science 3 PRO 430: Adolescence Field Experience I 1 Total 14 Spring Semester Course Credits PHS 350: Instrumentation Laboratory 1 PHS 415: Thermal Physics 3 PHS 403: Physics Seminar I 1 EDI 432: Teaching Literacy in Middle & High School Content Areas II 3 EDI 467: Teaching Science Inclusively 3 PRO 431: Adolescence Field Experience II 1 EDI 413: Intro to Special Ed 3 General Education – Diversity (D) 3 Total 18 Fourth Year Fall Semester Course Credits PHS 419 Electricity & Magnetism 3 EDI 419 Assessment Special Ed 3 EDI 414: Special Ed Methods 3 EDI 331: Adolescence Classroom Management 1 PRO 432: Field Experience 3 1 HST 212 – Modern America (V) 3 General Education – Humanities (H) Elective 3 Total 17 Spring Semester Course Credits EDI 464 Seminar in Adolescence Inclusive Education 3 PRO 433 Practicum in Adolescence Inclusive Education 9 Total 12 Total: 124 Credits
academics
physics
https://www2.brockport.edu/academics/physics/physics-major-minor/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Bachelor of Science in Physics Standard Track Physics Students take three of the four PHS core courses and two PHS electives. First Year Fall Semester Course Credits PHS 235 Physics I (Gen Ed L) 4 MTH 201 Calculus I* (M) 4 CSC 120: Intro to Computing 4 ENG 112 College Composition (Q) 3 GEP 100: Academic Planning Seminar 1 Total 16 *MTH 201 has a pre-requisite of MTH 122 Pre-calculus Spring Semester Course Credits PHS 240: Physics II 4 MTH 202: Calculus II 4 CSC 203 Problem Solving with Objects 4 General Education - Oral Communication (Y) Elective 3 Total 15 Second Year Fall Semester Course Credits PHS 307: Physics III 3 PHS 308: Electronics Laboratory 1 MTH 203 Calculus III 4 CHM 205: General Chemistry I 4 General Education – Arts (F) Elective 3 Total 15 Spring Semester Course Credits PHS 332: Math Methods and Intermediate Mechanics 3 PHS 328: Modern Physics 3 PHS 329: Modern Physics and Optics Lab 1 MTH 255: Differential Equations 3 CHM 206 College Chemistry II 4 Total 14 Third Year Fall Semester Course Credits PHS 345 Advanced Laboratory 1 Physics Elective (see below) 3 PHS 411 Quantum Mechanics 3 General Education – US History and Civic Engagement Elective (V) 3 General Ed. – Diversity: Equity, Inclusion, & Social Justice (D) Elective 3 General Education - World Language (R) Elective 3 Total 16 Spring Semester Course Credits PHS 350: Instrumentation Laboratory 1 PHS 403 Physics Seminar I 1 PHS 415 Thermal Physics 3 General Education – World History and Global Awareness (O) Elective 3 General Education – Humanities (H) Elective 3 Open Elective 3 Total 14 Fourth Year Fall Semester Course Credits PHS 419 Electricity & Magnetism 3 General Education – Social Science (S) Elective 3 General Education - Contemporary Issues (I) Elective 3 Open Elective 3 Open Elective 3 Total 15 Spring Semester Course Credits Physics Elective (see below) 3 General Education - Gender Perspectives (W) 3 Open Elective 3 Open Elective 3 Open Elective 3 Total 15 Physics Electives (6 credits, two of the following courses - at least one PHS) Course Credits PHS 361 Special Topics 3 PHS 362 Astrophysics 3 PHS 363 Solid State Physics 3 PHS 364 Semiconductor Device Physics 3 PHS 365 Optics 3 3xx-4xx in BIO, CHM, CSC, ESC, GEO, MET, MTH 3 Total 12 Total Credits: 120 Advanced Track Students take all four PHS core courses, two additional PHS electives, and PHS 404. First Year Fall Semester Course Credits PHS 235 Physics I (Gen Ed L) 4 MTH 201 Calculus I* (M) 4 CSC 120: Intro to Computing 4 ENG 112 College Composition (Q) 3 GEP 100: Academic Planning Seminar 1 Total 16 *MTH 201 has a pre-requisite of MTH 122 Pre-calculus Spring Semester Course Credits PHS 240: Physics II 4 MTH 202: Calculus II 4 CSC 203: Prob Solv w/Objects 4 General Education - Oral Communication (Y) Elective 3 Total 15 Second Year Fall Semester Course Credits PHS 307: Physics III 3 PHS 308: Electronics Laboratory 1 MTH 203 Calculus III 4 CHM 205: General Chemistry I 4 General Education – Arts (F) Elective 3 Total 15 Spring Semester Course Credits PHS 332: Math Methods and Intermediate Mechanics 3 PHS 328: Modern Physics 3 PHS 329: Modern Physics and Optics Lab 1 MTH 255: Differential Equations 3 CHM 206: General Chemistry II 4 Total 14 Third Year Fall Semester Course Credits PHS 345: Advanced Laboratory 1 Physics Elective (see below) 3 PHS 411 Quantum Mechanics 3 General Education – US History and Civic Engagement Elective (V) 3 General Ed. – Diversity: Equity, Inclusion, & Social Justice (D) Elective 3 General Education - World Language (R) Elective 3 Total 16 Spring Semester Course Credits PHS 350: Instrumentation Laboratory 1 Physics Elective (see below) 3 PHS 403: Physics Seminar I 1 PHS 415 Thermal Physics 3 General Education – World History and Global Awareness (O) Elective 3 General Education – Humanities (H) Elective 3 Total 14 Fourth Year Fall Semester Course Credits Physics Elective (see below) 3 PHS 404 Physics Seminar II 1 PHS 419 Electricity & Magnetism 3 General Education – Social Science (S) Elective 3 General Education - Contemporary Issues (I) Elective 3 Open Elective 3 Total 16 Spring Semester Course (include Course number and title) Credits PHS 423 Advanced Mechanics 3 Physics Elective (see below) 3 General Education - Gender Perspectives (W) 3 Open Elective 3 Open Elective 3 Total 15 Physics Electives (Four of the following courses - at least three from PHS) Course Credits PHS 361 Special Topics 3 PHS 362 Astrophysics 3 PHS 363 Solid State Physics 3 PHS 364 Semiconductor Device Physics 3 PHS 365 Optics 3 3xx-4xx in BIO, CHM, CSC, ESC, GEO, MET, MTH 3 Total Needed for Graduation 12 Total Credits: 124
academics
political-science
https://www2.brockport.edu/academics/political-science/
We build engaged citizens. Whether you’re studying domestic politics and political theory, or taking an in-depth look at international affairs, you’ll be prepared to take on the world. Political Science Are you interested in American politics, political theory and international relations? Do you want to work in government or perhaps even run for office? Political Science students will not only deep dive into our nation’s politics, but will have opportunities to work directly with the politicians and public servants themselves. Earn credit towards your degree from directly inside our state capital building, from Washington D.C., and more: - Public Service Internship Program (PLS 492) - New York State Assembly Internship Program (PLS 492) - Washington D.C. Internship Program International Studies As an International Studies major, your coursework could take you anywhere — including Lebanon, Bolivia and China. Research has shown that students who study abroad or engage in off-campus learning have higher GPAs, are more likely to graduate, and gain skills which make them more employable. Become a global citizen by participating in rich opportunities inside and outside of the classroom. We have agreements with colleges and universities across the globe that allow our students to study abroad at the same cost as their friends studying back on campus. EuroSim This European Union simulation is the oldest simulation of its kind, and was started by Brockport’s own Dr. Bill Andrews in 1987. Participate in national and international conferences, held every year on alternating continents.
academics
political-science
https://www2.brockport.edu/academics/political-science/?program=legal-studies
Are you interested in American politics, political theory and international relations? Do you want to work in government or perhaps even run for office? Political Science students will not only deep dive into our nation’s politics, but will have opportunities to work directly with the politicians and public servants themselves. Earn credit towards your degree from directly inside our state capital building, from Washington D.C., and more: As an International Studies major, your coursework could take you anywhere — including Lebanon, Bolivia and China. Research has shown that students who study abroad or engage in off-campus learning have higher GPAs, are more likely to graduate, and gain skills which make them more employable. Become a global citizen by participating in rich opportunities inside and outside of the classroom. We have agreements with colleges and universities across the globe that allow our students to study abroad at the same cost as their friends studying back on campus. This European Union simulation is the oldest simulation of its kind, and was started by Brockport’s own Dr. Bill Andrews in 1987. Participate in national and international conferences, held every year on alternating continents.
academics
political-science
https://www2.brockport.edu/academics/political-science/awards/
The department administers ten student award funds, through the Brockport Foundation. New York State Assembly and Senate Internship Scholarships - Thomas J. Gosdeck ’73 Legislative Internship Fund - Supports students admitted to the NY State Assembly Internship Program and NY State Senate Undergraduate Legislative Session Assistants Program with a career goal in public service. The Department is forever grateful to Mr. Thomas Gosdeck for establishing and funding the internship program in his name. We apologize that we excluded the NYS Senate as an option for student opportunities for 2022-23, despite the Senate Program being the basis for his decision to make this opportunity available to our students. We understand the importance of including both programs on an equal basis. This matter has been resolved for next year and the future. We thank Mr. Gosdeck for his immense generosity and dedication to our students and the University. We sincerely apologize for our failure to honor the commitments we made when he established this Fund. In the years ahead, we will endeavor to honor his wishes. Political Science Scholarships, Grants, and Awards - Donald J. and Julie McWherter Scholarship - James A. Schiller Award - W. Raymond Duncan Alumni Scholarship - The Harold Rakov Memorial Scholarship - William F. McEnery Scholarship - Dennis S. Porter ’70 Scholarship - Sarah F. Liebschutz Award Pre-Law Scholarships, Grants, and Awards Washington D.C. Internship Program Scholarships - The Michael Prounis ’77 Washington Internship Award - Provides up to $5000 for Brockport students pursuing a career in foreign policy or international affairs. - The O’Donnell Family Scholarship - Provides up to $5000 for Brockport students intending careers in public service. - The Michael Weaver Washington Semester Award - Provides $1150 for Brockport undergraduate students who are juniors or seniors and who have taken at least 12 hours of Political Science and/or International Studies courses. Information on these awards may be obtained from the department. Students need to apply for these awards at [email protected].
academics
political-science
https://www2.brockport.edu/academics/political-science/club/
The Political Science/ Pre-Law Club is a student run organization open to all students who are interested in the political process and/or continuing on to law or graduate school. Students of any political affiliation are welcome and encouraged to share and debate their point of view. We discuss a wide range of topics including politics, both local and national news, court cases, the constitution and more! The two main goals of the club are to help one another further their chosen career paths and evaluate/debate the political process in a professional manner. To achieve this, past activities have included 2012 and 2016 election parties, hosting law and graduate school admissions officers to provide insight into how to successfully apply to graduate programs, traveling to University at Buffalo’s School of Law to participate in a mock trial, and visit multiple courts in Rochester. Meetings are held every Wednesday at 7 pm in the Hartwell café. To request submission into the club, check out our myBROCKPORT page For more information please contact, - Faculty Advisor:Dr. Robert Shum, [email protected] - President: Matthew Leville, [email protected]
academics
political-science
https://www2.brockport.edu/academics/political-science/combined/
What You’ll Learn Our program allows students to complete their bachelor’s degree in political science and master of public administration in an accelerated fashion (in as little as 5 years). Students take four graduate public administration (PAD) courses in the senior year, three graduate PAD courses over two special sessions (following completion of the undergraduate degree), and eight graduate PAD courses in their “fifth” year. Benefits include tuition savings, enhanced credentials, improved employment opportunities, and increased preparation for PhD and other post-graduate programs. Curriculum When qualified Brockport undergraduate political science majors are admitted to this combined degree program, they may take up to 12 graduate credits of coursework in public administration, all at the undergraduate tuition rate. These credits may apply to undergraduate and graduate degree requirements simultaneously.Curriculum & Learning Outcomes Career Outlook Graduates of the program go on to the following fields: - Budget and Fiscal Management - City/County Management - Corporate Social Responsibility - Human Resources Management - Law Enforcement - Management Consulting - Nonprofit Fundraising - Nonprofit Management - Parks and Recreation Management - Public Affairs and Communications - Public Interest Law - Transportation Management - Urban Planning - Utilities Management - Waste Management Program Eligibility Admission to this highly selective combined degree program is restricted to Brockport political science students who have: - completed at least 54 undergraduate credits - a cumulative Brockport GPA of at least 3.0 Qualified students interested in this combined degree program should speak with their undergraduate faculty advisor before submitting the application. - Application Process All applicants must complete the multi-step process managed by the Center for Graduate Studies. - Determine your applicant type - Submit application - Request all official transcripts - Review and submit required application materials through the Application Status Portal - International applicants must also submit international materials - Deadlines December 1 of the Junior Year - Washington Semester Program Become a Washington insider through our semester program. Students get insight into the workings of political entities as well as perspective on other cultures and societies. - Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships. What’s Next? Stay Informed Receive emails about Graduate news and upcoming events.Sign Up Program Contact Dr. Celia Watt (585) 395-5568 Start Your Application Complete our multi-part application with the Center for Graduate Studies.Apply Now “I realized that the Brockport MPA program would allow me to become more marketable to employers in a multitude of fields. What I have learned from my fellow students in the MPA program is both enlightening and beneficial to my success. The classes allow you to create networks and helpful contacts for the future. I want to make a difference in our government and help support public officials and organizations that promote growth and opportunity for our youth.” Danielle Pierleoni ’15
academics
political-science
https://www2.brockport.edu/academics/political-science/directory/
- Andrea Ciliotta-Rubery, Ph.D - Professor - (585) 395-5093 [email protected] Office: Hartwell Hall 209 B - Erik D French, Ph.D - Assistant Professor - (585) 395-5948 [email protected] Office: Hartwell Hall 209 A - Steven Jurek, Ph.D - Associate Professor and Chair - (585) 395-5677 [email protected] Office: Hartwell Hall 207 C - Jean Kachiga, Ph.D - Associate Professor - (585) 395-5670 [email protected] Office: Hartwell Hall 207 D - Dawn Kurtz - Administrative Assistant 1 - (585) 395-2584 [email protected] Office: Hartwell Hall 211 A - Dena B Levy, Ph.D - Associate Professor - (585) 395-5893 [email protected] Office: Hartwell Hall 211 C Martin McCarthy II - Adjunct Lecturer - (585) 395-2584 [email protected] - Susan Orr, Ph.D - Professor - (585) 395-2584 [email protected] Office: Hartwell Hall 209 C - Robert Y. Shum, Ph.D - Associate Professor - (585) 395-5673 [email protected] Office: Hartwell Hall 207 B Erin Skinner - Adjunct Lecturer - (585) 395-2584 [email protected] Office: Hartwell Hall 211 A Hannah Stokes - Prodig - Visiting Instructor - (585) 395-2584 [email protected] Office: Hartwell Hall 211 - Dr. Mark J. Chadsey - Associate Professor Emeritus
academics
political-science
https://www2.brockport.edu/academics/political-science/eurosim/
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/live/image/scale/2x/gid/56/width/500/3112_serbia.rev.1657286562.jpg 2x, /live/image/scale/3x/gid/56/width/500/3112_serbia.rev.1657286562.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3112_serbia.rev.1657286562.jpg 1x, /live/image/scale/2x/gid/56/width/800/3112_serbia.rev.1657286562.jpg 2x, /live/image/scale/3x/gid/56/width/800/3112_serbia.rev.1657286562.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3112_serbia.rev.1657286562.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3112_serbia.rev.1657286562.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3112_serbia.rev.1657286562.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3112_serbia.rev.1657286562.jpg" width="1000" height="750" alt="serbia" srcset="/live/image/scale/2x/gid/56/width/1000/3112_serbia.rev.1657286562.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3112_serbia.rev.1657286562.jpg 3x" data-max-w="3200" 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srcset="/live/image/gid/56/width/500/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 1x, /live/image/scale/2x/gid/56/width/500/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 2x, /live/image/scale/3x/gid/56/width/500/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 1x, /live/image/scale/2x/gid/56/width/800/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 2x, /live/image/scale/3x/gid/56/width/800/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3103_latin_bridge_sarajevo_bosnia.rev.1657286561.jpg 3x"/> <img 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srcset="/live/image/gid/56/width/1000/3105_maggie_stewart_sarah_thalhammer_caitlin_joyce.rev.1657286561.png 1x"/> <source type="image/png" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3105_maggie_stewart_sarah_thalhammer_caitlin_joyce.rev.1657286561.png 1x"/> <source type="image/png" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3105_maggie_stewart_sarah_thalhammer_caitlin_joyce.rev.1657286561.png 1x"/> <source type="image/png" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3105_maggie_stewart_sarah_thalhammer_caitlin_joyce.rev.1657286561.png 1x"/> <img src="/live/image/gid/56/width/1000/3105_maggie_stewart_sarah_thalhammer_caitlin_joyce.rev.1657286561.png" width="843" height="632" alt="maggie stewart sarah thalhammer caitlin joyce" data-max-w="843" data-max-h="632"/></picture> maggie stewart sarah thalhammer caitlin joyce <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" 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media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3121_wroclaw_market_square_poland.rev.1657286564.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3121_wroclaw_market_square_poland.rev.1657286564.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3121_wroclaw_market_square_poland.rev.1657286564.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3121_wroclaw_market_square_poland.rev.1657286564.jpg" width="1000" height="750" alt="wroclaw market square poland" srcset="/live/image/scale/2x/gid/56/width/1000/3121_wroclaw_market_square_poland.rev.1657286564.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3121_wroclaw_market_square_poland.rev.1657286564.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> wroclaw market square poland <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3122_zagreb__croatia.rev.1657286564.webp 1x, /live/image/scale/2x/gid/56/width/500/3122_zagreb__croatia.rev.1657286564.webp 2x, 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media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3122_zagreb__croatia.rev.1657286564.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3122_zagreb__croatia.rev.1657286564.jpg" width="1000" height="1334" alt="zagreb croatia" data-max-w="1600" data-max-h="2134"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3123_antwerp_belgium.rev.1657286564.webp 1x, /live/image/scale/2x/gid/56/width/500/3123_antwerp_belgium.rev.1657286564.webp 2x, /live/image/scale/3x/gid/56/width/500/3123_antwerp_belgium.rev.1657286564.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3123_antwerp_belgium.rev.1657286564.webp 1x, /live/image/scale/2x/gid/56/width/800/3123_antwerp_belgium.rev.1657286564.webp 2x, /live/image/scale/3x/gid/56/width/800/3123_antwerp_belgium.rev.1657286564.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.webp 1x, /live/image/scale/2x/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.webp 2x, /live/image/scale/3x/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3123_antwerp_belgium.rev.1657286564.jpg 1x, /live/image/scale/2x/gid/56/width/500/3123_antwerp_belgium.rev.1657286564.jpg 2x, /live/image/scale/3x/gid/56/width/500/3123_antwerp_belgium.rev.1657286564.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3123_antwerp_belgium.rev.1657286564.jpg 1x, /live/image/scale/2x/gid/56/width/800/3123_antwerp_belgium.rev.1657286564.jpg 2x, /live/image/scale/3x/gid/56/width/800/3123_antwerp_belgium.rev.1657286564.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.jpg" width="1000" height="750" alt="Antwerp, Belgium" srcset="/live/image/scale/2x/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3123_antwerp_belgium.rev.1657286564.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/500/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/500/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/800/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/800/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/500/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/500/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/800/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/800/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg" width="1000" height="750" alt="dubrovnik croatia cersei walk of shame" srcset="/live/image/scale/2x/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3087_dubrovnik_croatia_cersei_walk_of_shame.rev.1657286558.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> dubrovnik croatia cersei walk of shame <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 1x, /live/image/scale/2x/gid/56/width/500/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 2x, /live/image/scale/3x/gid/56/width/500/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 1x, /live/image/scale/2x/gid/56/width/800/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 2x, /live/image/scale/3x/gid/56/width/800/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 1x, /live/image/scale/2x/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 2x, /live/image/scale/3x/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 1x, /live/image/scale/2x/gid/56/width/500/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 2x, /live/image/scale/3x/gid/56/width/500/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 1x, /live/image/scale/2x/gid/56/width/800/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 2x, /live/image/scale/3x/gid/56/width/800/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg" width="1000" height="750" alt="brian lynch at pompeii ruins" srcset="/live/image/scale/2x/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3075_brian_lynch_at_pompeii_ruins.rev.1657286556.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> brian lynch at pompeii ruins <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/500/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.webp 2x, /live/image/scale/3x/gid/56/width/500/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/800/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.webp 2x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/500/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/500/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/800/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg 2x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3076_brockport_eurosim_club_in_european_parliament_brussels_belgium.rev.1657286557.jpg" width="1000" height="563" alt="brockport eurosim club in european parliament brussels belgium" data-max-w="1600" data-max-h="900"/></picture> brockport eurosim club in european parliament brussels belgium <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3077_bruges_belgium.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/500/3077_bruges_belgium.rev.1657286557.webp 2x, /live/image/scale/3x/gid/56/width/500/3077_bruges_belgium.rev.1657286557.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3077_bruges_belgium.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/800/3077_bruges_belgium.rev.1657286557.webp 2x, /live/image/scale/3x/gid/56/width/800/3077_bruges_belgium.rev.1657286557.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3077_bruges_belgium.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/1000/3077_bruges_belgium.rev.1657286557.webp 2x, /live/image/scale/3x/gid/56/width/1000/3077_bruges_belgium.rev.1657286557.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3077_bruges_belgium.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/500/3077_bruges_belgium.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/500/3077_bruges_belgium.rev.1657286557.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3077_bruges_belgium.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/800/3077_bruges_belgium.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/800/3077_bruges_belgium.rev.1657286557.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3077_bruges_belgium.rev.1657286557.jpg 1x, 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type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3078_brussels_belgium.rev.1657286557.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3078_brussels_belgium.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/500/3078_brussels_belgium.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/500/3078_brussels_belgium.rev.1657286557.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3078_brussels_belgium.rev.1657286557.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3078_brussels_belgium.rev.1657286557.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3078_brussels_belgium.rev.1657286557.jpg" width="1000" height="750" alt="brussels belgium" data-max-w="1500" data-max-h="1125"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" 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/live/image/scale/2x/gid/56/width/500/3079_casey_newell.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/500/3079_casey_newell.rev.1657286557.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3079_casey_newell.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/800/3079_casey_newell.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/800/3079_casey_newell.rev.1657286557.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3079_casey_newell.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3079_casey_newell.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3079_casey_newell.rev.1657286557.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3079_casey_newell.rev.1657286557.jpg" width="1000" height="750" alt="casey newell" srcset="/live/image/scale/2x/gid/56/width/1000/3079_casey_newell.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3079_casey_newell.rev.1657286557.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3080_castle_budapest.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/500/3080_castle_budapest.rev.1657286557.webp 2x, /live/image/scale/3x/gid/56/width/500/3080_castle_budapest.rev.1657286557.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3080_castle_budapest.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/800/3080_castle_budapest.rev.1657286557.webp 2x, /live/image/scale/3x/gid/56/width/800/3080_castle_budapest.rev.1657286557.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3080_castle_budapest.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/1000/3080_castle_budapest.rev.1657286557.webp 2x, 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src="/live/image/gid/56/width/1000/3080_castle_budapest.rev.1657286557.jpg" width="1000" height="750" alt="castle budapest" srcset="/live/image/scale/2x/gid/56/width/1000/3080_castle_budapest.rev.1657286557.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3080_castle_budapest.rev.1657286557.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.webp 1x, /live/image/scale/2x/gid/56/width/500/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.webp 2x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.jpg 1x, /live/image/scale/2x/gid/56/width/500/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.jpg 2x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3081_catherine_taylor_dan_martucci_katherine_quinn.rev.1657286557.jpg" width="1000" height="999" alt="catherine taylor dan martucci katherine quinn" data-max-w="1038" data-max-h="1037"/></picture> catherine taylor dan martucci katherine quinn <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/500/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/500/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/800/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/800/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/500/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/500/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/800/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/800/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg" width="1000" height="750" alt="chain bridge budapest hungary" srcset="/live/image/scale/2x/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3082_chain_bridge_budapest_hungary.rev.1657286558.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> chain bridge budapest hungary <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3083_colosseum_rome_italy.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/500/3083_colosseum_rome_italy.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/500/3083_colosseum_rome_italy.rev.1657286558.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3083_colosseum_rome_italy.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/800/3083_colosseum_rome_italy.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/800/3083_colosseum_rome_italy.rev.1657286558.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3083_colosseum_rome_italy.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/500/3083_colosseum_rome_italy.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/500/3083_colosseum_rome_italy.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3083_colosseum_rome_italy.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/800/3083_colosseum_rome_italy.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/800/3083_colosseum_rome_italy.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.jpg" width="1000" height="750" alt="colosseum rome italy" srcset="/live/image/scale/2x/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3083_colosseum_rome_italy.rev.1657286558.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3084_david_ehmann.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/500/3084_david_ehmann.rev.1657286558.webp 2x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3084_david_ehmann.rev.1657286558.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3084_david_ehmann.rev.1657286558.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3084_david_ehmann.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/500/3084_david_ehmann.rev.1657286558.jpg 2x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3084_david_ehmann.rev.1657286558.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3084_david_ehmann.rev.1657286558.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3084_david_ehmann.rev.1657286558.jpg" width="1000" height="664" alt="david ehmann" data-max-w="1238" data-max-h="822"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/500/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/500/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/800/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/800/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/1000/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.webp 2x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/500/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/500/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/800/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/800/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 2x"/> <img src="/live/image/gid/56/width/1000/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg" width="1000" height="1333" alt="dr. jurek at vlad the impaler castle romania" srcset="/live/image/scale/2x/gid/56/width/1000/3085_dr._jurek_at_vlad_the_impaler_castle_romania.rev.1657286558.jpg 2x" data-max-w="2400" data-max-h="3200"/></picture> dr. jurek at vlad the impaler castle romania <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/500/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/500/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/800/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/800/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 1x, /live/image/scale/2x/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 2x, /live/image/scale/3x/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/500/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/500/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/800/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/800/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg" width="1000" height="750" alt="dr. rubery wroclaw poland" srcset="/live/image/scale/2x/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3086_dr._rubery_wroclaw_poland.rev.1657286558.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> dr. rubery wroclaw poland <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3074_arielle_ingrassia.rev.1657286556.webp 1x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3074_arielle_ingrassia.rev.1657286556.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3074_arielle_ingrassia.rev.1657286556.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3074_arielle_ingrassia.rev.1657286556.jpg 1x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3074_arielle_ingrassia.rev.1657286556.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3074_arielle_ingrassia.rev.1657286556.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3074_arielle_ingrassia.rev.1657286556.jpg" width="913" height="606" alt="arielle ingrassia" data-max-w="913" data-max-h="606"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/500/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/500/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/800/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/800/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/500/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/500/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/800/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/800/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg" width="1000" height="750" alt="dubrovnik croatia eurosim club" srcset="/live/image/scale/2x/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3088_dubrovnik_croatia_eurosim_club.rev.1657286559.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> dubrovnik croatia eurosim club <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3089_dubrovnik_croatia.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/500/3089_dubrovnik_croatia.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/500/3089_dubrovnik_croatia.rev.1657286559.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3089_dubrovnik_croatia.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/800/3089_dubrovnik_croatia.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/800/3089_dubrovnik_croatia.rev.1657286559.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3089_dubrovnik_croatia.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/500/3089_dubrovnik_croatia.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/500/3089_dubrovnik_croatia.rev.1657286559.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3089_dubrovnik_croatia.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/800/3089_dubrovnik_croatia.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/800/3089_dubrovnik_croatia.rev.1657286559.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.jpg" width="1000" height="750" alt="dubrovnik croatia" srcset="/live/image/scale/2x/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3089_dubrovnik_croatia.rev.1657286559.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3090_eiffel_tower_paris_france.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/500/3090_eiffel_tower_paris_france.rev.1657286559.webp 2x, /live/image/scale/3x/gid/56/width/500/3090_eiffel_tower_paris_france.rev.1657286559.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3090_eiffel_tower_paris_france.rev.1657286559.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3090_eiffel_tower_paris_france.rev.1657286559.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3090_eiffel_tower_paris_france.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/500/3090_eiffel_tower_paris_france.rev.1657286559.jpg 2x, /live/image/scale/3x/gid/56/width/500/3090_eiffel_tower_paris_france.rev.1657286559.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3090_eiffel_tower_paris_france.rev.1657286559.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3090_eiffel_tower_paris_france.rev.1657286559.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3090_eiffel_tower_paris_france.rev.1657286559.jpg" width="1000" height="1830" alt="eiffel tower paris france" data-max-w="1504" data-max-h="2752"/></picture> eiffel tower paris france <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3091_european_parliament.rev.1657286559.webp 1x, /live/image/scale/2x/gid/56/width/500/3091_european_parliament.rev.1657286559.webp 2x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3091_european_parliament.rev.1657286559.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3091_european_parliament.rev.1657286559.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3091_european_parliament.rev.1657286559.jpg 1x, /live/image/scale/2x/gid/56/width/500/3091_european_parliament.rev.1657286559.jpg 2x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3091_european_parliament.rev.1657286559.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3091_european_parliament.rev.1657286559.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3091_european_parliament.rev.1657286559.jpg" width="1000" height="750" alt="european parliament" data-max-w="1495" data-max-h="1121"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3092_eurosim_30th_edition_brockport_new_york.rev.1657286559.webp 1x"/> <source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/56/width/1000/3092_eurosim_30th_edition_brockport_new_york.rev.1657286559.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3092_eurosim_30th_edition_brockport_new_york.rev.1657286559.jpg 1x"/> <source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/56/width/1000/3092_eurosim_30th_edition_brockport_new_york.rev.1657286559.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3092_eurosim_30th_edition_brockport_new_york.rev.1657286559.jpg" width="569" height="758" alt="eurosim 30th edition brockport new york" data-max-w="569" data-max-h="758"/></picture> eurosim 30th edition brockport new york <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3093_eurosim_group_photo.rev.1657286559.webp 1x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3093_eurosim_group_photo.rev.1657286559.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3093_eurosim_group_photo.rev.1657286559.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3093_eurosim_group_photo.rev.1657286559.jpg 1x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3093_eurosim_group_photo.rev.1657286559.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3093_eurosim_group_photo.rev.1657286559.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3093_eurosim_group_photo.rev.1657286559.jpg" width="810" height="454" alt="eurosim group photo" data-max-w="810" data-max-h="454"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3094_eurosim.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/500/3094_eurosim.rev.1657286560.webp 2x, /live/image/scale/3x/gid/56/width/500/3094_eurosim.rev.1657286560.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3094_eurosim.rev.1657286560.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3094_eurosim.rev.1657286560.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3094_eurosim.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/500/3094_eurosim.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/500/3094_eurosim.rev.1657286560.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3094_eurosim.rev.1657286560.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3094_eurosim.rev.1657286560.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3094_eurosim.rev.1657286560.jpg" width="1000" height="1333" alt="eurosim" data-max-w="1536" data-max-h="2048"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/500/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 2x, /live/image/scale/3x/gid/56/width/500/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/800/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 2x, /live/image/scale/3x/gid/56/width/800/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 3x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 2x, /live/image/scale/3x/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.webp 3x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/500/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/500/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/800/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/800/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg" width="1000" height="750" alt="fishermans bastion budapest hungary v" srcset="/live/image/scale/2x/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3095_fishermans_bastion_budapest_hungary_v.rev.1657286560.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> fishermans bastion budapest hungary v <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/500/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.webp 2x, /live/image/scale/3x/gid/56/width/500/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/800/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.webp 2x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/500/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/500/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg 3x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/800/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg 2x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3096_garrett_knothe_dylan_shipman_sean_kelles.rev.1657286560.jpg" width="1000" height="782" alt="garrett knothe dylan shipman sean kelles" data-max-w="1893" data-max-h="1481"/></picture> garrett knothe dylan shipman sean kelles <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3097_giorgio_rajao.rev.1657286560.webp 1x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3097_giorgio_rajao.rev.1657286560.webp 1x"/> <source type="image/webp" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3097_giorgio_rajao.rev.1657286560.webp 1x"/> <source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3097_giorgio_rajao.rev.1657286560.jpg 1x"/> <source type="image/jpeg" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3097_giorgio_rajao.rev.1657286560.jpg 1x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3097_giorgio_rajao.rev.1657286560.jpg 1x"/> <img src="/live/image/gid/56/width/1000/3097_giorgio_rajao.rev.1657286560.jpg" width="865" height="575" alt="giorgio rajao" data-max-w="865" data-max-h="575"/></picture> <picture class="lw_image"> <source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/56/width/500/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/500/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.webp 2x, /live/image/scale/3x/gid/56/width/500/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.webp 3x"/> <source type="image/webp" media="(max-width: 800px)" srcset="/live/image/gid/56/width/800/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.webp 1x, /live/image/scale/2x/gid/56/width/800/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.webp 2x, 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/live/image/scale/2x/gid/56/width/800/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/800/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 3x"/> <source type="image/jpeg" media="(min-width: 801px)" srcset="/live/image/gid/56/width/1000/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 1x, /live/image/scale/2x/gid/56/width/1000/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 3x"/> <img src="/live/image/gid/56/width/1000/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg" width="1000" height="750" alt="greg wahl brian lynch steve bryan" srcset="/live/image/scale/2x/gid/56/width/1000/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 2x, /live/image/scale/3x/gid/56/width/1000/3098_greg_wahl_brian_lynch_steve_bryan.rev.1657286560.jpg 3x" data-max-w="3200" data-max-h="2400"/></picture> greg wahl brian lynch steve bryan
academics
political-science
https://www2.brockport.edu/academics/political-science/experience-abroad-requirement/
International Studies majors are required to spend time abroad (3 credits) during their studies at SUNY Brockport. A wide-array of exciting opportunities include: - Study Abroad - Student Exchange Programs - EuroSim - Washington D.C. Internship - Faculty-Supervised Trips - International Internships Prior Experience Abroad Destinations: - Bosnia - China - Belgium - Poland - Germany - Spain - Lebanon - Washington, D.C. Exceptions can be granted for this requirement if the student provides documentation demonstrating that they are citizens of a foreign country, completed secondary education abroad, completed a course at a foreign university prior to their time at Brockport, or completed a study abroad program at another university prior to their time at Brockport. Other exceptions may be granted at the discretion of the Coordinator of International Studies.
academics
political-science
https://www2.brockport.edu/academics/political-science/international-major-minor/
International Studies Major Study Abroad Requirement For as long as the COVID-19 pandemic continues and study abroad options remain limited, the international studies major will accept the following programs toward the study abroad requirement offered through the Center of Global Education and Engagement. - Remote International Internship Programs - Global Citizenship Virtual Exchange Programs What You’ll Learn In our interconnected world, it’s important that students get a strong global perspective. This major provides a holistic, rigorous, and interdisciplinary approach to studying global issues. Our students graduate with the skills they need. They gain exceptional research, writing, and speaking skills; foreign language proficiency; and cross-cultural experiences. Our International Studies degree could take you anywhere. Study international issues in Bolivia, Lebanon, or China. Take part in the popular EuroSim competition in Europe. Join a faculty member on a trip abroad. Or choose from many opportunities found only at Brockport. - Curriculum Gain practical experience and a degree. You will gain an understanding of the driving forces at work in the world today. Explore a wide range of topics related to communication, cooperation, and conflict in different parts of the world. Challenge yourself to think in a global and practical context. You will be well trained to compete in international business, government, and public life.Curriculum & Learning Outcomes - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - EuroSim Gain first-hand experience in transatlantic relations. EuroSim is an annual international, intercollegiate simulation of the European Union (EU). Over 225 students and faculty from 20+ US and European institutions attend the conference. It’s a unique opportunity to work and learn in an exciting multicultural environment. - Career Outlook Our graduates go on to make a difference through professional careers. They work in fields such as: - Business - Government - Nonprofit organizations - Social services - Consulting firms “In my first semester, I had the opportunity to participate in an independent study with the goal of analyzing the causes of religious terrorism. I was not expecting to have this level of “hands-on” practical research offered to me. I am deeply grateful for these types of opportunities, and I strongly urge other majors to seek them out.” Joshua Fidler ’15
academics
political-science
https://www2.brockport.edu/academics/political-science/international-major-minor/career-pathways/
International Studies helps students better understand international cooperation, competition, and conflict. Our majors study the politics, history, economics, languages, and cultures of countries and communities around the globe, preparing them to be globally informed and engaged citizens and leaders. International Studies prepares students for a broad range of careers in the private, public, non-profit, and academic sectors. Is Your Education on Track? Recommendations for International Studies Majors Explore a career in International Studies and uncover the career paths for majors. EXPLORE a career in international studies and uncover the career paths for majors. ENROLL in 111 and/or 112-level foreign language classes to begin working toward the INS language requirement TAKE a Career Interest Survey ATTEND Part-time Job Festival, Careers for the Common Good Fair, Undergraduate Research and Internship Day, and Majors and Minors Fair in fall ACCESS Career Services resources any time ORDER business cards from Career Services EARN good grades and find mentors CONSIDER joining the Political Science/Pre-Law Club or EuroSim, and connect with upper-level students Plan a course of action, acquire the proper tools, and learn more about career possibilities for International Studies majors. ENROLL in a 211-level foreign language class to continue working toward the INS language requirement. INCREASE your awareness of interesting career fields by interviewing and job shadowing VOLUNTEER with the Office of Community Development PREPARE a resume and have Career Services review the draft CONSIDER studying abroad, selecting an unusual minor, or aiming for the President’s Volunteer Service Award ATTEND Scholar’s Day APPLY for the Washington DC internship semester, the NYC alumni trip, or the Summer Undergraduate Research Program (SURP). APPLY for scholarships Expand on your qualifications and achievements. Complete an internship and engage in other interesting experiences. SEEK an international internship/experience (required in year 3 or 4). ENROLL in a 212-level foreign language class to complete the INS language requirement. ATTEND Careers for the Common Good Fair (Fall), Annual Jobs and Internship Fair (Spring), or Rochester Area Teacher Recruitment Day (Spring) TRANSFER student or new major? Take a career interest survey, order business cards from Career Services, join Handshake, and create a resume PRESENT at one of the undergraduate research conferences ACQUIRE/DEVELOP a mentor relationship APPLY for scholarships LOOK into graduate schools and take qualifying exams Sharpen up your employment documents and practice networking and interviewing techniques. SEEK an international internship/experience DELIVER a presentation at Scholars Day LOOK into graduate schools and take qualifying exams ATTEND Part-time Job Festival (Fall), Careers for the Common Good Fair (Fall), or the Annual Jobs and Internship Fair (Spring) REVIEW/UPDATE all social media accounts HAVE a professional photo taken at the Annual Jobs and Internships Fair
academics
political-science
https://www2.brockport.edu/academics/political-science/international-studies-major-minor/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Bachelor of Arts in International Studies First Year Fall Semester Course Credits ENG 112: English Composition 3 MTH 111: College Algebra 3 SPN 101: Beginning Spanish I 3 GEP 100: Academic Planning Seminar 1 PLS 111: International Relations 3 PLS 112: Comparative Politics 3 Total 16 Spring Semester Course Credits Gen Ed: Humanities 3 Gen Ed: Natural Science 3 Gen Ed: Fine Arts 3 Non-PLS Elective 1 3 SPN 112: Beginning Spanish II 3 Total 15 Second Year Fall Semester Course Credits SPN 211: Intermediate Spanish I 3 Gen Ed: Natural Science with Lab 4 Gen Ed: Fine Arts with Performance 3 Non-PLS Elective 2 3 PLS Elective 1 3 Total 16 Spring Semester Course Credits SPN 212: Intermediate Spanish II 3 Gen Ed: Oral Communication 3 Gen Ed: Gender Perspectives 3 Non-PLS Elective 3 3 PLS Elective 2 3 Total 15 Third Year Fall Semester Course Credits Semester Abroad 15 Total 15 Spring Semester Course Credits Non-PLS Elective 4 3 PLS Elective 3 3 Gen Ed: Contemporary Issues 3 Gen Ed: Diversity 3 PLS 444 National Security 3 Total 15 Fourth Year Fall Semester Course Credits PLS Elective 4 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Spring Semester Course Credits Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Major Specific Elective Courses Choose four of the following: Course Credits AAS 203 Africa: Ancient and Precolonial 3 AAS 204 African Politics and Society 3 AAS 215 Caribbean History 3 AAS 302 History of South Africa 3 AAS 304 The Black Americas 3 AAS 360 Africa Today 3 AAS 404 Cultures of Sub-Saharan Africa 3 AAS 408 Pan-Africanism 3 AAS 410 Apartheid 3 AAS 420 Overseas Seminar in Africa 3 AAS 460 Modern Africa 3 AAS 485 The Jamaica Seminars 3 ANT 101 The Human Condition 3 ANT 201 Intro. to Cultural Anthrop. 3 ANT 305 Gender, Sex and Power: the View from Inside 3 ANT 306 Language and Culture 3 ANT 315 The Migration Experience: Cultural Perspectives 3 ANT 316 Food and Culture 3 ANT 323 Anthrop. Persp. on Global Iss. 3 ANT 325 Indigenous Peoples and Global. 3 ANT 330 World Poverty and Underdev. 3 ANT 331 Environmental Anthropology 3 ANT 332 China in Transition 3 ANT 368 Forced from Home: Refugees, IDPS and Asylees 3 ANT 415 Human Rights and Pol. Ecology 3 ANT 416 Exiled to America: Experiences of Refugee Resettlement 3 ANT/AAS 404 Cultures of Sub-Saharan Africa 3 BUS 345 International Business Env. 3 BUS 433 International Marketing 3 BUS 445 International Financial Man. 3 BUS 453 International Business Seminar 3 FCE 201 The French Speaking World 3 FCE 375 Latin American Women 3 FRN 300 French Global Business 3 FCE 333 French Rap and Rock 3 FRN 301 Haiti: The Most Important Country in the World 3 FRN 352 French Civilization 3 FRN 355 France Today 3 FRN 450 French Studies 3 HST 102 Modern World 3 HST 130 Ancient World Survey 3 HST 140 Modern World Survey 3 HST 201 Ancient World Seminar 3 HST 202 Modern World Seminar 3 HST 327 American Military Experience 3 HST 337 Early Modern Europe 3 HST 341 Mid East Crisis 3 HST 343 History of the Soviet Union 3 HST 347 Europe in Revolution 3 HST 349 Europe in the 20th Century 3 HST 351 Nazi Germany 3 HST 361 History of Japan 3 HST 362 The History of World War II 3 HST 363 Islam 3 HST 365 Medieval Islamic Civilization 3 HST 366 Modern Imperial Britain 3 HST 367 Gender in the Islamic World 3 HST 368 Women in the Med. World 3 HST 375 Born in Blood and Fire 3 HST 376 Modern Latin America 3 HST 377 Three Revolutions: Haiti, Mexico, Cuba 3 HST 384: Introduction to Central Asian History 3 HST 385 Asian Civilization I 3 HST 386 Opium to Hiroshima 3 HST 389 Modern China 3 HST 430 World History on Film 3 HST 434 Modern Caribbean History 3 HST 442 War & Terrorism 3 HST 448 The French Revolution 3 HST 453 Study Tour of Islamic Spain and Morocco 3 HST 458 Overseas Empires 3 HST 462 US-Asian Relations 3 HST 466 Stalinism 3 HST 467 Modern South Asia 3 HST 472 Jihad 3 HST 487 Asian Survey 3 HST/AAS 321 Modern Africa 3 HST/WMS 359 History of European Women 3 HST 471 Islamic Spain 3 SOC 100 Introduction to Sociology 3 SOC 302 Culture 3 SOC 306 Development and Globalization 3 SPN 352 Hispanic World Today 3 SPN 352 Mexico to Madrid: Hispanic World Today 3 SPN 353 Lit. Culture Spain 3 SPN 354 Literature and Culture of Spanish America 3 SPN 363 Contemporary Spain 3 SPN 375 Gender in Latin America 3 SPN 452 Guerrrilla, Gays and Gangs: Outsiders in Hispanic Film 3 SPN 456 Negotiating Caribbean Identity 3 SPN 457 War & Peace: Contemporary Spanish Culture 3 SPN 458 Multiple Realities, Multiple Truths 3 SPN 459 Mexico Today 3 Total 12 Choose four of the following: Course Credits PLS 304 International Rel. Simulation 3 PLS 305 Politics of European Integration 3 PLS 321 African Politics 3 PLS 333 American Foreign Policy 3 PLS 338 Global Issues 3 PLS 340 European Political Systems 3 PLS 342 Latin American Politics 3 PLS 346 Russian and Eastern Eur. Politics 3 PLS 348 Asian Politics 3 PLS 383 Mid-East in World Politics 3 PLS 410 International Political Economy** 3 PLS 444 National Security** 3 PLS 445 International Law and Org. 3 PLS 447 Russia in Transition 3 PLS 475 Political Geography 3 Total 12
academics
political-science
https://www2.brockport.edu/academics/political-science/internships/
The Political Science and International Studies Department offers internships for course credit through the following: - Public Service Internship Program - New York State Assembly Internship Program - New York State Senate Undergraduate Legislative Session Assistants Program - Washington D.C. Internship Program These programs provide opportunities for students to intern at the local, state and international levels. Internships are strongly encouraged as they allow students to experience a professional work environment, gain insights into careers in their field, and build their professional network. Public Service Internship Program (PLS 492) This program requires students work with the department internship coordinator to identify a suitable internship in a public service organization. Students work with the department internship coordinator and their placement to identify learning outcomes and a schedule for the internship experience. Students generally earn 3 course credits and are expected to complete a minimum of 120 placement hours. Credits are applied as upper division electives. Contact Susan Orr at [email protected]. New York State Assembly Internship Program (PLS 492) This is a comprehensive program that offers an internship placement with a member of the NYS Legislature, a course on the legislative process, and a simulation of the state assembly where students role play their assigned member. The program carries 15 elective credits and is offered every spring semester. Students are paid a stipend and need to reside close to Albany for the duration of the program. Applications are submitted late fall for the following spring – please see the department internship coordinator if you wish to apply. Brockport Students accepted into the NYS Assembly program are considered for a scholarship awarded through the Thomas J. Gosdeck ’73 Legislative Internship Fund. The fund, established by an esteemed alumnus and staunch advocate of public service, aims to assist motivated students complete the program and further their career goals. Recipients will be selected by a department committee each year from among successful applicants. Upon completion of the program recipients are required to submit a reflective composition, which outlines how the applicants understanding and appreciation of the Legislative Process has changed, how their understanding of consensus building has advanced, and how their career plans were impacted due to participation in the program. New York State Senate Undergraduate Legislative Session Assistants Program (PLS 492) This program is intended for juniors, seniors, and exceptional sophomores. Assistants will work full time in a Senator’s office and be given duties related to the New York State legislative process. The concluding activity will be a Model Legislative Session where students experience the process of lawmaking (drafting, negotiating, and debating/voting on original student legislation). The program carries 15 elective credits and is offered from early January to late April. Students are paid a stipend and need to reside close to Albany for the duration of the program. Applications are submitted late fall for the following spring – please see the department internship coordinator if you wish to apply. Brockport Students accepted into the NYS Assembly program are considered for a scholarship awarded through the Thomas J. Gosdeck ’73 Legislative Internship Fund. The fund, established by an esteemed alumnus and staunch advocate of public service, aims to assist motivated students complete the program and further their career goals. Recipients will be selected by a department committee each year from among successful applicants. Upon completion of the program recipients are required to submit a reflective composition, which outlines how the applicants understanding and appreciation of the Legislative Process has changed, how their understanding of consensus building has advanced, and how their career plans were impacted due to participation in the program. SUNY Washington Internship Program This comprehensive program allows students to enjoy the excitement of our nation’s capital, an ideal location to experience direct involvement in politics and all other professional fields. Founded in 1967, more than 4,000 students have participated in this elite internship program – approximately one-third of participants receive a job offer either directly from their internship, or through networking opportunities. The program is offered in Fall, Spring and Summer. Students participate in a weekly seminar in addition to their intern placement and undertake a guided research project (the summer program does not have a research requirement). Students relocate to DC for the program and earn 15 credits in Fall/Spring and 6 credits in the summer.
academics
political-science
https://www2.brockport.edu/academics/political-science/legal-studies/
What You’ll Learn Learn about the legal profession and develop skills to make informed choices about your career in law. Our advisement helps you create an academic plan that will help you reach your goal – admission to law school. - Curriculum Law schools want students with abilities in analytical, logical and critical thinking, and superior writing and oral communication skills. The Legal Studies minor provides exactly that kind of instruction. In addition, we want you to have the flexibility to choose any major that excites you as you prepare for law school. Students do better when they major in fields that interest them, and maintaining a high grade point average is key to getting into the law school of your choice. Our Legal Studies advisor will help you decide the best course of action to prepare for entry into law school. We’ll work with you to uncover opportunities to gain exposure to the legal profession. You’ll also get assistance with the law school application process. Curriculum & Learning Outcomes - Admission Requirements This program is not a degree-granting program. However, the University provides academic advisement that helps students prepare for and gain acceptance to law school. For Legal Studies advice, contact our Legal Studies advisor: Dr. Susan Orr [email protected] (585) 395-2584 - LSAT Preparation Co-curricular activities include things such as taking a LSAT preparatory class (ex: Kaplan) and participating in University of Buffalo’s Mock Trial program as a juror or witness. Students are urged to take the Kaplan LSAT preparation to ensure the highest possible LSAT score and maximizing their chances of being accepted to the law school of their choice. The purpose of other co-curricular activities is to stimulate an intellectual interest in the law. Learn More About Extracurricular Activities - Career Outlook You have the flexibility to choose any major that interests you. The Legal Studies Minor helps students prepare so they have the best chance of being accepted into law school and succeeding in their dream of pursuing legal studies and a career in law. Explore Law Schools US News & World Report Law School Rankings What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now
academics
political-science
https://www2.brockport.edu/academics/political-science/legal-studies/cocurricular/
Co-curricular Activities Co-curricular activities include things such as taking a LSAT preparatory class (such as Kaplan) and participating in University of Buffalo’s Mock Trial program as a juror or witness. Students are urged to take the Kaplan LSAT preparation to ensure the highest possible LSAT score and maximizing their chances of being accepted to the law school of their choice. The purpose of other co-curricular activities is to stimulate an intellectual interest in the law. SUNY Brockport students receive a special reduced fee for the Kaplan course. In addition, the Provost and Dean of Letters and Sciences have each agreed to rebate $100 to students who take the Kaplan class and meet certain minimal requirements. This campus-wide effort to ensure that students are able to afford preparatory classes reflects the University’s commitment that students who wish to go to law school are able to do so.
academics
political-science
https://www2.brockport.edu/academics/political-science/legal-studies/directory/
- Andrea Ciliotta-Rubery, Ph.D - Professor - (585) 395-5093 [email protected] Office: Hartwell Hall 209 B - Erik D French, Ph.D - Assistant Professor - (585) 395-5948 [email protected] Office: Hartwell Hall 209 A - Steven Jurek, Ph.D - Associate Professor and Chair - (585) 395-5677 [email protected] Office: Hartwell Hall 207 C - Jean Kachiga, Ph.D - Associate Professor - (585) 395-5670 [email protected] Office: Hartwell Hall 207 D - Dena B Levy, Ph.D - Associate Professor - (585) 395-5893 [email protected] Office: Hartwell Hall 211 C - Susan Orr, Ph.D - Professor - (585) 395-2584 [email protected] Office: Hartwell Hall 209 C - Robert Y. Shum, Ph.D - Associate Professor - (585) 395-5673 [email protected] Office: Hartwell Hall 207 B Hannah Stokes - Prodig - Visiting Instructor - (585) 395-2584 [email protected] Office: Hartwell Hall 211
academics
political-science
https://www2.brockport.edu/academics/political-science/legal-studies/schools/
New York State Schools Cordozo School of Law - Yeshiva University Syracuse University College of Law Other US Schools Chapman University School of Law The College of William and Mary School of Law Creighton University School of Law The Catholic University of America, Columbus School of Law Duquesne University Law School Hamline University School of Law Mercer University School of Law Mitchell Hamline School of Law Northern Illinois University College of Law Northeastern University School of Law Pepperdine University School of Law Seattle University School of Law The Suffolk University Law School University of Detroit Mercy School of Law University of Kentucky College of Law University of Maine School of Law University of St. Thomas School of Law Wake Forest University School of Law Western New England College School of Law Western State University College of Law Widener University Schools of Law Overseas Schools Europa-Institut of the University of Saarland
academics
political-science
https://www2.brockport.edu/academics/political-science/legal-studies/social/
Law Day Celebration This typically includes visits from SUNY Brockport alumni who are now practicing attorneys and others who are currently in law school. Guest Panels We have had special guest panels with Deans of Admissions from various law schools and representatives from the many area law offices where students from SUNY Brockport have interned. Court TV in the Dorms Professors and students get together to view an episode of Court TV and discuss the proceedings. Pre-Law Club Our Pre-Law Club is an active student-run organization that holds its own events and activities that are open to the campus.
academics
political-science
https://www2.brockport.edu/academics/political-science/pi-sigma/
Pi Sigma Alpha, the National Political Science Honor Society, is the only honor society for college students of political science and government in the United States. Pi Sigma Alpha is a member of the Association of College Honor Societies (ACHS) and is designated as a “Specialized, Upper-Division” society by ACHS. There are now over 740 chapters of Pi Sigma Alpha located on college and university campuses in every state of the United States and one in Canada. The National Office of Pi Sigma Alpha is located at:1527 New Hampshire Avenue, NW Washington, DC 20036 Phone: (202) 483-2512 Fax: (202)483-2657 Email: [email protected]
academics
political-science
https://www2.brockport.edu/academics/political-science/political-major-minor/
What You’ll Learn Examine the power relations within and among states. Gain an understanding of political parties, interest groups, international relationships, public law, freedom, justice, and power. Our political science major can include an internship in Washington, D.C., or other opportunities within local or state government. - Curriculum Our major focuses on four main areas: - American politics - Comparative politics - International relations - Political theory - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Washington Semester Program Become a Washington insider through our semester program. Students get insight into the workings of political entities as well as perspective on other cultures and societies. Explore the Washington Semester - Career Outlook Many of our graduates go on to work in the public sector in the political field, government, or advocacy. They may choose to pursue careers as: - Lobbyists - Law enforcement officers - Intelligence agents - Teachers - Researchers - Journalists What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now “Political science influences my dance-making on a daily basis. I am interested in demonstrating social, political, and environmental themes through my choreographic work. In the dance work that I created for my Honors College thesis, titled All For One and None for All, I wanted to bring awareness to the idea that corporations can be the puppet masters of the candidates they sponsor.” Caitlin Mahon ’14
academics
political-science
https://www2.brockport.edu/academics/political-science/political-science-major-minor/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Bachelor of Arts/Science in Political Science First Year Fall Semester Course Credits PLS 111 Intro to International Relations or PLS 113 American Politics 3 PLS 112 Intro to Comparative Politics or PLS 203 Political Thought 3 General Ed: Natural Sciences 3 General Ed: Humanities 3 General Ed: Fine Arts 3 GEP 100 Academic Planning Seminar 1 Total 16 Spring Semester Course Credits PLS 113 American Politics or PLS 111 Intro to International Relations 3 PLS 203 Political Thought or PLS 112 Intro to Comparative Politics 3 SOC 200: Introduction to Statistics 3 General Ed: Basic Communication 3 General Ed: Humanities 3 Total 15 Second Year Fall Semester Course Credits PLS Upper Elective: Comparative 3 PLS Upper Elective: American 3 General Ed: Mathematics 3 General Ed: Foreign Language 3 General Ed: Fine Arts 3 Total 15 Spring Semester Course Credits PLS Upper Elective: International Relations 3 PLS Upper Elective: Political Theory 3 General Ed: Natural Sciences 3 General Ed: Perspectives on Gender 3 General Ed: Contemporary Issues 3 Total 15 Third Year Fall Semester Course Credits PLS Upper Elective: any subfield 3 PLS Upper Elective: any subfield 3 PLS 303: Research Methods 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Spring Semester Course Credits Choose one of the following: Washington D.C. Semester Internship EuroSim State or Local Internship or Pre-Law Internship Study Abroad or Choose Free Electives: Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Fourth Year Fall Semester Course Credits PLS Capstone or Capstone Experience 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Spring Course Credits Choose one of the following: Study Abroad Washington D.C. Semester Internship Local Internship EuroSim or Choose Free Electives: Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Free Elective towards degree total 3 Total 15 Major Specific Elective Courses Course Subfield Credits PLS 306 - The Theatre of Politics (cross-listed with THE 306) American Politics 3 PLS 309 Campaigns and Elections American Politics 3 PLS 311 Parties and Interest Groups American Politics 3 PLS 312 Introduction to Public Administration American Politics 3 PLS 313* Gender Politics American Politics 3 PLS 314 Issues in American Politics and Government American Politics 3 PLS 315 Perspectives on Citizenship American Politics 3 PLS 316 Congressional Politics American Politics 3 PLS 317 American Presidency American Politics 3 PLS 318 State and Local Government American Politics 3 PLS 320 Introduction to Law and Legal Process American Politics 3 PLS 324 Constitutional Law I American Politics 3 PLS 328 Politics of Energy Policy American Politics 3 PLS 335 Politics of Work and Labor American Politics 3 PLS 361 Public Opinion American Politics 3 PLS 385 Mock Trial American Politics 3 PLS 395 Perspectives on American Democracy American Politics 3 PLS 401 Legal Government Internship American Politics 3 PLS 402 Legal Internship American Politics 3 PLS 425 Law and Social Problems American Politics 3 PLS 435 Legal Rights of the Disadvantaged American Politics 3 PLS 490 Moot Court Seminar American Politics 3 PLS 305 The Politics of European Integration Comparative Politics 3 PLS 321 African Politics Comparative Politics 3 PLS 328 Politics of Energy Policy Comparative Politics 3 PLS 340 European Political Systems Comparative Politics 3 PLS 342 Latin American Politics Comparative Politics 3 PLS 346 Russian and Eastern European Politics Comparative Politics 3 PLS 347 The Global South Comparative Politics 3 PLS 348 Asian Politics Comparative Politics 3 PLS 383 Mid-East in World Politics Comparative Politics 3 PLS 447 Russia in Transition Comparative Politics 3 PLS 475* Political Geography Comparative Politics 3 PLS 304 International Relations Simulation International Relations 3 PLS 333 American Foreign Policy International Relations 3 PLS 338 Global Issues International Relations 3 PLS 409 Crisis Diplomacy International Relations 3 PLS 410 International Political Economy International Relations 3 PLS 444 National Security International Relations 3 PLS 445 International Law and Organization International Relations 3 PLS 475* Political Geography International Relations 3 PLS 313* Gender Politics Political Theory 3 PLS 336 Politics and Food: “The Political Feast” Political Theory 3 PLS 353 American Political Thought Political Theory 3 PLS 354 Politics and Literature Political Theory 3 PLS 357 Origins of Current Issues Political Theory 3 PLS 362 Women in Western Political Thought Political Theory 3 An internship experience in the Public Service Internship Program OR An internship experience in the Washington Program 3-15 credits Total 36
academics
political-science
https://www2.brockport.edu/academics/political-science/student-alumni-spotlights/
Skip to main content Skip to page navigation search open main navigation Information For: Information For Future Students International Students Current Students Faculty & Staff Parents Alumni Info For: Future Students International Students Current Students Faculty & Staff Parents Alumni Apply Request Info Give Quicklinks: Quicklinks Webmail Web Banner (Brockportal) Brightspace Directory Course Schedule Accommodate Student Bill Pay EagleSUCCESS myBROCKPORT University Policies Brockport Today Events Calendar Academic Calendar Library IT Service Desk NetID Lookup & Password Change Emergency Info Issue Reporting Center About Scholarships & Aid Academics Admissions Student Life Athletics Quicklinks search Home Academics Political Science & International Studies Student & Alumni Spotlights Student & Alumni Spotlights Login
academics
pre-med
https://www2.brockport.edu/academics/pre-med/
Connect with an Advisor Filling out our MachForm will help us understand your academic and career interests and need for pre-professional health advisement. - Pre-Professional Health Program Get the advisement and information that you need for successful application to health professions programs like medical, dental, veterinary medicine, pharmacy, podiatry, and optometry school. - Pre-Professional Health Minor Our minor will help you develop an understanding of the psychological, social, and cultural factors that shape human behavior, health, and disease, preparing you to be a more effective medical practitioner. - Doctor of Physical Therapy (3+3) Program Earn your undergraduate degree and a doctorate in physical therapy in only six years. SUNY Brockport and SUNY Upstate Medical University have combined to create a program that allows students an efficient means to earning their degree. - Biology BS/PharmD Combined Degree Program Our program offers pre-pharmacy coursework within a Biology degree program that prepares students for the PharmCAS entrance exam and application to the University at Buffalo’s School of Pharmacy and Pharmaceutical Sciences in just three years.
academics
pre-med
https://www2.brockport.edu/academics/pre-med/alumni/
2021 Alumni Commitments - Casey Bower ~ D.O. Program at Kentucky College of Osteopathic Medicine - Bethany Wilson ~ D.O. Program at Touro College of Osteopathic Medicine - Patrick Spiddle ~ D.O. Program at Nova Southeastern University College of Osteopathic Medicine - Lily Southivongnorath ~ D.O. Program at Lake Erie College of Osteopathic Medicine - Bernard Okai ~ M.D. Program at University at Buffalo School of Medicine - Marissa Eibert ~ M.D. Program at St. George’s Medical School in Grenada - Olanrewaju Akande ~ M.D. Program at the University of Rochester School of Medicine and Dentistry - Arielle Melendez ~ D.D.S. Program at Stony Brook University School of Dental Medicine - Jenna Baer ~ PA Program at Salus University in Philadelphia, PA - Antonio Bottos ~ U Buffalo Post-Bacc Program with a committed seat in M.D. Program at the University of Rochester School of Medicine & Dentistry - Tyler Laird ~ M.D. Program at the University at Buffalo 2020 Alumni Commitments - Tyler Johnston ~ M.D. Program at University of Rochester School of Medicine - Jamie Gould ~ D.V.M. Program at Long Island University - Taylor Thompson ~ P.A. Program at D’Youville College - Anthony Monaco ~ D.O. Program at Alabama College of Osteopathic Medicine - Meghan Denny ~ D.V.M. Program at Ross University School of Veterinary Medicine - Ashlee Wills ~ Pharm.D. Program at St John Fisher College Online Program Pathway Please email [email protected] to update us on your destinations.
academics
pre-med
https://www2.brockport.edu/academics/pre-med/directory/
- Joshua Blose, Ph.D - Associate Professor (Chemistry & Biochemistry) - (585) 395-5875 [email protected] Office: Smith Hall 229 - Laurie B Cook, Ph.D (She/Her/Hers) - Professor (Biology) - (585) 395-5757 [email protected] Office: Lennon Hall 227 - Amanda R. Lipko-Speed, Ph.D - Associate Professor and Chair (Psychology) - (585) 395-5082 [email protected] Office: Holmes Hall 135 - Eric Monier, Ph.D (He/Him/His) - Professor and Chair (Physics) - (585) 395-5589 [email protected] Office: Smith Hall 120 - Michel Pelletier, Ph.D (He/Him/His) - Associate Professor and Chair (Biology) - (585) 395-5765 [email protected] Office: Lennon Hall B19 - Sarah Saputo, Ph.D - Assistant Professor (Chemistry & Biochemistry) - (585) 395-2210 [email protected] Office: Smith Hall 221
academics
pre-med
https://www2.brockport.edu/academics/pre-med/health-minor/
What You’ll Learn In our interdisciplinary minor, you will study psychological and social foundations of behavior. And, you will gain an understanding of the ethics that are crucial to health professionals. Being an effective health professional requires more than the knowledge of science. In our interdisciplinary minor, you will build foundational knowledge in psychology, sociology, and ethics. You will also gain an understanding of the psychological, social, and cultural factors that shape human behavior, health, and disease. All of these things will help prepare you to be a more effective medical practitioner. - Curriculum The minor contains core courses in sociology, psychology, and ethics. Elective may also be taken in these disciplines as well as health science, anthropology and history.Curriculum & Learning Outcomes - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Minor Requirements The minor requires 18 credits. No more than 9 credits can be in any one discipline. You will select electives bases on your interests, in consultation with your advisor. - Career Outlook Students who intend to apply to explore health-related professions should consider the minor. Others who are interested in working in private business or government in the health sector would also benefit from the minor. What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now “I have felt as prepared - or in some cases better prepared than - my colleagues. There are students from Cornell, Harvard, NYU, Michigan and every other well-known university in my classes, and I couldn’t be happier with my experience at Brockport.” Vince Badali
academics
pre-med
https://www2.brockport.edu/academics/pre-med/links/
Useful Links Summer Programs: AAMC-related Summer Enrichment and Pipeline Search Engine Summer Research Experience at Roswell Park Pre-Vet and Paid Summer Research Experiences Great Reading for Aspiring Health Professionals Why read? I don’t have time for it…I have to prepare for the MCAT! Don’t make this mistake! Reading keeps you abreast of health-related issues and situations that supplement your coursework, shadowing and work experiences. You may be asked to talk about the latest book you read in an admissions interview. Reading can open up your eyes to ethical dilemmas and cultural inequities that you might not have thought about. Regular reading will make you a better healthcare professional! Interesting Books The Annual AAMC Book Recommendation List for Any Student Pursuing Medicine - When Death Becomes Life: Notes from a Transplant Surgeon — Joshua D. Mezrich, MD - As a transplant surgeon, Joshua Mezrich examines the medical marvel of modern-day medicine in moving organs from one body to another to improve life from loss. He explores the history of transplant surgery and connects it the stories of his own transplant patients. - In Shock: My Journey from Death to Recovery and the Redemptive Power of Hope — Rana Awdish, MD, FCCP - In her memoir In Shock, Rana Awdish’s recounts her harrowing sudden critical illness and near-death experience. As she fought for her own life, Awdish was exposed to the shortcomings of her own profession and the disconnected and often misguided approach to patient care. - Heart: A History — Sandeep Jauhar, MD - A practicing cardiologist and bestselling author, Sandeep Jauher weaves the history of cardiology and his own personal medical experiences to reveal the story of the physicians who risked their careers and the patients who risked their lives to understand the heart and advance the field of cardiology. - The Butchering Art: Joseph Lister’s Quest to Transform the Grisly World of Victorian Medicine —Lindsey Fitzharris, PhD - Historian Lindsey Fitzharris reveals the shocking world of nineteenth century surgery recounting the life and work of Joseph Lister and the development of antiseptic surgery. - The Radium Girls: The Dark Story of America’s Shining Women — Kate Moore - In this incredible true story, Kate Moore tells the story of the women working in radium dial factories in the early 20th century, the health effects that followed, and their fight to get recognized and compensated by the companies that employed them. Their case led to the development of Occupational Safety and Health Administration (OSHA). - What Patients Say, What Doctors Hear — Danielle Ofri, MD-PhD - Danielle Ofri explores the world of doctor-patient communication and how implementing better communication practices can improve overall health. - The Emperor of All Maladies: A Biography of Cancer — Siddhartha Mukherjee, MD-PhD - Siddhartha Mukherjee is a cancer physician and researcher. His Pulitzer Prize winning book leads readers through the history of cancer from its first documented appearances through the present day for a glimpse into the future of cancer treatments. - Brain on Fire: My Month of Madness — Susannah Cahalan - In her award-winning memoir, Susannah Cahalan tells her incredible story of her experience with a mental health diagnosis, her family’s inspiring faith in her, and the lifesaving diagnosis that nearly didn’t happen. - Destiny of the Republic: A Tale of Madness, Medicine and the Murder of a President — Candice Millard - After four months into his presidency, President James Garfield was shot in the back in an assassination attempt. It looked like he might recover, until his doctors got involved. Candice Millard recounts the rise of Garfield to the American presidency and how malpractice likely killed him. - RX — Rachel Lindsay - A graphic memoir about the treatment of mental illness, treating mental illness as a commodity, and the often unavoidable choice between sanity and happiness.
academics
pre-med
https://www2.brockport.edu/academics/pre-med/path-to-graduation/
Advisement Guides & Timelines Start here if you are in the planning process for your path to Professional Schools. Set up an appointment with one of our Specialty Advisors to discuss your timeline and how your prerequisite requirements for your intended program fit in with your Major and Minor requirements at SUNY Brockport. SUNY Brockport’s Pre-Professional Advisors - Laurie Cook, PhD (Biology) - Michel Pelletier, PHD (Biology) - Amanda Lipko-Speed, PhD (Psychology) - Eric Monier, PhD (Physics) - Joshua Blose, PhD (Chemistry & Biochemistry) - Sarah Saputo, PhD (Chemistry & Biochemistry) The Armed Services Path to Health Professions Schools Questions about the Health Professions Scholarship? These contacts are ready and willing to help connect you! - Army Med Recruiter: 716-836-6452 - [email protected] - [email protected] Not Sure What Your Path Will Be? Need to chat with an Advisor? Zaula Kennedy is a Health Professions Specialty Advisor in the Academic Success Center. She can help connect you with a variety of majors/pathways that might fit your needs. Contact her directly at [email protected] or visit the Academic Success Center and make an appointment!
academics
pre-med
https://www2.brockport.edu/academics/pre-med/pre-dental-guide/
“Dentists diagnose and treat problems with patients’ teeth, gums, and related parts of the mouth.” Bureau of Labor Statistics Dentistry is a four-year professional program, which is followed by a 1-year residency for licensure in New York. The dental degree may be either DMD or DDS, depending on the program. Students attend dental school after they have completed an undergraduate degree or (rarely, a minimum of 90 semester hours toward a degree). Occasionally, those who enter after three years complete an undergraduate degree by applying their first year of dental schoolwork as 30 hours of elective credit toward an undergraduate degree. Example Four-Year Academic Plan With Gap Year Most popular path for Brockport students a Pre-Dent is a program, not a major. A student should choose to major in a field he/she is passionate about and in which he/she will excel. The health professions requirements are also the foundation courses for a major in Biology, Biochemistry, or Chemistry. b Many dental schools no longer require/recommend calculus (especially Calculus II), but many science majors do, and by including these courses you keep open the option of eligibility for admission at all dental schools. Taking these courses also demonstrates strong quantitative ability and the willingness to take the most rigorous courses. Statistics is also recommended by many schools. For example, Stony Brook University requires calculus I and either calculus II or statistics. c Dental schools may not require advanced biology courses, but in the past, Brockport students who have completed the equivalent of BIO 315 and BIO 302 have done much better on the biological sciences section of the DAT than students who have completed only BIO 201 and BIO 202. Biochemistry (CHM 467) is also required or recommended at some schools, but BIO 310 may be sufficient. Students with room in their schedules may also want to consider taking Anatomy and Physiology courses and Microbiology, to ease the first year of dental school. d While dentistry is a discipline based in the biological sciences, the practice of dentistry is a “people” profession based on communication skills and an understanding of human behavior. Prospective dental students are encouraged to take courses in psychology, sociology, public speaking, and the humanities to better interact with patients. These courses may also satisfy the General Education Program. You may also consider the Pre-Professional Health Minor. e Physics I and II are required prior to matriculation at dental school, but (depending on your major requirements) may be scheduled after taking the DAT. Most dental schools do not require calculus-based physics (PHS 235/240), and algebra-based physics (PHS 205/210) may meet requirements. However, taking calculus I and II and calculus-based physics demonstrates strong quantitative ability and the willingness to take the most rigorous courses. Also, some majors (chemistry, biochemistry, and physics) do require calculus-based physics. f Most dental schools require 6 credits of writing courses; another writing intensive course may satisfy this requirement, but courses with codes other than ENG may be questioned. Notes: Some dental schools may have slightly different prerequisites—see web sites of individual dental schools for more information. Dental School admissions committees may not recognize AP, CLEP, community college credits or study abroad credits as fulfilling these admissions requirements in science and mathematics; and generally, schools do not accept online courses in the sciences. Academic Credentials Required for Admission Admission to dental school is extremely competitive, and admissions committees are able to choose from among many talented students. The median cumulative GPA and DAT scores for the 2022 entering classes at two popular SUNY dental schools are shown in the table below: How Competitive is it? Nationwide, in 2022 there were 11,180 applicants to dental schools. Most admitted students had applied twice before being accepted. About 56% of applicants are now enrolled in a dental school program. An overall GPA of 3.49 and science GPA of 3.38 (on a 4.0 scale) is the average GPA of applicants, with successful enrollees averaging significantly higher at 3.61 overall and 3.54 in the sciences. 69% of enrolled dental school applicants had above a 3.50 overall GPA. Only 3.3% of enrolled dental school applicants had GPAs below a 3.00. The Dental Admission Test (DAT) is required for admission to dental school. It is a standardized, computer-based exam that consists of four sections: a Survey of Natural Sciences (biology, general chemistry, and organic chemistry), Reading Comprehension, Quantitative Reasoning, and Perceptual Ability. Two summary scores are reported, one on academic subjects and one for perceptual ability, as well as scores on individual sections. The current (2022) national average for all test takers is approximately 18.8, with the DAT scores of admitted students being significantly higher at 20.4. It is typically taken after the required natural science courses have been completed. Preparation for the DAT consists of self-study and taking DAT practice tests or participating in a formal DAT test preparation course. Students register online at www.ada.org/dat. Non-Academic Guidelines for Admission Admission to dental school requires more than high grades! Excellent personal characteristics, strong interpersonal skills, cultural competency, demonstrated manual dexterity, evidence of leadership potential, and the desire to serve others are all important. Each student is unique and prepares to apply in his/her own way, but here are some possibilities. - Acquire a minimum of 100 hours of experience in the field of clinical dentistry, by volunteering, working, or shadowing in a dentistry practice or in a clinic situation either in a hospital or dental school. The nature of this experience should consist of gaining knowledge of the day-to-day aspects of patient care. Exploration of the field helps students make a more informed decision regarding their suitability for a career in dentistry; and admissions committees feel that experience in clinical dentistry gives applicants a more realistic impression of the day-to-day responsibilities involved in the practice of dentistry. - Participate in organizations that serve others, within or outside healthcare. - Participate in leadership opportunities, such as serving as a peer mentor; becoming a leader in a Brockport student club; or through participation in Brockport’s Leadership Development Program. - Consider exploring research opportunities with science faculty members. Credit for research can be arranged for BIO 424, 493 or CHM 399, for example. Research experience as an undergraduate is a plus but do it only if you are interested. Having this experience is not a deal maker—although many successful applicants have participated in a research project. Diversity in Dentistry Dental schools seek to recruit a diverse class of students, including students from groups underrepresented in dentistry, including students from groups underrepresented in dentistry, students who have been disadvantaged by socioeconomic factors, students with disabilities, and first-generation students. The ADEA is particularly encouraging African American, Latino/a, and Native American students, as these groups make up 25 percent of the population, but only 12 percent of dental school graduates. Students may find information and support at American Dental Education Association. There are summer programs (such as SHPEP) to help college students who would bring diversity to dentistry prepare for application. Individual dental schools also sponsor summer enrichment programs. Students may also contact their pre-dental advisors, and individual dental schools, for more information. The Application Process Applications for dental school are submitted through the centralized, online Associated American Dental Schools Application Service (AADSAS) Applications should be submitted in the early summer preceding the year for which a student is seeking admission. Since many dental schools have rolling admissions, it is in a student’s best interest to apply early (after June 1st and before July 15th). Submitting your application close to the deadline for regular admission means you are competing for far fewer spots. Students applying to dental school should consult the ADEA Official Guide to dental Schools for school-specific application information. Early Admission Some Dental schools may offer early admission decisions which allow students to be accepted early in their undergraduate years. Students accepted for early admission are guaranteed admission to the program if they maintain appropriate GPA overall and in science and achieve higher than a particular score on the DAT exam. For example, the University at Buffalo Dental School offers this option. These programs are very competitive, accepting few students. Letters of Evaluation and the Committee Letter/Interview Applicants typically obtain letters of evaluation from science faculty members, faculty members from the applicant’s major department, research supervisors, dentists, volunteer coordinators, etc. Additional letters may help to present a broader perspective of you as a student or person (for example, from faculty of other academic departments, coaches, activities outside the college setting. Information about the non-academic character of a student can be especially useful, as academic information is already in the application. Information sought from evaluators is described in the “AAMC Guide for Writing Letters of Recommendation”, found under “content” in the Blackboard group for Pre-Professional Health students. (Even though the Guide was developed for medical school applicants, it is applicable to students applying to dental school as well.) Feel free to provide it to your letter-writers. Many schools require or strongly recommend a “committee letter” in addition to these individual letters. At Brockport, obtaining a committee letter requires an interview with members of the PPH Advisory Committee, following a process described in the Blackboard group for PPH students. The committee letter of evaluation is based in part on an interview with you. The interview is used both to evaluate you as a candidate for dental school and to coach you on your interview performance. In order to get a committee letter, the committee requires that all letters be sent directly to the committee chair (and that the letters include at least two from science faculty and one additional letter, preferably from an experience in a healthcare environment). All letters should be accompanied by the Letter of Evaluation Form that can be downloaded from the Blackboard group for Pre-Professional Health students, then completed and given to your evaluator. Letters of evaluation for students seeking a committee letter should be sent with the form by mail (US Postal Service or Campus mail) or email to the address/email at the bottom of the form. Dental School Interviews Dental schools usually require personal, on-campus interviews. Schools contact selected candidates to arrange the interviews. Interviews vary by school; applicants should check with the schools to which they have applied for the interview timeline. The interview is an important part of the selection process, and candidates should prepare well for it. Some schools are using newer formats, such as mini multi interviews (MMI) for their interviews. Students should check with their Pre-Health advisor for information about this format. Practice interviews are available through the Career Services in Rakov Center, should a student desire additional practice. Criminal Background Checks The AADSAS application asks applicants whether they have been convicted of a felony or misdemeanor, as well as whether they have been subject to disciplinary action while attending college. The applicant has the opportunity to describe what was learned through the experience. This information is communicated to the dental schools. Students should make careful decisions throughout their undergraduate years, since incidents of drug and/or alcohol use or possession, academic dishonesty, and others, can have negative consequences for a dental school application. Most dental schools conduct a Criminal Background Check on all admitted students, and some require forms from Student Affairs regarding college-level disciplinary actions. Students found to have been dishonest on their applications are not admitted or are dismissed. The lesson from this is that you must disclose everything in your application: the consequence of not disclosing is greater that the consequence of disclosing! Your postings on social media websites (e.g. Facebook) may also be checked. Websites - Explorehealthcareers, a website that provides reliable information about many possible careers within the area of health. - American Dental Education Association - Associated American Dental School Application Service - American Dental Association - Pre-Professional Health - Pre-Professional Health group on Blackboard for current students. Contact Preprofessional Health at [email protected] to be added to the group. Include your goal of veterinary medicine in your email, so that you are placed in the correct subgroup. Contact Program Director: Dr. Laurie Cook [email protected] 585-395-5757 PPH Advisors: - Dr. Monier, Physics ([email protected]) - Dr. Saputo, Chemistry & Biochemistry ([email protected]) - Dr. Blose, Chemistry & Biochemistry ([email protected]) - Dr. Lipko-Speed, Psychology ([email protected]) - Dr. Pelletier, Biology ([email protected])
academics
pre-med
https://www2.brockport.edu/academics/pre-med/pre-med-guide/
“Physicians and surgeons diagnose and treat injuries or illnesses. Physicians examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They often counsel patients on diet, hygiene, and preventive healthcare. Surgeons operate on patients to treat injuries, such as broken bones; diseases, such as cancerous tumors; and deformities, such as cleft palates. There are two types of physicians, with corresponding degrees: M.D. (Medical Doctor) and D.O. (Doctor of Osteopathic Medicine). Both use the same methods of treatment, including drugs and surgery, but D.O.s place additional emphasis on the body’s musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they can be found in all specialties.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2018-19 Edition, Physicians and Surgeons, on the Internet (visited October 19, 2020).) Students typically attend medical school after completing a bachelor’s degree, as it is an admission requirement at nearly all medical schools. Both MD and DO programs require four years of classwork and clinical clerkships. Following medical school, both MD and DO physicians complete three or more years in residency (specialized clinical training). Example Four-Year Academic Plan With Gap Year Most popular path for Brockport students Example Four-Year Academic Plan; No Gap Year Accelerated Application Path b Many medical schools no longer require/recommend calculus (especially Calculus II), but many science majors do, and by including these courses you may keep open the option of eligibility for admission at all medical schools. Taking these courses also demonstrates strong quantitative ability and the willingness to take the most rigorous courses. Statistics is now required/recommended by most schools, and it is tested on the MCAT. Some majors require a specific statistics course, so check with your academic advisor. c Medical schools may not require advanced biology courses, but in the past, Brockport students who have completed the equivalent of BIO 315 and BIO 302 have done much better on the biological sciences section of the MCAT than students who have completed only BIO 201 and BIO 202. Students with room in their schedules may also want to consider taking Anatomy and Physiology courses and Microbiology, to ease the first year of medical school. d While psychology and sociology courses are not required for all medical schools, topics from psychology and sociology are 60% and 30%, respectively, of the content of one section of the MCAT. To be well-prepared, students should seriously consider taking these courses. Consult with your pre-medical advisor for more information. You may also consider the Pre-Professional Health Minor. e Most medical schools do not require calculus-based physics (PHS 235/240), and algebra-based physics (PHS 205/210) meets requirements for nearly all schools. However, taking calculus-based physics (which require Calculus I and II) demonstrates strong quantitative ability and the willingness to take the most rigorous courses. Also, some majors (chemistry, biochemistry, and physics) do require calculus-based physics. f Most medical schools require 6 credits of writing courses; another writing intensive course may satisfy this requirement, but courses with codes other than ENG may be questioned. g BIO 310 is required for the biology major and would probably meet the requirement of most medical schools of a course in biochemistry. However, CHM 467 and 468, a 2-semester biochemistry sequence, better prepare students for the breadth and depth of the biochemistry questions on the MCAT, as well as the biochemistry course during the first year of medical school. Notes: Some medical schools may have slightly different prerequisites—see “Medical Schools Admissions Requirements” and web sites of individual medical schools for more information. Medical School admissions committees may not recognize AP, CLEP, community college credits or study abroad credits as fulfilling these science and mathematics admissions requirements; and generally, schools do not accept online courses in the sciences. Pre-Med is a program, not a major. A student should choose to major in a field he/she is passionate about and in which they will excel. The health professions requirements are also the foundation courses for a major in Biology, Biochemistry, or Chemistry. Academic Guidelines: GPA and MCAT Competition for places in medical school is keen, and admissions committees are able to choose from among many talented students. The median cumulative GPA and MCAT scores for the entering classes at the four SUNY Medical Schools are shown in the table below. How Competitive is it? *NY signifies New York state residents The Medical College Admission Test (MCAT) is required for admission to both allopathic (MD) and osteopathic (DO) medicine programs. It is a standardized, computer-based exam that tests critical thinking skills, as well as knowledge of the behavioral and natural sciences. It is typically taken after the pre-medical courses, both natural and social science, have been completed. Preparation for the MCAT consists of self-study and taking MCAT practice tests, or participating in a formal MCAT test preparation course. The MCAT has the following four sections: Biological and Biochemical Foundations; Chemical and Physical Foundations of Biological Systems; Psychological, Social and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills. Students whose academic records fall significantly below the GPA and MCAT averages are less likely to be accepted to medical school. Enrollment in record-enhancer post-bacc or master’s degree programs may be one option for these students to become more competitive applicants. These students may also want to consider one of the many, varied allied health professions. - Gain an understanding of the medical field and the role that physicians play in it through volunteer or paid work in a healthcare setting (involving patient contact), and through shadowing physicians. Exploration of the field helps students make a more informed decision regarding their suitability for a career in medicine, while admissions committees feel that experience in medical settings gives applicants a more realistic impression of the day-to-day responsibilities involved in the practice of medicine. - Participate in organizations that serve others, within or outside healthcare. - Participate in leadership opportunities, such as serving as a peer mentor; becoming a leader in a Brockport student club; or through participation in Brockport’s Leadership Development Program. - Consider exploring research opportunities with science faculty members. Credit for research can be arranged for BIO 424, 493 or CHM 399, for example. Research experience as an undergraduate is a plus but do it only if you are interested. Having this experience is not a deal maker—although many successful applicants have participated in a research project. Non-Academic Guidelines for Admission Although academic accomplishment is important, vet schools place a high priority on other aspects of your experiences, as documented in your application. (For example, for the Cornell University College of Veterinary Medicine, 50% of the evaluation is based on GPA, but the remaining 50% is on non-academic factors.In particular, most veterinary medical colleges place heavy consideration on a candidate’s veterinary and animal experience. Formal experience, such as work with veterinarians or scientists in clinics, agribusiness, research or some area of health science, is important, as is less formal experience such as working with animals on a farm, ranch, stable or animal shelter. For some schools, the average number of hours of experience in both veterinary settings and animal settings was well over 1000 hours. Students must demonstrate ambition and an eagerness to work with animals. The admissions committee is often looking for a student to have experience in multiple settings (both small animal and large animal, for example). Additional important non-academic factors include good character, excellent interpersonal skills, a deep commitment to animal health care, evidence of leadership potential, and service to others. Here are some possibilities. - Participate in organizations that serve others. - Participate in leadership opportunities, such as serving as a peer mentor; becoming a leader in a Brockport student club; or through participation in Brockport’s Leadership Development Program. - Consider exploring research opportunities with science faculty members. Credit for research can be arranged for BIO 424 or CHM 399, for example. Research experience as an undergraduate is a plus but do it only if you are interested. Having this experience is not a deal maker—although many successful applicants have participated in a research project. Diversity in Medicine Medical schools seek to recruit a diverse class of students, including students from groups underrepresented in medicine, students who have been disadvantaged by socioeconomic factors, students with disabilities, and first-generation students. For example, the AAMC is encouraging African American, Latino/a, and Native American students to apply, as these groups make up 25 percent of the population, but only 12 percent of medical school graduates. Students may find information and support at Aspiring Doctors. There are summer programs (such as SHPEP) to help college students who would bring diversity to medicine prepare for application. Individual medical schools also sponsor summer enrichment programs. Students should contact their pre-medical advisors, and individual medical schools, for more information. The Application Process Applications for allopathic medical schools are submitted through the centralized, online American Medical School Application Service (AMCAS). Applications for osteopathic medical schools are submitted through the American Association of Colleges of Osteopathic Medicine Application Service (AACOMAS). Applications should be submitted in the early summer preceding the year for which a student is seeking admission. Since many medical schools have rolling admissions, it is in a student’s best interest to apply as soon as possible after the cycle opens around June 1st. Submitting your application close to the deadline for regular admission means you are competing for far fewer spots. Students applying to allopathic medical schools should consult Medical School Admissions Requirements for school-specific application information. Letters of Evaluation and the Committee Letter/Interview Applicants typically obtain letters of evaluation from science faculty members, faculty members from the applicant’s major department, research supervisors, volunteer coordinators, etc. Additional letters may help to present a broader perspective of you as a student or person (for example, from faculty of other academic departments, coaches, activities outside the college setting). Some osteopathic medical schools require a letter from a DO. Information about the non-academic character of a student can be especially useful, as academic information is already in the application. Information sought from evaluators is described in the “AAMC Guide for Writing Letters of Recommendation”, found under “content” in the Blackboard group for Pre-Professional Health students. Feel free to provide it to your letter-writers. Many schools require or strongly recommend a “committee letter” in addition to these individual letters. At Brockport, obtaining a committee letter requires an interview with members of the Pre-Professional Health Advisory Committee, following a process described in the Blackboard group for Pre-Professional Health students. The committee letter of evaluation is based in part on an interview with you. The interview is used both to evaluate you as a candidate for medical school and to coach you on your interview performance. In order to get a committee letter, the committee requires that all letters be sent directly to the committee chair (and that the letters include at least two from science faculty and one additional letter, preferably from an experience in a healthcare environment). All letters should be accompanied by the Letter of Evaluation Form that can be downloaded from the Blackboard group for Pre-Professional Health students, then completed and given to your evaluator. Letters of evaluation for students seeking a committee letter should be sent with the form by mail (US Postal Service or Campus mail) or email to the address/email at the bottom of the form. Medical School Interviews Medical schools usually require personal, on-campus interviews, but many have transitioned to virtual interviews since the pandemic. Schools contact selected candidates to arrange the interviews. Interviews vary by school; applicants should check with the schools to which they have applied for the interview timeline. The interview is an important part of the selection process, and candidates should prepare well for it. Some schools are using newer formats, such as mini multi interviews (MMI) for their interviews. Students should check with their Pre-Health advisor for information about this format. Practice interviews are available through the Career Services in Rakov Center, should a student desire additional practice. Criminal Background Checks The AMCAS and AACOMAS applications ask applicants whether they have been convicted of a felony or mis-demeanor, as well as whether they have been subject to disciplinary action while attending college. The applicant has the opportunity to describe what was learned through the experience. This information is communicated to the medical schools. Students should make careful decisions throughout their undergraduate years, since incidents of drug and/or alcohol use or possession, academic dishonesty, and others, can have negative consequences for a medical school application. Most medical schools conduct a Criminal Background Check on all admitted students, and some require forms from Student Affairs regarding college-level disciplinary actions. Students found to have been dishonest on their applications are not admitted or are dismissed. The lesson from this is that you must disclose everything in your application: the consequence of not disclosing is greater that the consequence of disclosing! Your postings on social media websites (e.g. Facebook) may also be checked. Websites - Association of American Medical Colleges - American Association of Colleges of Osteopathic Medicine - Pre-Professional Health - Contact Program Director: Dr. Laurie Cook [email protected] (585) 395-5757 PPH Advisors: - Dr. Monier, Physics ([email protected]) - Dr. Saputo, Chemistry & Biochemistry ([email protected]) - Dr. Blose, Chemistry & Biochemistry ([email protected]) - Dr. Lipko-Speed, Psychology ([email protected]) - Dr. Pelletier, Biology ([email protected])
academics
pre-med
https://www2.brockport.edu/academics/pre-med/pre-pharmacy-guide/
“Pharmacists dispense prescription medications to patients and offer expertise in the safe use of prescriptions. They also may conduct health and wellness screenings, provide immunizations, oversee the medications given to patients, and provide advice on healthy lifestyles…. Pharmacists work in pharmacies, including those in grocery and drug stores. They also work in hospitals and other healthcare facilities.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Pharmacists,(visited June 16, 2021) Pharmacists graduate with a Doctor of Pharmacy (Pharm. D.) degree from a four-year program at an accredited college of pharmacy and must obtain a license to practice. Students can attend pharmacy school after completing two, three, or four years of college. The current composition of students entering pharmacy schools nationally consists of approximately 20% with two years of college, 40% with three years, and 40% with a bachelor’s degree or higher. What is important to pharmacy schools is that during their time in college, students have completed the prerequisite courses for that particular pharmacy school, and used that course content to do well on the PCAT exam. Example Four-Year Academic Plan Includes Pre-requisites from a Selection of Schools SUNY Brockport Students Often Apply To: a A student should choose to major in a field he/she is passionate about and in which he/she will excel. The health professions requirements are also the foundation courses for a major in Biology, Biochemistry, or Chemistry. For a Physics major, Physics and Calculus should begin in year 1. b Many pharmacy schools no longer require/recommend Calculus II (although University at Buffalo and Binghamton University both do), but many science majors do, and by including these courses you keep open the option of eligibility for admission at all pharmacy schools. Statistics is also required/recommended by most schools. Both calculus and statistics content are tested on the PCAT. c BIO 302 (Genetics) is optional but recommended by some pharmacy schools. It provides useful base knowledge and is required for both Biology and Biochemistry majors. BIO 310, Biological Chemistry, is accepted as the required Biochemistry course at both University at Buffalo and Saint John Fisher. Other schools may require CHM 467 (Biochemistry I). Check your schools of interest to be sure! d While psychology and sociology courses are not required for all pharmacy schools, we recommend that all students interested in the health professions take PSH 110 and SOC 100 as general education courses. Consult with your pre-health advisor for more information. You may also consider the Pre-Professional Health Minor. e Most pharmacy schools do not require calculus-based physics (algebra-based physics, PHS 205 and 210, may meet requirements), but some science majors do. By choosing calculus-based physics you are taking the mathematically more rigorous course. Similarly, few pharmacy schools require Physics II, but most science majors do. Physics may be required prior to matriculation at pharmacy school, but (depending on your major requirements) can be scheduled after taking the PCAT. University at Buffalo is discontinuing Physics as a prerequisite effective Fall 2019, but it will still be strongly encouraged. f Many pharmacy schools require 6 credits of writing courses, and some require 6 credits of English composition; another writing intensive course may satisfy this requirement, but requirements vary by school, and courses with codes other than ENG may be questioned. g Many pharmacy schools are now requiring a public speaking course and some even require an economics course as a prerequisite for admission. Be sure to consult with individual admissions advisors for the schools to which you are applying. Notes: - Some pharmacy schools may have slightly different prerequisites—see pharmacy school admission requirements, with links to web sites of individual pharmacy schools for more information. - Many pharmacy schools recognize AP or CLEP as fulfilling these science and mathematics admissions requirements, but it is always a good idea to check the websites of individual pharmacy schools for more information. Academic Guidelines: GPA and PCAT Admission to pharmacy schools is competitive. Typical median cumulative GPA’s for entering classes are 3.3-3.5, Students whose academic records fall significantly below the averages are less likely to be accepted. Many schools require that no prerequisite grade be below a C to qualify for admission (For UB it is a C-). The Pharmacy College Admission Test (PCAT), is required for applicants to nearly all colleges of pharmacy. The PCAT should be taken no later than September prior to the application deadline, and preferably during the July test dates. Pre-registration for the exam is required; dates are listed on the PCAT web site. The PCAT consists of a writing subtest and four multiple choice subtests: 1) Biological Processes; 2) Chemical Processes; 3) Critical Reading; and 4) Quantitative Reasoning. Significant preparation is typically required to do well on the exam. PCAT scores of 402-420 is considered 50th percentile, 417-439 is considered top quartile. Non-Academic Guidelines for Admission Admission to pharmacy school requires more than high grades and test scores! Important non-academic factors include high ethical standards, excellent interpersonal skills, a deep commitment to health care and service to others, evidence of leadership potential, and good judgment, dependability, conscientiousness, and detail orientation. Each student is unique and prepares to apply in his/her own way, but here are some possibilities. - Gain an understanding of the pharmacy profession and the role of the pharmacist. Shadow pharmacists or work in a pharmacy setting, possibly as a pharmacy tech. Exploration of the field helps students make a more informed decision regarding their suitability for a career in pharmacy, as well as reassuring admissions committees that the student has a realistic understanding of the profession. - Participate in organizations that serve others, within or outside healthcare. - Participate in leadership opportunities, such as serving as a peer mentor; becoming a leader in a Brockport student club; or through participation in Brockport’s Leadership Development Program. - Consider exploring research opportunities with science faculty members. Credit for research can be arranged for BIO 424, 493 or CHM 399, for example. Research experience as an undergraduate is a plus, but do it only if you are interested. Having this experience is not a deal maker—although many successful applicants have participated in a research project. Diversity in the Pharmacy Profession Pharmacy schools seek a diverse class of students. Programs seek to recruit individuals from diverse ethnicities, socioeconomic backgrounds, and life experiences to the Pharmacy profession and to equip them with the necessary clinical and professional knowledge, skills and abilities to provide high quality, compassionate medical care to diverse patient populations. There are summer programs (such as SHPEP) to help college students who would bring diversity to pharmacy prepare for application. Individual pharmacy schools also sponsor summer enrichment programs. Students should contact their pre-health advisors, and individual pharmacy schools, for more information. The Application Process General information about Pharmacy Admissions can be found at the American Association of Colleges of Pharmacy. Students should begin researching schools early in their academic careers as programs have different admission requirements. Students may find the information contained in the Pharmacy School Admissions Requirements (PSAR) helpful. The directory can be downloaded for free. Students can apply to most pharmacy schools, by completing their initial application through the web-based Pharmacy College Application Service (PharmCAS). Programs not participating in PharmCAS accept applications directly to their schools. Schools using PharmCAS may or may not require a supplemental application; check with each program. The application cycle starts in mid-July for enrollment in fall of the next year. It is to your advantage to apply as early as possible. Letters of Evaluation Letters are processed through the PharmCAS application service and must be submitted electronically. Schools vary somewhat in the number and nature of the evaluators required, but PharmCAS limits you to four letters. These letters can be from an employer, professor, supervisor of a community service project, etc. They may not come from a family member or friend. Select letter writers who know you well and have personally observed the academic and non-academic attributes described above. Letters should be received by PharmCAS by the application deadline. Interviews Pharmacy schools require personal, on-campus interviews. The schools will contact selected candidates to arrange interviews. Interviews vary by school; applicants should check with the schools to which they have applied for the interview timeline. The interview is an important part of the selection process, and candidates should prepare well for the interview. Because schools of pharmacy do not value the committee interview/committee letter process, you may not have had a chance for a “dry run”. The Pre-Professional Health Advisory Committee is happy to do a mock interview and to coach you on your interview performance. Practice interviews are also available through Career Services in Rakov Center. Criminal Background Checks The PharmCAS application asks applicants whether they have been convicted of a felony, as well as whether they have been subject to disciplinary action while attending college. The applicant has the opportunity to describe what was learned through the experience. This information is communicated to the pharmacy schools. Information on misdemeanor and felony arrests may be requested by the applicant’s designated programs. Students should make careful decisions throughout their undergraduate years, since incidents of drug and/or alcohol use or possession, academic dishonesty, and others, can have negative consequences for a pharmacy school application. Most pharmacy schools participate in the Centralized Criminal Background Check program. Students found to have been dishonest on their applications are not admitted or are dismissed. The lesson from this is that you must disclose everything in your application: The consequence of not disclosing is greater that the consequence of disclosing! Many pharmacy schools also participate in the PharmCAS-facilitated Drug Screening Service. Websites - Explorehealthcareers, a website that provides reliable information about many possible careers within the area of health. - American Association of Colleges of Pharmacy - American Association of Colleges of Pharmacy student resources and information - Pre-Professional Health - Pre-Professional Health group on Blackboard for current students. Contact Preprofessional Health at [email protected] to be added to the group. Include your goal of veterinary medicine in your email, so that you are placed in the correct subgroup. Contact Program Director: Dr. Laurie Cook [email protected] or [email protected] 585-395-5757
academics
pre-med
https://www2.brockport.edu/academics/pre-med/pre-physician-assistant-guide/
“Physician assistants, also known as PAs, practice medicine on teams with physicians, surgeons, and other healthcare workers. They examine, diagnose, and treat patients… Physician assistants work in all areas of medicine, including primary care and family medicine, emergency medicine, surgery, and psychiatry. The work of physician assistants depends in large part on their specialty or the type of medical practice where they work. For example, a physician assistant working in surgery may close incisions and provide care before, during, and after the operation. “In some areas, especially rural and medically underserved communities, physician assistants may be the primary care providers at clinics where a physician is present only 1 or 2 days per week. In these locations, physician assistants collaborate with the physician as needed and as required by law.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Physician Assistants, https://www.bls.gov/ooh/healthcare/physician-assistants.htm(visited June 16, 2021). Some students choose a career as a physician assistant rather than as a physician because the educational training is shorter and does not include a residency requirement. In addition, PAs can switch between specialty areas without returning to school for additional training, and often have a more flexible schedule than physicians. Example Four-Year Academic Plan With Gap Year a A student should choose to major in a field he/she is passionate about and in which he/she will excel. A major in biology or biochemistry will require significantly more science and/or mathematics courses than the specific PA school prerequisites. b A minority of schools require Calculus I, but most require a statistics course. Note that majors like Biochemistry require Calculus I and II, and both Biology and Biochemistry require Physics I and II. c BIO 302 (Genetics) is required by Upstate Medical University’s PA school, among others, while BIO 310/311 (Biological Chemistry with Lab) can be used to meet the Biochemistry requirement that some PA schools have. Some PA schools also require additional upper division BIO courses. d We recommend that all students interested in the health professions take PSH 110 and SOC 100 as general education courses. Some PA schools require additional social science courses. You may also consider the Pre-Professional Health Minor. e PA schools require either 3 or 6 credits of writing courses. Check with the schools that interest you most. f Many PA schools require a medical terminology course but accept either a 1-or3-credit course, either in-person or online. Notes: - This is just a sample plan, based on the current requirements of several New York PA programs that our students have applied to in past years. Many variants are possible. Check the requirements for the programs that interest you! - Because PA programs typically require 500-2000 hours of direct patient experience, many students do not apply until the end of their 4th year—or even later—in order to have sufficient time to gain that experience - PA schools vary in their prerequisite courses—see Physician Assistant Education Association, with links to web sites of individual PA schools for more information. - Check with individual schools regarding their policies on AP, IB, or CLEP fulfilling these science and mathematics admissions requirements. For example, the Upstate Medical University’s PA program does not accept them. Note that in-person laboratories are explicitly required by many schools. Online labs are not accepted. Academic Guidelines: GPA and GRE Admission to PA schools is competitive. Typical median cumulative GPA’s for entering classes at many schools are around 3.5, both for science courses and overall. Students whose academic records fall significantly below the averages are less likely to be accepted. Many schools require that no prerequisite grade be below a C to qualify for admission, and prefer students without significant numbers of W’s and retaken courses. The Graduate Record Exam (GRE) is required by many PA programs but not others, and some will accept the Medical College Admissions Test (MCAT) as an alternative to the GRE. Check your schools of interest to be sure which exams are accepted, and the date by which the exam scores must be submitted. For schools that accept the GRE, the mean and median scores are 153 to 154 for the quantitative reasoning and verbal reasoning sections, respectively. Non-Academic Guidelines for Admission Admission to PA school requires more than high grades and test scores! One of the distinguishing features of PA programs relative to many of the other health professions is the number of hours and nature of experiences in health care that are required for admission, with 1000 hours being typical. From the Upstate Medical University website: “The rationale behind the health care experience is that candidates realize the challenges involved in the delivery of health care and demonstrate one’s commitment to delivering health care.” Note that you should check PA schools that are of interest to you for the number of hours required, as well as the guidelines for the nature of these experiences. Make sure that you can document all of these hours. Other important non-academic factors include high ethical standards, excellent interpersonal skills, evidence of leadership potential, good judgment, dependability, conscientiousness, detail orientation, and critical reasoning and thinking skills. Each student is unique and prepares to apply in his/her own way, but here are some possibilities. - Participate in organizations that serve others, within or outside healthcare. - Participate in leadership opportunities, such as serving as a peer mentor; becoming a leader in a Brockport student club; or through participation in Brockport’s Leadership Development Program. - Consider exploring research opportunities with science faculty members if you are interested. It is one way to develop critical thinking and reasoning skills. Credit for research can be arranged for BIO 424, 493 or CHM 399, for example. Diversity in the Physician Assistant Profession Physician assistant schools seek a diverse class of students. Programs seek to recruit individuals of the highest possible quality from diverse ethnicities, socioeconomic backgrounds, and life experiences to the PA profession and to equip them with the necessary clinical and professional knowledge, skills and abilities to provide high quality, compassionate medical care to diverse patient populations. Students may contact their pre-PA advisors and individual PA schools for more information. The Application Process Students should begin researching schools early in their academic careers, as programs have different admission requirements. Students may find the information contained in the free online Physician Assistant Programs Directory helpful. A free listing of PA programs is also available. Although the information in the directory may be limited, there is always a link to the website of each program, where more information can be found. To help you determine whether the program is a good fit for you, always look at the mission statement of the program. Students can apply to most PA schools through the Central Application Service for Physician Assistants (CASPA). Programs not requiring CASPA will accept applications directly to their schools. Schools using CASPA may or may not require a supplemental application; check with each program. The application system opens in April of the year prior to the year that you intend to enter PA school. It is to your advantage to apply as early as possible in the application cycle. Letters of Evaluation Letters are processed through the CASPA application service and must be submitted electronically via the Letters by Liaison portal. Schools vary somewhat in the number and nature of the evaluators required, but most require three letters. You can upload up to five letters and each school to which you apply will see all five. Check your specific programs to make sure that your letters meet the requirements for each school. For example, SUNY Upstate Medical University’s program requires three letters, including an academic reference, one from an employer/supervisor, and one from a PA, while other programs simply require three letters. These letters may not come from a family member or friend, but do select letter writers who know you well. Letters should be received by CASPA by the application deadline. Interviews Physician assistant schools require personal, on-campus interviews. The schools will contact selected candidates to arrange interviews. Interviews vary by school; applicants should check with the schools to which they have applied for the interview timeline. The interview is an important part of the selection process, and candidates should prepare well for the interview. There are many sample questions available online, and you should practice them. In addition, members of the Pre-Professional Health Advisory Committee are happy to do a practice interview and to coach you on your interview performance. Practice interviews are also available through Career Services in Rakov Center. Criminal Background Checks PA schools require satisfactory background checks as a condition of acceptance. The CASPA application asks whether you have been disciplined or placed on academic probation while attending an academic institution, and whether you have been convicted of a felony or misdemeanor. Students answering “yes” have the opportunity to describe what was learned through the experience. This information is communicated to the PA schools. Students should make careful decisions throughout their undergraduate years, since incidents of drug and/or alcohol use or possession, academic dishonesty, and others, can have negative consequences for a PA school application. Students found to have been dishonest on their applications are not admitted or are dismissed. The lesson from this is that you must disclose everything in your application: The consequence of not disclosing is greater that the consequence of disclosing! Websites - Explorehealthcareers, a website that provides reliable information about many possible careers within the area of health. - American Academy of Physician Assistants - Physician Assistant Education Association - Central Application Service for Physician Assistants (CASPA) - Directory of PA programs - Pre-Professional Health - Contact Program Director: Dr. Laurie Cook [email protected] 585-395-5757 PPH Advisors: - Dr. Monier, Physics ([email protected]) - Dr. Saputo, Chemistry & Biochemistry ([email protected]) - Dr. Blose, Chemistry & Biochemistry ([email protected]) - Dr. Lipko-Speed, Psychology ([email protected]) - Dr. Pelletier, Biology ([email protected])
academics
pre-med
https://www2.brockport.edu/academics/pre-med/pre-vet-guide/
“Veterinarians care for the health of animals and work to improve public health. They diagnose, treat, and research medical conditions and diseases of pets, livestock, and other animals. Veterinarians treat the injuries and illnesses of pets and other animals with a variety of medical equipment, including surgical tools and x-ray and ultrasound machines. They provide treatment for animals that is similar to the services a physician provides to treat humans.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Veterinarians at http://www.bls.gov/ooh/healthcare/veterinarians.htm(visited June 16, 2021). Prospective veterinarians must graduate with a Doctor of Veterinary Medicine (D.V.M. or V.M.D.) degree from a four-year program at an accredited college of veterinary medicine and must obtain a license to practice. There are 33 colleges in 27 states that meet accreditation standards set by the Council on Education of the American Veterinary Medical Association (AVMA). The pre-requisites for admission vary. Although many of these veterinary medical colleges do not require a bachelor’s degree for entrance, most students admitted will have completed a bachelor’s degree. Applicants without a bachelor’s degree face a difficult task gaining admittance. Example Four-Year Academic Plan With Gap Year [most popular path for Brockport students] Example Four-Year Academic Plan No Gap Year [Accelerated Application Path] a Pre-Vet is a program, not a major. A student should choose to major in a field he/she is passionate about and in which he/she will excel. The health professions requirements are also the foundation courses for a major in Biology, Biochemistry, or Chemistry. b Veterinary medical schools no longer require calculus, but many science majors do, and by including these courses you demonstrate your academic strength, improving your chances for admission at veterinary medical schools. Statistics is recommended or required by an increasing number of schools. c While veterinary medicine is a discipline based in the biological sciences, where animals are the “patients”, communication skills and an understanding of human motivation and behavior are also extremely important. Prospective vet students are encouraged to take courses in psychology, sociology, public speaking, and the humanities to better interact with animals’ owners, as well as with coworkers. These courses may also satisfy the General Education Program. You may also consider the Pre-Professional Health Minor. d Veterinary medical schools may not require advanced biology courses, but in the past Brockport students who have completed the equivalent of BIO 315 and BIO 302 have fared much better than those with only BIO 201 and BIO 202. Nearly all schools now require at least one semester of biochemistry. Post-organic biochemistry (CHM 467) is also required at some schools, but BIO 310 may be sufficient. And on its list of prerequisites, Cornell states, “Biochemistry, half year required; full year preferred”. Some veterinary medical schools do not require biochemistry laboratory, and/or microbiology. Check with the schools where you hope to gain admission. e Veterinary medical schools do not require calculus-based physics (PHS 235/240), and algebra-based physics (PHS 205/210) meets the requirement. However, taking calculus I and II and calculus-based physics demonstrates strong quantitative ability and the willingness to take the most rigorous courses. Also, some majors (chemistry, biochemistry, and physics) do require calculus-based physics. f Most veterinary medical schools require 6 credits of writing courses; another writing intensive course may satisfy this requirement, but courses with codes other than ENG may not be accepted. g The GRE general test is the test some veterinary medical schools use in part as the basis for admission decisions. This test does not attempt to document your knowledge base, so the time when you take it is flexible. Notes: Some veterinary medicine schools may have slightly different prerequisites—see the Association of American Veterinary Medical College descriptor pageand web sites of individual schools for more in- formation. Veterinary medical school admission committees may not recognize AP, CLEP, community college credits or study abroad credits as fulfilling these science and mathematics admissions requirements. Check the websites of the schools you hope to enter. Academic Guidelines: GPA and GRE Competition for places in veterinary medical school is keen, and admissions committees are able to choose from among many talented students. The median GPA and GRE scores for students entering all veterinary medical schools in 2020 a mean GPA of 3.6 and mean GRE scores of 60.1 Writing and 49.8. Students whose academic records fall significantly below the averages are less likely to be accepted to veterinary medical school. Each school provides detailed information about admission to their program on the Association of American Veterinary Medical College descriptor page.For instance, in 2020, Cornell University’s Vet School average GPA was slightly higher at 3.73, with a range of 3.13-4.00 for a class of 120 students. For Long Island University, it was only 3.40 with a class of 100 students. Student applicants are encouraged to research this information early in their academic career so that they make sure that they are taking the courses required for admission at their preferred schools. Also explore whether your target veterinary medical schools have restrictions on candidates who are not residents of the state where the school is located. Non-Academic Guidelines Although academic accomplishment is important, vet schools place a high priority on other aspects of your experiences, as documented in your application. (For example, for the Cornell University College of Veterinary Medicine, 50% of the evaluation is based on GPA, but the remaining 50% is on non-academic factors.In particular, most veterinary medical colleges place heavy consideration on a candidate’s veterinary and animal experience. Formal experience, such as work with veterinarians or scientists in clinics, agribusiness, research or some area of health science, is important, as is less formal experience such as working with animals on a farm, ranch, stable or animal shelter. For some schools, the average number of hours of experience in both veterinary settings and animal settings was well over 1000 hours. Students must demonstrate ambition and an eagerness to work with animals. The admissions committee is often looking for a student to have experience in multiple settings (both small animal and large animal, for example). Additional important non-academic factors include good character, excellent interpersonal skills, a deep commitment to animal health care, evidence of leadership potential, and service to others. Here are some possibilities. - Participate in organizations that serve others. - Participate in leadership opportunities, such as serving as a peer mentor; becoming a leader in a Brockport student club; or through participation in Brockport’s Leadership Development Program. - Consider exploring research opportunities with science faculty members. Credit for research can be arranged for BIO 424 or CHM 399, for example. Research experience as an undergraduate is a plus but do it only if you are interested. Having this experience is not a deal maker—although many successful applicants have participated in a research project. Diversity in Veterinary Medicine Factors that contribute to diversity and that are considered in admissions committee evaluations include, but are not limited to, life experiences, work experience, professional goals, geographical background (rural, urban or suburban), cultural background and disadvantaged status. Weight will be given to qualified applicants who possess characteristics that are underrepresented in the profession and who would contribute to the overall diversity of the class. The Application Process In addition to satisfying pre-veterinary course requirements, applicants must submit test scores from the Graduate Record Examination (GRE). Several schools accept scores for either the GRE or the Medical College Admissions Test (MCAT). All applicants must apply through the Veterinary Medical College Application Service (VMCAS). VMCAS is the central collection, processing, and distribution service for applications to the veterinary medical colleges. The system opens in June and has a hard deadline for application and letter submission in mid-September that must be met, in order to be considered for admission in the following year. It is to your advantage to submit your application as early as possible in the application cycle. Most of the participating VMCAS colleges also require a supplemental application, which is increasingly being embedded in the VMCAS system. Each school has its own policy on the handling of supplemental material; make sure that you have read each school’s descriptor page and visited each school’s website. Letters of Evaluation/Recommendation Persons chosen to submit letters of recommendation should be very familiar with the applicant and be able to speak to the applicant’s personal characteristics and attributes. Do not choose an evaluator solely on the basis of their job or position. Suggested evaluators are veterinarians, advisors, professors and employers, although others are also accept-able. Evaluations should support the applicant’s experiences and should confirm their commitment, maturity, work ethic, leadership and communication skills with examples. Information about the nonacademic character of a student would be most useful as academic information is already in the application. Students should develop these contacts early in their college careers and keep their references informed about their academic progress and experiences. Unlike the Medical and Dental Medicine schools, schools of Veterinary Medicine do not value the committee interview/committee letter process. Thus, letters of evaluation should be submitted directly to the VMCAS system. Interviews Many veterinary medical schools require personal, on-campus interviews, although some, such as Cornell, do not. The schools will contact selected candidates to arrange interviews. Interviews vary by school; applicants should check with the schools to which they have applied for the interview timeline. The interview is an important part of the selection process, and candidates should prepare well for the interview. Because schools of Veterinary Medicine do not value the committee interview/committee letter process, you may not have had a chance for a “dry run”. The Pre-Professional Health Advisory committee is happy to do a mock interview and to coach you on your interview performance. Practice interviews are also available through the Career Services in Rakov Center. Personal Conduct The VMCAS application asks applicants whether they have been convicted of a felony or misdemeanor, as well as whether they have been subject to administrative action while attending college. The applicant has the opportunity to address these in their application and personal statement. Pre-Veterinary Medicine Guide page describe what was learned through the experience. According to the VMCAS instructions, “As with most professional schools, veterinary schools understand that many individuals learn from the past and emerge stronger as a result. If, however, you fail to provide accurate information when answering this question, schools to which you have applied may reject your application.” The lesson from this is that you must disclose everything: the consequence of not disclosing is greater that the consequence of disclosing! That said, students should make careful decisions throughout their undergraduate years, since incidents of drug and/or alcohol use or possession, academic dishonesty, and others, can have negative consequences for a veterinary medical school application. Your postings on the web (e.g. Facebook) may also be checked. Websites - Association of American Veterinary Medical Colleges - American Veterinary Medical Association - Veterinary Medical College Application Service - Pre-Professional Health - Pre-Professional Health group on Blackboard for current students. Contact Preprofessional Health at [email protected] to be added to the group. Include your goal of veterinary medicine in your email, so that you are placed in the correct subgroup. Contact Program Director: Dr. Laurie Cook [email protected] (585) 395-5757 PPH Advisors: - Dr. Monier, Physics ([email protected]) - Dr. Saputo, Chemistry & Biochemistry ([email protected]) - Dr. Blose, Chemistry & Biochemistry ([email protected]) - Dr. Lipko-Speed, Psychology ([email protected]) - Dr. Pelletier, Biology ([email protected])
academics
pre-med
https://www2.brockport.edu/academics/pre-med/program/
What You’ll Learn Admission to health professions programs like medical school requires hard work, determination, and persistence on your part. Our program is not a major, but instead provides advisors who will work with you to develop a portfolio of credentials that can lead to successful application to a health professions program. - Curriculum All of the health professions have a set of courses and academic competencies that they are looking for in their successful applicant. We help students select the courses that will meet these requirements. We prepare students for study in the following areas: - Medicine (MD & DO) - Physician Assistant (PA) - Dentistry (DDS or DMD) - Veterinary Medicine (DVM) - Optometry (OD) - Pharmacy (PharmD) - Podiatry (DPM) - Admission Requirements We recommend submitting first-year applications in October or early November. We decide your admission once you complete your application. Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - How We Can Help You Be Successful Successful applicants to health professions schools need to have more than a high GPA and standardized test score. We can advise on: - Getting involved in a research project, either here with a Brockport faculty member or at another institution. - Getting experience in a medical setting through employment, volunteering, or shadowing members of the health professions. - Demonstrating leadership ability on and off campus. - Participating in service to your community. - Career Outlook According to the Occupational Outlook Handbook, healthcare employment opportunities are projected to grow 19% from 2014 to 2024, much faster than the average for all occupations. As a result, there will be 2.3 million more jobs — more than any other group of occupations. This growth is expected due to an aging population and because federal health insurance reform should increase the number of individuals who have access to health insurance. What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now “I have felt as prepared - or in some cases better prepared than - my colleagues. There are students from Cornell, Harvard, NYU, Michigan and every other well-known university in my classes, and I couldn’t be happier with my experience at Brockport.” Vince Badali
academics
pre-med
https://www2.brockport.edu/academics/pre-med/scholarships/
Scholarship Opportunities Students will need to fill out the General Application and then specifically to each scholarship for consideration. Brockport Smiles Scholarships This scholarship honors a continuing undergraduate student who will pursue admission into a graduate program to become a dentist (first priority) or to enter another health profession. Elizabeth More Bretton Scholarship This renewable scholarship was established to support a freshman with a strong academic record dedicated to pursue medical school upon graduation. Henry L. Bretton & Marian More Bretton Scholarship This scholarship recognizes one or more junior students who demonstrates academic excellence and is committed to study medicine. Questions? Contact [email protected]
academics
pre-med
https://www2.brockport.edu/academics/pre-med/shadowing/
Objectives of Shadowing A shadowing experience provides an important opportunity to learn valuable information about your chosen health profession and will help you discern whether it is the right fit for you. In order to get the most out of your “shadowing” experience and learning what it’s like to be a physician, dentist, or other health care professional, you need to learn not only what the professional with whom you’ll be spending time does all day, but also how he or she: - Organizes the day - Allows time for the unexpected - Stays current in the profession - Addresses uncertainty - Integrates personal and professional life There’s a lot to learn, both from the professional and from the patients, as well as from the patients’ families (or their owners if you’re spending time with a veterinarian). Experienced health care professionals know that patients and families are important teachers. A long—and hopefully leisurely—conversation about the above matters with the person whom you are shadowing can add to the experience. Most professions appreciate the opportunity to reflect and teach. The broad question is: “What did I learn?” I suggest that, among other activities during this experience, you consider these questions: What did I learn from this transaction with the patient about: - The patient’s illness - What’s going on in the patient’s life that may have importance in dealing with the illness - The doctor-patient relationship - The importance of spending enough time - The importance of engaged listening without interruption - How the doctor reasons and makes decisions - What did I learn, not only about the patient, but from the patient? - What did the patient teach me? - What did I learn about what it’s really like to be a doctor? We recommend that you keep a journal of your experiences and reflections. Journaling is not only a way to record facts and feelings, but also is an important step in becoming a reflective doctor, a valuable quality. I also suggest that you show these guidelines to the person(s) whom you are shadowing, so that you can have shared goals. Please feel free to contact your health professions advisor for additional help during this experience.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/
About Us The PEU is the academic unit on campus devoted to the preparation of education professionals. We are responsible for coordinating all programs that offer initial and advanced preparation of teachers and other school professionals on campus. Tk20 Tk20 is a software tool used at the University to assist in assessment and accountability, helping the University meet requirements for accreditation. Our students use the system for course assignments and logging hours for their field experience/internships. Our Programs Brockport offers dozens of accredited educator preparation programs across multiple academic departments. View all of our accredited educator preparation programs reviewed by CAEP.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/about/
Overview The Professional Education (PEU) was established in 1999 with the responsibility for coordinating all programs offered for the initial and advanced preparation of teachers and other school professionals on campus. The PEU is responsible for maintaining high quality education professional programs, evident by our national accreditation by The Council for the Accreditation Educator Preparation (CAEP). The PEU consists of all professional education preparation programs within the University. Vision The University’s Professional Education Unit will be recognized in the State of New York for the preparation of highly competent professionals in education who are committed to leading, teaching, and counseling in New York State and nationally. The unit will serve graduate and undergraduate candidates from a range of diverse backgrounds and disciplines. Future teachers, teachers and administrators, and counselors within the unit will be prepared to integrate professional content and pedagogical knowledge to create meaningful learning experiences for all youths. Mission Statement The PEU is dedicated to excellence in teaching, scholarship, creative endeavors, and service to the community. The Unit is committed to providing education programs at the undergraduate, graduate, and advanced graduate levels that prepare school professionals who are highly qualified to teach, counsel, lead, and administer. Predicated on the need to create environments in which all learners grow and develop as contributing members of society, the Mission of the Unit encompasses the Mission of the University in providing programs grounded in the liberal arts, emphasizing student learning and success as its highest priority. The PEU believes that collaboration between the University and P-12 practitioners is fundamental and inherent to all programs offered by the PEU, including quality-based field experiences in diverse settings. Faculty, staff, and field-based personnel work together to link theory and practice to advance the highest standards of learning for all youths. Our Responsibilities - Coordinate all professional education efforts on the University campus - Facilitate communication among all departments involved with teacher certification and related professional education programs (including communication of assessment information about applicant qualifications, candidate and graduate performance, and Unit operations) - Identify and address all professional education accreditation-related issues on campus - Seek to establish consistencies among all teacher education and related professional education programs (e.g., workload, standards, field experiences, policies and procedures, etc.) - Communicate the needs of teacher education and related professional education programs to the university administration - Provide a single voice for communicating with NYSED and SUNY Administration about professional education issues affecting Brockport
academics
professional-education
https://www2.brockport.edu/academics/professional-education/advanced-program-assessment/
Overview The assessment of candidates at program completion in advanced-level education programs varies by program. Advanced-level programs use clinical experience evaluations completed by a site supervisor, a New York State certification exam, grade point averages, or course-based assessments, such as a thesis project or action-research project, to assess candidate competencies. Results Overall, the results from advanced programs’ assessments of candidates at program completion show that candidates are prepared for their field. Candidates in the Adolescence Science MSEd program are assessed via a course-based action research project. The project is aligned to CAEP standards, and the National Board for Professional Teaching Standards (NBPTS) science standards. 100% of candidates in 2021-2022 met or exceeded expectations on all grading criteria for their project. Candidates in the Adolescence Mathematics MSEd program are assessed via an action research project that integrates innovative teaching practices and research-based pedagogy into planning, instruction, and assessment. 100% of candidates in 2021-2022 met or exceeded expectations for their action research project. Candidates in the Adolescence English MSEd program are assessed at program completion with a Capstone project that requires candidates to contribute to the profession of English language arts education. 100% of candidates in 2021-2022 met or exceeded expectations for their project. Candidates in the Adolescence Social Studies MSEd program are assessed at program completion with a Capstone project that requires candidates to contribute to the profession of Social Studies education (for example, through a conference presentation, or the creation of a resource for other teachers). 100% of candidates in 2021-2022 met or exceeded expectations for their project. Candidates in the Adolescence Physical Education MSEd program are assessed on two research projects that require candidates to work collaboratively to understand a topic and apply it to Physical Education. 100% of candidates in 2021-2022 met or exceeded expectations for their projects. Students in the Teaching English to Speakers of Other Languages program are assessed with a New York State content specialty test (CST) and a Capstone project at program completion. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate, and all candidates in 2021-2022 met or exceeded expectations on all grading criteria for their Capstone project. Students in the Literacy Education B-12 program are also assessed with a New York State content specialty test. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate. Students in the School Health Education program are also assessed with a New York State content specialty test. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate. Students in the School District Business Leader program are assessed with a New York State content specialty test. Program completers of the 2021-2022 cohort that have reported their scores on the CST have a 100% pass rate. Students in the Bilingual Education program are assessed using multiple course-based assessments to ensure they meet CAEP and discipline-specific standards. At program completion, candidates complete a Capstone Project, which is assessed using a rubric with a three-level scale: developing, proficient, and exemplary. During the 2021-2022 academic year, students were rated “proficient” or “exemplary” on 100% of the criteria for the Project. Students in the School Building & District Leader (CAS) program are assessed at the end of their internship experience by their site supervisor using a three-level scale: unacceptable, acceptable, and target. Site supervisors rate candidate performance based on the Educational Leadership Constituent Council (ELCC) standards. In 2021-2022, 100% of candidates reached “acceptable” or “target” levels of performance on all ELCC standards.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/alumni-employment/
Professional Education Unit Overview This page includes the known employment rate of alumni from SUNY Brockport’s educator preparation programs. Data are gathered using an alumni survey, and from publicly available employment databases and websites. Data are gathered 6 to 12 months post-graduation. Data are aggregated by initial-level programs (initial certification), and advanced-level (professional certification) programs. Please note that we have only included alumni whose employment information we were able to locate. Alumni with unknown employment information are omitted from the data. Results In 2021-2022, 178 students graduated from initial-level educator preparation programs. Brockport located the employment information of 57 graduates. 54 (95%) of the alumni are employed in a position relevant to their degree. In 2021-2022, 194 students graduated from advanced-level (professional certification) educator preparation programs. Brockport located the employment information of 159 graduates. 159 (100%) of identified graduates are employed in the education field.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/alumni-impact-study/
Overview In 2020, the Professional Education Unit (PEU) began a study to assess how well graduates of its education programs are performing in the field. The PEU gathered supervisor evaluations of recent graduates’ performance. So far, all supervisor evaluations that have been gathered used the Daniel Framework for Teaching rubric. The evaluation uses a four-level scale (ineffective, developing, effective, and highly effective) on key teaching domains, including planning and preparation, the classroom environment, instruction, and professional responsibilities. More information on the rubric can be found on the Danielson Framework for Teaching website. Results Brockport has received 15 graduates’ observation forms since spring 2021, with at least one observation from every initial-level program. Observation forms were collected from alumni that graduated within the past 3 years. The table below shows the graduates’ mean scores and ranges for the Danielson rubric criteria. Graduates were not rated on all criteria by their supervisor – some supervisors only rated a graduate on some of the criteria. Due to the low sample size, we are omitting scores for the criteria in which fewer than 10 candidates received a score. Across all criteria on the observation forms, 99% of supervisors’ ratings of our graduates were at the “effective” or “highly effective” levels. In addition to supervisor evaluations, the Unit has analyzed the assessment results of P-12 students in classrooms taught by 3 alums. Although the sample size is relatively small, data from observation forms and P-12 performance indicate Brockport graduates are performing well in the field. Brockport Alumni Teaching Evaluation Scores Due to small sample size, responses from all cycles of data (spring 2021 – fall 2022) and all programs have been combined:
academics
professional-education
https://www2.brockport.edu/academics/professional-education/alumni-survey/
Overview The Professional Education Unit (PEU) administers an annual survey to alumni to measure the satisfaction of program completers. The survey is used to measure candidate opinion on how effective their program was for enhancing their abilities, and how relevant the program was in preparing them to enter the field. It is administered every year, to the cohort that graduated 2 years prior. There are two versions of the Alumni Survey tool. The “initial” alumni survey is administered to graduates of initial certification programs. The “advanced” alumni survey is administered to graduates from programs that lead to professional certification. The results of these surveys are analyzed by Brockport faculty and staff, who then use the results to improve programs. The process ensures alumni have an opportunity to engage in program evaluation and our continuous improvement process. Graduates from programs are asked to rate how effective Brockport was in preparing them for a number of responsibilities related to their field, and a few questions asking them to rate their overall preparation. Alumni use the following 4-point rating scales, depending on the question: - very ineffective, ineffective, effective, very effective - strongly disagree, disagree, agree, strongly agree - not at all relevant, partially relevant, mostly relevant, very relevant - very poor value, poor value, good value, excellent value Results The most recent alumni survey was administered in 2023 to the 2020-2021 graduating cohort. Here are percent of alumni that rated Brockport a 3 or 4, using the 4-point scales, on the advanced-level survey criteria: Here are the number and percent of alumni that rated Brockport a 3 or 4, using the 4-point scales, on the initial-level survey criteria:
academics
professional-education
https://www2.brockport.edu/academics/professional-education/assessment-and-accreditation/
Accreditation The Council for the Accreditation of Educator Preparation (CAEP) ensures the quality of educator preparation programs through evidence-based accreditation. SUNY Brockport is currently accredited by CAEP. - Assessment System The Professional Education Unit helps to implement a robust assessment system to measure the growth of candidates, and the effectiveness of our Unit and programs. - Public Assessment Data & Reports The Professional Education Unit publishes annual reporting measures that informs the public on our programs’ impact and outcomes.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/assessment-data/
CAEP Accountability Measures CAEP (Council for the Accreditation of Educator Preparation) sets forth annual reporting measures for institutions to inform the public on the program impact and outcomes of its educator preparation programs. The following is a list of the annual measures. Click on each link to see Brockport’s performance on each measure. Please note that performance data are often disaggregated by “initial” and “advanced” or “professional” programs. We describe which programs are considered “initial” and which programs are considered “advanced” or “professional” on our programs page. MEASURE 1: COMPLETER EFFECTIVENESS MEASURE 2: SATISFACTION OF EMPLOYERS, AND STAKEHOLDER INVOLVEMENT MEASURE 3: CANDIDATE COMPETENCY AT COMPLETION - Certification Exam Scores & Title II Information - Global Assessment of Candidate Performance - Advanced-level Program Assessments
academics
professional-education
https://www2.brockport.edu/academics/professional-education/assessment/
Assessment System The Professional Education Unit (PEU) helps to implement and facilitate assessments to measure candidate performance and Unit operations. This page describes the data that are collected, and how they are used. What is Assessed? Candidate performance is assessed throughout the program – at admission, during the program, at program completion, and post-graduation. Assessments are aligned to accreditation standards, and institutional, programmatic, and course-based student learning outcomes. Assessments include course-based assignments, surveys, clinical experience evaluations, certification exams, and more. Assessments are most often designed and implemented by program faculty, with the assistance of the PEU. The concepts that are assessed primarily focus on the following areas: content knowledge, pedagogical knowledge, professional knowledge and skills, reflective skills, professional dispositions, and impact on K-12 learning. How are Data Used? The PEU maintains a “Professional Education Unit Assessment Data Collection, Storage, Access, and Use Policy” that defines who has access to data and how those data may be used. For privacy and security purposes, data access is limited to as few as people as possible, while data may be aggregated and shared with wider groups for the purposes of program improvement and transparency. The full policy is available online here: PEU Data Use Policy. Data that are publicly available are on posted on the PEU web site here: PEU Assessment Data. The PEU Assessment Committee is the primary driver for collecting, aggregating, and disseminating assessment data. Data that the Committee collects are analyzed during three Unit-wide assessment days held each year. The attendees make recommendations to improve our programs, and those recommendations are brought to the appropriate committees or stakeholders to be considered and possibly implemented. Data are also analyzed holistically once every 5-7 years by program faculty to assess the overall effectiveness of PEU programs. Faculty complete a Program Review Report for each program area, which are reviewed by our accrediting body, the Council for the Accreditation of Educator Preparation (CAEP). SUNY Brockport was most recently re-accredited in 2023 by CAEP.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/directory/
- Nicole Bensley - Certification Officer - (585) 395-5940 [email protected] Office: Brown Building 252 D Amber Brooks - Administrative Assistant 1 - (585) 395-2505 [email protected] Office: Brown Building 252 E Tracy Feaster - Director of Partnership Development and Field Experience - (585) 395-2596 [email protected] Office: Brown Building 252 C Connor Finn - Advanced Program Field Experience Coordinator - (585) 395-2322 [email protected] Office: Brown Building 252 F Kelly Hyatt - Office Assistant 1 (keyboarding) - (585) 395-2507 [email protected] Office: Brown Building 252 - Cynthia Messinger - Administrative Assistant 1 - (585) 395-2344 [email protected] Office: Brown Building 252 Keith Nobles - Executive Director of Professional Education Unit - (585) 395-2896 [email protected] Office: Brown Building 252 C - Janet Peluso-Militello - Coordinator of Field Experience, Kinesiology - (585) 395-5369 [email protected] Office: Tuttle North B205 - Shelly Smith - Coordinator of Field Experience - (585) 395-2562 [email protected] Office: Brown Building 252 G
academics
professional-education
https://www2.brockport.edu/academics/professional-education/employer-survey/
Overview Every two years, the Professional Education Unit surveys local principals and administrators. These principals and administrators are often the direct supervisors of Brockport alumni. The University asks them to rate Brockport alumni using a three-point scale (approaching expectations, meeting expectations, or exceeding expectations) on a number of knowledge, skills, and dispositions. We also ask them to rate their overall satisfaction with our graduates’ preparation for their assigned responsibilities using a four-point scale (dissatisfied, slightly dissatisfied, satisfied, and very satisfied). Results Brockport received 12 responses from the 2020 survey, and 13 responses from the 2022 survey. All 25 (100%) of employers from the past two surveys, indicated they are “satisfied” or “very satisfied” with Brockport employees’ preparation for their assigned responsibilities. Employers used the three-point scale to rate how well prepared Brockport Alumni were to do the following: - Create a positive learning environment, including managing student behaviors - Plan developmentally appropriate instruction that addresses students’ diverse needs - Apply State/National standards to their professional practice - Demonstrate thorough content knowledge (depth and breadth of knowledge in their field) - Use multiple instructional strategies that engages all learners - Effectively integrate technology into their professional practice - Implement appropriate methods of assessment that guides decision making - Positively impact the learning of all students - Reflection practice, including identifying strengths and weaknesses to make improvements - Exhibit professional dispositions (including positive outlook, intellectual integrity, respect, self-awareness, and dedication) Results from the 2022 survey indicated that implementing “appropriate methods of assessment [to guide] decision making” was the area that graduates had the most opportunity to improve upon, with a mean score of 1.69. Results also indicated that “exhibiting professional dispositions” was our graduates’ biggest strength, with a mean score of 2.38.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/faculty/
Faculty of the Professional Education Unit (PEU) Our students who are working toward becoming education professionals are the main focus of the faculty who are part of the PEU. Our faculty are essential to the development of high quality teachers, counselors, and school leaders. As described and defined in the Professional Education Unit’s Conceptual Framework, our faculty’s approach to the preparation of education professionals is “guided and grounded in social constructivism” with the knowledge and skills needed to be an effective teacher, counselor, or school leader both individually and socially constructed. Our faculty are committed to modeling best professional practices in teaching, scholarship, service, and professional development in order to prepare education professionals that are able to optimize student learning at the University through their teaching, counseling, and leading. Faculty & Staff by Department Kinesiology, Sport Studies & Physical Education (KSSPE)
academics
professional-education
https://www2.brockport.edu/academics/professional-education/field-experience/
Field Experience The following programs at the University lead to certification and offer a variety of field experience opportunities to meet NYSED and SUNY requirements: Contact Information Childhood and Adolescence Inclusive Field Experience Amber Brooks Secretary Email: [email protected] Ms. Shelly Smith Coordinator of Field Experience Email: [email protected] Field Experience Office Phone: (585) 395-2507 Fax: (585) 395-2319 Location: 235 Albert W. Brown Building SUNY Brockport 350 New Campus Drive Brockport, NY 14420 Physical Education Ms. Janet Peluso-Militello Coordinator of Field Experience Email: [email protected] Field Experience Office Phone: (585) 395-5369 Fax: (585) 395-5005 Location: Tuttle North B-205 SUNY Brockport 350 New Campus Drive Brockport, NY 14420 Internships The following programs at the University require certification and offer field experience opportunities: Contact Information School Counselor Dr. Summer M Reiner Email: [email protected] Phone: (585) 395-2258 Location: 182 Albert Brown Building School Administrator Dr. Carol Godsave Email: [email protected] Phone: (585) 395-2661 Location: Brockport Downtown 161 Chestnut St Rochester, NY 14604
academics
professional-education
https://www2.brockport.edu/academics/professional-education/full-disposition-policy/
University Policies The procedures described herein pertain only to a candidate’s status within the Professional Education Unit and are not meant to supplant existing university-wide policies or procedures. Candidates are still subject to all university-wide policies and procedures. Professional Dispositions for Teacher Education Candidates Policy The Professional Education Unit is the academic unit on campus devoted to the preparation of education professionals. Any full- or part-time student enrolled in an education program in one of the following departments, shall be considered an education candidate of the Professional Education Unit: - Education and Human Development (initial and advanced teacher preparation programs) - Counselor Education (school counseling) - Educational Administration (school building leader and school district leader) - Public Health and Health Education (advanced teacher preparation programs) - Kinesiology, Sport Studies, and Physical Education (initial and advanced teacher preparation programs) - Select Departments from the School of Arts and Sciences (content areas for initial and advanced preparation programs) Professional dispositions are the professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues and communities. These positive behaviors support student learning and development Professional Dispositions The Professional Education Unit has adopted six professional dispositions to which all candidates (both undergraduate and graduate) must adhere to. Positive Outlook - Demonstrate genuine enthusiasm and optimism - Foster a positive climate for learning - Act on the premise that all children can learn - Provide positive, authentic feedback - Focus on possibilities rather than obstacles - Respond to challenges - Treat all forms of diversity as learning opportunities Integrity - Foster trust among students, colleagues, school-based teacher educators (SBTEs), and professors - Demonstrate sound moral character, honesty, fairness, and sincerity, adhering to relevant code of ethics - Commit to and models academic honesty - Apply knowledge of how diverse backgrounds affect interactions with others - Act on the value of inclusiveness Respect - Adhere to program and school expectations - Commit to understanding diverse cultures and communities - Collaborate with school staff and faculty, professors, colleagues, students, and parents - Respectfully self-advocate and engage in self-care - Show compassion and empathy for others Self-Awareness - Interact and work well with people who have characteristics different from self - Exhibit an awareness of how their communication affects others by using objective and inclusive language that creates a shared understanding - Recognize their own strengths and gaps in knowledge, skills, and experiences - Make an effort to understand multiple perspectives or opposing viewpoints Dedication - Engage in ongoing learning - Consistently solve problems by drawing on their internal knowledge and external resources - Independently develop, adopt, and use a wide range of professional resources - Persist with tasks through completion at a high level of competency - Commit to increasing understanding of their frame of reference (e.g. culture, gender, language, abilities, and ways of knowing) Professionalism - Adhere to University and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices - Engage in positive and respectful interactions with students, colleagues, SBTEs, and families - Demonstrate a high level of reliability - Exemplify the characteristics of a good colleague Programs within the PEU are free to add to the PEU’s list of dispositions at their discretion and with the approval of the Professional Education Council. Candidates should become familiar with any additional dispositions associated with their program of study. Please note: Consistent with the intent of professional dispositions and consistent with the intent of Part 83 of the Regulations of the Commissioner of Education, any information indicating that a candidate pursuing a teaching, counseling, or administrative certificate has been accused or convicted of a crime, or has committed an act which raises a reasonable question as to the individual’s moral character, is considered under this policy. Policy Procedures Scheduling of Dispositions Assessments Professional dispositions are assessed regularly as candidates complete phases of the program. In addition, dispositions may be assessed and reported on when candidates have engaged in specific instances of unprofessional behavior. Dispositions are assessed according to the following methodology. Assessment Methodology Regularly Scheduled Assessments of Dispositions The assessment of a candidate’s status on professional dispositions focuses on value-driven conduct (i.e., observable behaviors) deemed essential to the teaching function; attitudes per se are not assessed (except to the extent they drive conduct). Each of the Unit’s six dispositions (and any program additions) is assessed via an instrument with a rubric scale and with opportunities for comments and/or reflections. - Dispositions are routinely assessed with the instrument through: - Confidential self-evaluation in selected classes identified by the program - Faculty evaluation in selected classes identified by the program - Evaluations submitted by school-based teacher educators (SBTEs) in all field experiences (including student teaching) and by University supervisors in student teaching - Confidential self-evaluation before and after student teaching Rubrics assigned by faculty, SBTEs, and University supervisors for each of the dispositions become part of the candidate’s record which is maintained in the candidate’s home department (the confidential self-evaluations are used only for program evaluation). While the faculty and staff of the Unit hope all candidates will aspire to exemplary behavior, proficient and developing behaviors are considered acceptable for the purposes of completing the teacher certification program. Professionally unacceptable behavior, however, may jeopardize either the candidate’s progress in, or completion of, the teacher certification program. Faculty and University supervisors must inform the Department Chair (or his/her designee) of any instance of professionally unacceptable behavior observed either by themselves or by school-based professionals with whom they work. Additional Dispositions Reports: Episodes of Unprofessional Behavior In addition to the scheduled assessments, any faculty member, member of the professional staff within the Unit, or school-based professional must submit a written dispositional report to the Department Chair (or designee) when he or she becomes aware of any candidate who engages in professionally unacceptable behavior relative to any disposition at any time. This report must include a description of the circumstances and the candidate’s behavior and refer to the Three Levels of Professionally Unacceptable Behavior described below. Three Levels of Professionally Unacceptable Behavior Any instance of professionally unacceptable behavior, through either faculty evaluation, SBTE or University supervisor evaluation, or dispositional report, will be referred by the Chair (or designee) to a departmental committee for consideration. The department Chair (or designee) must notify the candidate in writing that he or she has received either an evaluation or dispositional report indicative of professionally unacceptable behavior relative to Unit (and/or program) dispositions and that the candidate must meet with the departmental committee. The committee must follow-up with the individual who submitted the evaluation (or who submitted the report) to explore the rationale for the evaluation (or report) and must provide the candidate with the opportunity to respond to the evaluation (or report) and/or to explain his/her behavior. If the committee determines that the candidate’s behavior was not professionally unacceptable, the committee will recommend to the Chair (or designee) that the evaluation from a regularly scheduled assessment be modified, or in the case of a dispositional report, the committee will recommend the report be dismissed. The Chair (or designee) will assure the candidate’s record will be amended in accordance with the committee’s recommendation. If the committee determines that the candidate’s behavior was professionally unacceptable, it must then consider the severity of the behavior and the candidate’s previous history of professionally unacceptable behavior (if any) in determining a course of action. The course of action is a function of the “level” of professionally unacceptable behavior as follows: Level 1 Ordinarily a first-time and less serious dispositional transgression): The candidate meets with the departmental committee and discussion focuses on: - The behavior that was observed - Reasons why the behavior is cause for concern and why it is considered professionally unacceptable - Possible alternative behavioral responses in the future (if applicable) - A review of Unit and program dispositions - A review of the Unit’s policy on dispositions Level 2 Ordinarily a second-time or more serious dispositional transgression: The candidate meets with the departmental committee and the committee reviews the candidate’s behavior and, if appropriate, the candidate’s prior dispositional history; at their discretion, the committee may prescribe some type of remedial activity (e.g., counseling, additional coursework, additional field work, a volunteer experience, etc.) designed to improve the candidate’s professional disposition(s); it is possible the prescribed activity may cause delays in the candidate’s normal progress through the program; the Unit’s policy on dispositions also will be reviewed at this meeting. Level 3 Ordinarily a third-time or very serious dispositional transgression resulting in program dismissal: The candidate meets with the departmental committee; the candidate’s behavior and prior dispositional history are reviewed, and the candidate is provided with an opportunity to explain the behavior. The intent of the Unit’s policy on the assessment of professional dispositions is that instances of professionally unacceptable behavior will be addressed incrementally and educationally. In cases where the professionally unacceptable behavior is deemed to be more egregious, however, (including, but not limited to, behaviors that place the physical or psychological health and safety of children or adolescents at risk; behaviors that violate existing policies of the University or the field-based placement; and/or behaviors which are illegal) candidates with first-time transgressions may be assigned directly to Level 2 or Level 3 and candidates with second-time transgressions may be assigned directly to Level 3. Appeal of Departmental Committee Decisions If the departmental committee finds a level 1 or 2 disposition transgression, the candidate will be required to complete a remediation plan with designated follow up and consequences for failure to adhere to this plan. The candidate may appeal the finding in writing within 5 business days to the department Chair (or designee). If the Chair (or designee) upholds the appeal, the candidate’s record will be amended accordingly. If the Chair (or designee) denies the appeal, that decision is final and no further appeal of a Level 1 or Level 2 transgression to the chair (or designee) is possible. Under either circumstance, the candidate is notified in writing of the Chair’s decision. The candidate may then make a written appeal to the PEU Director who will make a final decision regarding candidate status and notify candidate and Department Chair (or designee). If the departmental committee determines that a Level 3 transgression has occurred, the candidate is notified in writing by the committee chair of the recommendation for dismissal from the program. The candidate must respond in writing within 5 business days to the PEU Director who determines if there may be appropriate appeal grounds (discrepancies in facts, findings, sanction level or due process). If so, the PEU Director then appoints a Dispositions Review Committee to examine facts, findings, sanction level or due process. The candidate is provided with an opportunity to meet with the Dispositions Review Committee. At the discretion of the Committee, the candidate has the opportunity to bring pertinent witnesses and/or advocate to the meeting. After reviewing the facts, findings, sanction level or due process, the Dispositions Review Committee notifies the PEU Director of their recommendation in writing. The PEU Director makes the final decision regarding candidate status and notifies the candidate and Department Chair (or designee) in writing. Records are maintained in the Department and the PEU. A candidate whose behavior has been found to be professionally unacceptable by the departmental committee and the Dispositions Review Committee at Level 3 and who has received a letter from the PEU Director indicating that the candidate has been dismissed from the PEU education program will have 5 business days to appeal the decision in writing to the PEU Director. The PEU Director has broad discretion in considering the appeal and may: - Convene an independent panel to review the case and provide recommendations to the PEU Director, - Simply review the findings of the two previous committees to arrive at a decision, or - Employ other strategies (including interactions with committee members, witnesses, and/or the candidate) to weigh the merit of the appeal. Under any circumstance, the PEU Director’s decision is final (although the Provost retains discretion to review appeals). If the PEU Director rules against the appeal, the departmental and Dispositions Review Committee recommendations (including the candidate’s dismissal from the program) are upheld. If the PEU Director rules in favor of the appeal, the transgression may be either dismissed or downgraded to a lower level, but in either case the candidate is restored to the program and the candidate’s record is amended. Regardless of the outcome of the appeal, the candidate and Chair (or designee) are notified in writing of the PEU Director’s decision. Candidate Rights Candidates have the following rights pertaining to the determination of professionally unacceptable behavior relative to professional dispositions. - The candidate must be notified by the instructor in writing within 5 business days if he or she has received an evaluation of professionally unacceptable behavior on any professional disposition during a regularly scheduled assessment OR if a dispositional report has been submitted to the department Chair (or designee) relative to the candidate’s behavior. - The candidate must have the opportunity to respond to instructor in writing within 5 business days of date of initial letter of correspondence to the evaluation or report and the opportunity to explain his/her behavior to a departmental committee. - The departmental committee must notify the candidate in writing within 5 business days of the findings of its review, including, as appropriate, the level of professionally unacceptable behavior. - The candidate has the right to appeal the findings of the departmental committee in writing within 5 business days of date of departmental committee findings to the Chair (or designee) of the home department for Level 1 and 2 transgressions. - For Level 1 and 2 transgressions, the candidate has the right to appeal the findings of the departmental Chair (or designee) in writing. This must be done within 5 business days of date of the Chair’s (or designee’s) findings and be addressed to the PEU Director. - For Level 3 transgressions, the candidate has the right to appeal the findings of the Departmental and Unit’s Dispositions Review Committees in writing. This must be done within 5 business days of date of the written communiqué and be addressed to the PEU Director. - The PEU Director makes the final decision regarding the charge of a Level 3 transgression and must notify the candidate and Department Chair (or designee) in writing within 5 business days of date of departmental/Dispositions Review Committee findings. - The candidate may bring witnesses and/or an advocate to the meeting with the Dispositions Review Committee for Level 3 appeals (however, only members of the University community may serve as advocates and advocates may only address the committee when answering questions directed to them by committee members). - The candidate may continue to participate in any campus-based classes in which he/she is enrolled during the committee’s review. If the committee determines that the dispositional transgression is a Level 3, the candidate must immediately stop attending all classes and field experiences as recommended by the committee. The candidate has the right to ask for special permission to continue to attend classes and complete course related assignments if he/she plans to appeal the committee’s decision. The Director of the PEU will consult with the Department Chair regarding the candidate’s request. If the finding of a Level 3 is overturned following an appeal, the candidate will not be penalized for his/her time out of class. - Provided no other University policies have been violated, candidates who are dismissed from a PEU education program due to dispositional transgressions may pursue completion of another academic program on campus. It should be recognized, however, that some professionally unacceptable behaviors in the field of education might be unacceptable in other professional programs outside the PEU. - A candidate who has been dismissed from a PEU teacher education program, Counselor Education program, or School Building and District Leader program is no longer eligible to apply to any other PEU education program. In such instances, the dismissed student is encouraged to meet with his/her advisor to determine a plan. The student is similarly encouraged to apprise any other pertinent campus office, such as Financial Aid, of changes to his/her status.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/global-assessment/
Overview The Global Assessment of Candidate Performance (GACP) is a measurement of knowledge, skills, and professional dispositions of teacher candidates in initial-level programs. The GACP is administered at the end of each student teaching placement. Each teacher candidate is assessed by their school-based teacher educator (SBTE) and college supervisor using the GACP rubric. The rubric is available online here: Global Assessment of Candidate Performance. - The teacher candidate understands the concepts of the discipline - The teacher candidate develops appropriate instructional plans, including learning goals and objectives - The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways - The teacher candidate uses technology to enhance student learning - The teacher candidate manages the classroom - The teacher candidate implements appropriate assessments to measure student learning - The teacher candidate uses assessment data - The teacher candidate reflects on practice - The teacher candidate positively impacts P-12 learning - The teacher candidate builds a school-home connection - The teacher candidate exhibits a positive outlook - The teacher candidate exhibits respect towards others - The teacher candidate exhibits intellectual integrity - The teacher candidate exhibits dedication - The teacher candidate exhibits self-awareness - The teacher candidate exhibits professionalism College supervisors use the assessment results, along with the discipline-specific student teaching evaluation and their own observations, to decide whether a candidate has the skills necessary to teach at program completion, and pass the student teaching experience. Results Overall, the results from the final student teaching evaluation indicate that Brockport candidates are prepared to teach at the end of their student teaching experience. The criteria that Brockport candidates could improve upon the most is their ability to build a school-home connection, with a mean score of 2.37 out of 3.0. The table below shows the mean scores for all rubric criteria from SBTE ratings of candidate performance during the 2021-2022 academic year.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/governance/
Governance Context This page contains an overview of the governance structure of the Professional Education Unit. The full structure is described in the Professional Education Unit Governance Document, which is available by request. Administration The Dean of Education, Health, and Human Services is the Unit Head and shall administer the PEU and shall have the authority and responsibility for the overall operation of the Unit and for CAEP accreditation of the institution. The Dean is appointed by the Provost and Vice President for Academic Affairs. The duties of the Dean include the following: - Serve as the Head of the Professional Education Unit (PEU) - Provide a vision for the PEU - Exercise the authority and assume responsibility for CAEP accreditation of the institution - Consult with the Executive Director of the Professional Education Unit and oversee all Unit functions - Serve as an ex officio member of the Professional Education Council The Executive Director of the Professional Education Unit serves as the CAEP Coordinator and assists the Dean in the administration of the PEU. The Executive Director is appointed by the Dean. The duties of the Executive Director for the Professional Education Unit include the following: - Consult with the Dean on matters of professional education and accreditation - Serve as the primary liaison between the PEU and CAEP - Serve as the chairperson of the Professional Education Council - Communicate accreditation related developments to departments within the PEU - Monitor accreditation related tasks assigned to departments within the PEU - Coordinate, write, and submit accreditation related reports (including self- studies) to CAEP - Plan and implement the PEU’s assessment efforts - Provide oversight to the offices of Field Experience, Assessment, and Teacher Certification - Serve as a liaison between the PEU and community partners (Advisory Board, Joint Management Team-Higher Education Group, SUNY Deans and Directors of Education, public schools, etc.) Committees On behalf of the Professional Education Unit, the Professional Education Council (PEC) shall assist the Dean to develop and implement a shared vision for programs preparing initial and advanced teachers, school counselors, and school building and district leaders and to establish procedures for fostering continuous improvement of these programs that are consistent with the institution’s mission of student success, the PEU’s conceptual framework, best practices of the education profession, and CAEP accreditation requirements and standards. Standing and ad hoc committees of the Unit shall make recommendations to the PEC, which, in turn, shall assist the Dean to develop and execute policies. Other functions of the PEC includes: - Coordinate the governance work of the Unit - Coordinate the work of standing committees - Disseminate information relative to accreditation to home departments - Disseminate information relative to state and national initiatives pertaining to teacher certification to home departments - Review home department personnel criteria to assure consistency with accreditation requirements and the University’s existing set of personnel processes - Review and evaluate reports of the Assessment Committee, and identify areas of concern within the Unit and develop plans for remediation and continuous improvement - Based upon Assessment Committee reports and analysis, communicate the accomplishments and needs of the Unit to the Vice President for Academic Affairs through the Dean - Review and evaluate reports of the Effectiveness and Best Practices Committee, and identify areas of concern within the Unit and develop plans for remediation and continuous improvement - Based upon Effectiveness and Best Practices Committee reports and analysis, communicate the accomplishments and needs of the Unit to the Vice President for Academic Affairs through the Dean - Establish and consult with an Advisory Board relative to the goals of the Unit and procedures for attaining those goals The voting members of the PEC shall include the following persons: - Executive Director of the Professional Education Unit, Chair - Dean (or designee) of the School of Education, Health, and Human Services - Dean (or designee) of the School of Arts and Sciences - Director (or designee) of the Center for Graduate Studies - Chair (or designee) of the Department of Education and Human Development - Chair (or designee) of the Department of Counselor Education - Chair (or designee) of the Department of Educational Administration - Chair (or designee) of the Department of Kinesiology, Sport Studies, and Physical Education - Chair (or designee) of the Department of Public Health and Health Education - Director of Partnership Development and Field Experience - Certification Officer - Four representatives from the School of Arts and Sciences representing the content areas of Math, Science, Humanities and Languages The PEU Assessment Committee is a standing committee of the PEC and shall be charged by and report directly to the PEC. The primary purpose of the Unit Assessment Committee is to coordinate the collection, aggregation, analysis, and use of data from a variety of sources related to the performance of the Professional Education Unit, including data about applicant qualifications, candidate and graduate performance, and Unit operations. The Committee’s specific functions include the following: - Develop, refine, maintain, and evaluate an assessment system that reflects the Unit’s conceptual framework and professional and state standards, including assessment and evaluation measures of candidate performance, programs, and Unit operations at data checkpoints - Develop and implement processes to eliminate bias in assessments and work to establish the fairness, accuracy, and consistency of its assessment procedures and Unit operations - Regularly evaluate the validity and utility of the data produced through assessments - Assess candidates’ ability to impact the learning of diverse student populations - Make data analysis reports available to PEC, faculty and candidates to review - Use technology to support the assessment system The members of the Unit Assessment Committee shall include the following persons (the chair of the Committee shall be appointed by the Dean): - Executive Director of the Professional Education Unit - Representatives from each of the home departments of the PEU - Representatives from the School of Arts and Sciences representing the content areas of Math, Science, Humanities and Languages The Effectiveness and Best Practices Committee is a standing committee of the PEC and shall be charged by and report directly to the PEC. The primary purpose of the committee is to review cohesiveness across programs and with the broader educational community. The specific functions of the committee are to: - Evaluate consistency across the PEU and broader educational community through the review of programs and policies. The areas to be reviewed include (and are not limited to) the following: - Being grounded and guided by a constructivist approach to education - Linking theory and practice through extensive quality-based field experiences in diverse settings - Explicitly delineating required knowledge and skills (i.e. the Themes and Competencies defined in the PEU Conceptual Framework including effective integration of technology in instruction) - Professional Dispositions - Candidates’ positive impact on P-12 learners or the learning environment - Identify, monitor, and expand school partnerships that support field experiences in diverse settings which incorporate best practices of the discipline. - Recommend to the PEC, areas in which greater coherence across the PEU and broader educational community is needed. The members of the Effectiveness and Best Practices Committee shall include the following persons (the chair of the Committee shall be appointed by the Dean): - Director of Partnership Development and Field Experience - Representatives from each of the home departments of the PEU - Representatives from the School of Arts and Sciences representing the content areas of Math, Science, Humanities and Languages - Executive Director of the PEU In order to improve the effectiveness and best practices of the Unit, the Professional Education Council will appoint ad hoc committees. These committees will develop from a need or issue that is brought to the PEC from a committee, department or member of the PEU or college. One ad hoc committee formed as needed will be the disposition subcommittee that will review Level 3 disposition transgressions and refer to the Unit Head for appropriate action. If a conflict of interest exists with a committee member, he/she will step aside and a new member will temporarily replace them.The Professional Education Unit Advisory Board ensures a relationship between the Professional Education Unit and the persons in the education community it serves. The Advisory Board provides input to the Unit’s on-going strategic planning process that will help to ensure that programs will be kept at the forefront of the profession. The functions of the Advisory Board shall include the following: - Review and provide objective assessment and make recommendations about the future direction of curriculum, instruction, candidate and Unit assessment, and other aspects of Unit operations - Help promote good relationships with the Professional Education Unit’s external community, including positively promoting the Unit’s Programs - Provide an external perspective including practitioner, employer, and education faculty - Provide an alumni perspective and student perspective - Keep the Professional Education Unit apprised of trends and needs in P-12 education The membership of the Professional Education Unit Advisory Board shall consist of representatives of professional education from school districts and other professional education institutions, and current Brockport students (graduate and undergraduate). The members of the Advisory Board could include the following categories of individuals: - Experienced administrators, including school superintendents, central office administrators, building principals, and directors of health, physical education, and athletics, and directors of counseling - Practitioners who have significant years of experience and have earned tenure in their positions, including teachers and school counselors - Alumni - Faculty from other higher education institutions - Representative from New York State United Teachers (NYSUT) General Rules for Conduct of Committee Meetings in the Unit - Committees meet on the call of the chairperson or when at least 30% of the committee membership petitions the chair - Chairpersons shall prepare and distribute an agenda prior to a committee meeting - A quorum shall be necessary for any votes taken during the conduct of a meeting; a quorum shall be defined as attendance which is greater than 50% of committee membership - Motions shall be carried or defeated by a majority vote of those in attendance; there shall be no provisions for absentee voting - Minutes and notes shall be maintained by all committees and made available to all members of the Unit
academics
professional-education
https://www2.brockport.edu/academics/professional-education/our-programs/
Our Programs SUNY Brockport’s professional education preparation programs represent departments across the University: - Department of Education and Human Development - Department of Counselor Education - Department of Education Administration - Department of Kinesiology, Sport Studies & Physical Education - Department of Public Health & Health Education - Department of English - Department of Mathematics - Department of History - Department of Modern Languages & Cultures - Department of Biology - Department of Chemistry & Biochemistry - Department of Earth Sciences - Department of Physics SUNY Brockport’s professional education preparation programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). The following is a list of professional education programs that have been reviewed by CAEP: Programs leading to initial teaching certification: - Childhood Inclusive Education (BS) - Childhood Inclusive Education (MSEd) - Early Childhood Inclusive Education (BS) - Adolescence Biology Inclusive Generalist Grades 5-12 (BS, BA, Adv Cert, or MSEd) - Adolescence Biology Education (BS) leading to initial certification - Adolescence Chemistry Inclusive Generalist Grades 5-12 (BS, BA, Adv Cert, or MSEd) - Adolescence Chemistry Education (BS) leading to initial certification - Adolescence Earth Science Inclusive Generalist Grades 5-12 (BS, BA, Adv Cert, or MSEd) - Adolescence Earth Science Education (BS) leading to initial certification - Adolescence English Inclusive Generalist Grades 5-12 (BS, Adv Cert, or MSEd) - Adolescence English Education (BS) leading to initial certification - Adolescence French Inclusive Generalist Grades 5-12 (BA) - Adolescence French Education (BA) leading to initial certification - Adolescence Mathematics Inclusive Generalist Grades 5-12 (BS, BA, Adv Cert, or MSEd) - Adolescence Mathematics Education (BS) leading to initial certification - Adolescence Physics Inclusive Generalist Grades 5-12 (BS, BA, Adv Cert, or MSEd) - Adolescence Physics Education (BS) leading to initial certification - Adolescence Social Studies Inclusive Generalist Grades 5-12 (BS, BA, Adv Cert, or MSEd) - Adolescence Social Studies (BS or BA) leading to initial certification - Adolescence Spanish Inclusive Generalist Grades 5-12 (BA) - Adolescence Spanish Education (BA) leading to initial certification - Physical Education (BS) Programs leading to professional certification: - Adolescence Biology Grades 7-12 (MSEd) - Adolescence Chemistry Grades 7-12 (MSEd) - Adolescence Earth Science Grades 7-12 (MSEd) - Adolescence English Grades 7-12 (MSEd) - Adolescence Mathematics Grades 7-12 (MSEd) - Adolescence Physics Grades 7-12 (MSEd) - Adolescence Social Studies Grades 7-12 (MSEd) - Physical Education (MSEd) - Bilingual Education (MSEd) - Literacy Education B-12 (MSEd) - School Health Education K-12 (MSEd) - Teaching English to Speakers of Other Languages (MSEd or Adv Cert) leading to professional certification Programs leading to other certifications or extensions: - Bilingual Education (Adv Cert) leads to eligibility for Bilingual Teacher extension - Educational Administration – School Building & District Leader (CAS) provides eligibility for School Building Leader and School District Leader administrative certifications - Educational Administration – School District Business Leader (MSEd and CAS) provides eligibility for School District Business Leader certification The following programs are accredited by the Council for Accreditation of Counseling and Related Education Programs (CACREP): - School Counseling (MSEd) - School Counseling (CAS)
academics
professional-education
https://www2.brockport.edu/academics/professional-education/policies/
Consistent with the Professional Education Unit’s (PEU) mission of preparing highly competent education professionals, the PEU has adopted the following policies. These policies are not meant to supplant any SUNY, University-wide, or departmental policy. Rather, the expectation is that teacher candidates be cognizant of these policies and to engage in professionally acceptable behavior at all times. Professional Dispositions Professional Dispositions for Teacher Education Candidates Policy Disposition Policy Guidelines for Departments, Candidates, Faculty & Staff Dispositions Transgression Report Form
academics
professional-education
https://www2.brockport.edu/academics/professional-education/professional-development/
Online Modules & Presentations This page contains recorded presentations and online modules to introduce teachers to using technology in P-12 classrooms. Transforming Your Formative Assessment for the 1:1 Environment Empowering students with devices changes how all forms of assessment can be implemented in the classroom. Online tools allow formative assessments to be more robust, more powerful and result in more meaningful and skill-driven data. You will learn how to use several tools for formative assessment that promote student voice while meeting multiple ISTE standards. Transforming Your Formative Assessment for the 1:1 Environment The Power To Create: Empowering Students Through Active Uses of Technology In 2019, simply providing students with access to classroom technology is no longer enough. To ensure that learning is maximized, effective teachers ensure that students are using devices, software, apps, and other digital tools to facilitate creativity, collaboration, and other 21st Century Skills. Learn how to empower student learning through the creation of digital projects and activities that leverage technology in an authentic, creative and active way. Transform your students from mere consumers of technology to powerful creators! The Power To Create: Empowering Students Through Active Uses of Technology ISTE Standards Unpacked The International Society for Technology in Education has been guiding the use of technology in education for several decades. Schools and districts around the world have striven to adopt their standards into their curriculum and instruction in various ways. We will unpack the current version of ISTE Standards, primarily focusing on ISTE Standards for Students, and discuss ways to use these standards to promote 21st Century skills in all grade levels. Digital Citizenship in PK-12 Education In this module, students will gain an understanding of ISTE Standard 2: Digital Citizen, the nine elements of digital citizenship, and how these elements can be embedded into classroom instruction.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/social-media-cellphone/
University Policies The procedures described herein pertain only to a candidate’s status within the Professional Education Unit and are not meant to supplant existing university-wide policies or procedures. Candidates are still subject to all university-wide policies and procedures. Cell Phone Policy and Social Media Policy in Class: Cell phones and pagers ringing during class are highly disruptive. In general, cell phones and pagers should be left off during class periods. In the rare event that an emergency requires a student to monitor a cell phone or pager, the teacher candidate should inform the instructor at the beginning of the class period and sit near an exit where they may leave the room quietly. As cell phones are, increasingly, used for pedagogical reasons, their use in class will be at the discretion of the professor. However, teacher candidates found using cell phones to take photos, selfies, videos, or images of any kind during class for any reason may receive a dispositional referral, fail the course and may be removed from the program. If you use your cell phone to text in class, you could be asked to leave and it will count as an unexcused absence. If students are asked to leave class because of such a disruption, instructors are not obliged to allow makeup of missed work. Having a wireless communication device in hand or using earphones connected to one during examinations may be grounds for charges of academic dishonesty. Further information on disruptive behaviors, academic dishonesty and codes of student social conduct, including potential sanctions, processes and rights to appeal is published in Your Right to Know. (ISTE, Standard #4, 2008) Cell Phone Policy and Social Media Policy during Field Experience: Cell phone or social media use during the field experience will be at the discretion of the School-Based Teacher Educator (SBTE), in consultation with the supervisor from SUNY Brockport. Under the guidance of the SBTE, electronic communication with students and/or parents may take place. Relatedly, there may be one or more ‘phone apps’ that could be appropriate for a given lesson. Their use would be at the discretion of the SBTE. Teacher candidates found using cell phones to take photos, ‘selfies’, videos, or images of any kind with/of P-12 students for any reason, and/or attempting to communicate with students via any social media site may receive a dispositional referral, fail the course, and may be removed from the program. (ISTE Standard #4, 2008) Social Media Guidelines Social media has created new ways to communicate and can lead to compromising situations that may jeopardize one’s standing in the program; especially if teaching candidates do not practice sound judgment while using social media. Therefore, the faculty encourages you to abide by the following guidelines: - Do not communicate, accept or seek friend requests, or send photos of any kind to students through social media sites (i.e. Facebook, Instagram, Twitter, Tumbler, Social Gaming, Yik Yak, Vine, Periscope, SAP, Messenger, Tango, or Spotify. - Do not post any of your students’ images on any social media site (i.e. video clips or pictures). - Do not share or exchange cell phone numbers with students. - All personal social media profiles should be set to private. - Facebook photos–set to private/change name - Instagram photos–set to private/change name - Snapchat–Set to private. Do not send photos because people can save your photo. - Twitter–Set to private - Dating sites–Set to private or just delete account. High school students are on these sites as well. - Do not post any questionable images or statements that can be interpreted as negative, degrading or lacking in judgment. Examples include political statements or pictures of a sexual nature or demonstrate a lack of judgment by drinking alcohol, smoking or chewing tobacco. - Google yourself monthly to make sure that there is nothing on the internet about you that is inappropriate.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/title-ii/
2023 Report (2021-2022 Academic Year Data) In accordance with the accountability provisions of the Higher Education Act, Brockport publishes the following information regarding its teacher education programs on this page: - Certification exam pass rates and scaled scores - Goals and assurances - Program information - Accreditation statement - Performance designation - Use of technology - Teacher training information A) Certification exam pass rates and scaled scores The following table includes New York State (NYS) teacher certification exam data for SUNY Brockport education program completers. Data are aggregated by graduating cohort. Please note that where a program graduated fewer than 10 candidates in a year, the three most recent years’ data are combined. State-wide data are also provided as a benchmark. Summary pass rates This table shows the pass rate for students that attempted all exams appropriate to their certification titles: B) Goals and assurances The University has set an annual goal to grow enrollment by one or more students in programs representing teacher shortage areas, which includes mathematics, science, special education, and instruction of limited English proficient students. In 2021-2022, the Unit met the goal in mathematics, science, and instruction of limited English proficient students. Strategies to meet the goal include University marking initiatives, high school visits, and hosting campus visits for prospective candidates. Brockport teacher preparation programs assure the following: - Program preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends. - Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. - Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. - Prospective general education teachers are prepared to provide instruction to students with disabilities. - Prospective general education teachers are prepared to provide instruction to limited English proficient students. - Prospective general education teachers are prepared to provide instruction to students from low-income families. - Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. To meet the assurances listed above, the Professional Education Unit maintains an Advisory Board comprised of representatives of local educational agencies and schools to help identify local needs, and to ensure programs prepare candidates for challenges they face in the field. Candidates in all education programs must complete a field experience or student teaching where they practice working with students with disabilities, limited English proficient students, and are placed in a high needs school whereby at least 50% of students receive free or reduced lunch. C) Program Information A list of teacher preparation programs at SUNY Brockport are available online. Criteria for admission and graduation are stated on program webpages. Clinical Experience Information The average number of hours of supervised clinical experience required for those in the program prior to student teaching is 131.3 (average number of clock hours required prior to student teaching varies from 100-150, depending on the program). The number of clock hours required for student teaching is 600. The number of full-time equivalent faculty supervising clinical experience is 19. The number of full-time equivalent faculty supervising clinical experience is 27. The number of cooperating teachers/K-12 staff supervising clinical experience during this academic year was 612. The number of students in supervised clinical experience during this academic year was 462. Enrollment information The table below shows the number of enrolled candidates in initial certification programs, and the number of program completers for the academic year: The table below shows the number of program completers for the academic year of initial certification programs, disaggregated by subject and area of certification or licensure: The table below shows the number of program completers for the academic year of initial certification programs, disaggregated by academic major: D) Accreditation Statement SUNY Brockport programs are currently accredited by the Council for the Accreditation of Educator Preparation (CAEP). E) Performance designation SUNY Brockport programs are not designated as “low performing” by the state. F) Use of technology SUNY Brockport programs prepare teachers to integrate technology effectively into curricula and instruction, use technology effectively to collect data to improve teaching and learning, use technology effectively to manage data to improve teaching and learning, and use technology effectively to analyze data to improve teaching and learning. The integration of technology into curriculum & instruction, including the principles of design for learning, is assessed via a student teaching evaluation. There are also program-specific course assessments that assess candidates’ abilities with technology. Data from these assessments are analyzed annually by Education programs’ faculty and staff, who then implement changes to improve candidate performance. Data are posted publicly on the Brockport Professional Education Unit’s website. Overall, data indicate candidates are successful in implementing technology into instruction. G) Teacher training information Below are descriptions of activities that prepare general education teachers to: - Teach students with disabilities effectively All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator. - Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act. All education programs have required coursework in special education. All teacher candidates must also work with students with disabilities during a field experience and student teaching. In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum. - Effectively teach students who are limited English proficient. Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator. - Teach students with disabilities effectively All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator. - Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act. In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum (9 credits of coursework focusing on foundations, methods, and assessment of students with disabilities, plus 6-9 credits of additional coursework focusing on inclusive pedagogy in the content areas). Teacher candidates also take the students with disabilities CST. They also take a 50 hour field experience in students with disabilities. - Effectively teach students who are limited English proficient. Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
academics
professional-education
https://www2.brockport.edu/academics/professional-education/tk20/
What is Tk20? Tk20 is a comprehensive outcomes–based software tool used at SUNY Brockport. Tk20 facilitates the institution’s continuous improvement of student success mission and supports the Professional Education Unit’s (PEU) CICSL assessment system. Tk20 Help Desk The Tk20 website offers a digital help desk on their website. This help desk offers both video guides and written guides that can help you navigate the Tk20 software. There are videos on time logs, submitting course assignments, granting extensions and more. For information on a specific topic, use the search bar to find videos or guides on the topic. Student Guides Submitting a course assignment Recalling (un-submitting) an assessment Completing a field experience self-assessment EDC 720 students: how to submit integration time logs edTPA and video manipulation guides available here EDA 885 / EDA 888 Uploading competency files School-Based Teacher Educator Guides How to assess a candidate during field experience Counseling Site Staff Guides How to approve time logs and assess counseling candidates Education Administration Site Supervisor Guides How to sign off on an intern’s competencies in Tk20 Faculty Guides How to assess a course assignment Granting an extension (unlocking an assignment for a student to re-submit) How to send a course assignment Tk20 Support You may contact the Professional Education Unit’s Assessment Office at [email protected] or (585) 395-2896 for assessment or technical support. You may also contact the Brockport Help Desk for technical support.
academics
psychology
https://www2.brockport.edu/academics/psychology/
Society is more willing to address issues of mindfulness and mental health, and more people are getting the help they need. The world needs more psychologists, counselors, and behavior specialists than ever before. Coursework Is it really possible for one person to have multiple personalities? What makes someone a psychopath? Why do people continue to vape when they know it’s dangerous? Our coursework focuses on more than just the foundation of psychology. Research Our professors are actively engaged in research. Students have the opportunity to engage in the research process alongside professors investigating topics such as: - Understanding and assisting children with developmental learning disorders - Using eye-tracking technology to study human attention - Examining minority students’ sense of belonging and its tie to academic success We encourage our students to not only work alongside our professors on research, but to pursue their own inspirations and create new knowledge in the field as part of independent study.
academics
psychology
https://www2.brockport.edu/academics/psychology/?program=major-minor
Coursework Is it really possible for one person to have multiple personalities? What makes someone a psychopath? Why do people continue to vape when they know it’s dangerous? Our coursework focuses on more than just the foundation of psychology. Research Our professors are actively engaged in research. Students have the opportunity to engage in the research process alongside professors investigating topics such as: - Understanding and assisting children with developmental learning disorders - Using eye-tracking technology to study human attention - Examining minority students’ sense of belonging and its tie to academic success We encourage our students to not only work alongside our professors on research, but to pursue their own inspirations and create new knowledge in the field as part of independent study.
academics
psychology
https://www2.brockport.edu/academics/psychology/accomplishments/
2018 AWARDS/GRANTS - Cheryl Limer – SUNY Chancellor’s Award for Student Excellence and the Honors College Scholar Award - Madison Hiddie – Delta College Program Scholar Award - Sarah Hoefer – Honors College Scholar Award and the Psychology Department Scholar Award - Daniel Caffery – Robert W. Gill ’68 & Susan Kraus Student Research Awards in Psychology (First place) - Jamie Tombari – Robert W. Gill ’68 & Susan Kraus Student Research Awards in Psychology (Runner up) - John Benicasco – School of Arts and Sciences Distinguished Undergraduate Award and Robert W. Gill ’68 & Susan Kraus Student Research Awards in Psychology (Third place) - Jennifer Jordan – Herbert C. Fink Scholarship winner PRESENTATIONS - Caffery, D., & Abwender, D. (2018, May). Understanding trolls: Effectance motivation, social competence, and dark personality. Poster session presented at the Annual Convention of the Association for Psychological Science, San Francisco. - Foresha, D., & Abwender, D. (2018, May). Timing ability of individuals with depressed mood: The role of executive function. Poster session presented at the Annual Convention of the Association for Psychological Science, San Francisco. - Pace, B., & Abwender, D. (2018, May). Verbal fluency clustering and switching: What they mean depends on task instructions. Poster session presented at the Annual Convention of the Association for Psychological Science, San Francisco. 2017 AWARDS/GRANTS - Jaime Tombari – Psychology Department Scholar - Melissa Stoj – SUNY Chancellor’s Award for Student Excellence - Casey Attenberger – Herbert C. Fink Scholarship (winner) - John Benicasco – Student Employee of the Year Award PUBLICATIONS - Gillespie, J.F., & *Mutignani, L.M. (in press). Case studies of social capital at work. In M. Bloom, T.P. Gullotta, & A. Greenberg (Eds.), Social capital and community well-being: The Serve Here Initiative. NY: Springer. - Kenney, S., Abar, C. C., O’Brien, K., Clark, G., & LaBrie, J. (in press). Trajectories of alcohol use and alcohol-related consequences in college women with and without depressed mood. Addictive Behaviors. - Ratcliff, J.J., Lieberman, L., Miller, A.K., & Pace, B.* (in press). Bullying as a source of posttraumatic growth in individuals with visual impairments. Journal of Developmental and Physical Disabilities. PRESENTATIONS - Forzano, L. B., Howard, T. D., & Desrochers, M. (2017, May). Stimulus discrimination Training to promote consumption of invasive weed species by a goat: Preliminary study. Poster presented at the meeting of the Association for Behavior Analysis, Denver, CO. - Forzano, L. B., Howard, T., Hoefer, S., Sorama, M., Button, A. (2017, May). Self-control, impulsivity, and delay discounting in elementary school children. Poster presented at the meeting of the Association for Behavior Analysis, Denver, CO. - Tombari, J., Waite, M., McNall, L.A. & Brown, M. (2017, March). The role of trait mindfulness in balancing multiple life roles. Poster presented at the Annual Conference of the Eastern Psychological Association, Boston, MA. 2016 AWARDS/GRANTS - Brigitte Pace – School of Arts and Sciences Graduate Student Award - Nicole Magliano – Delta College Commendation Award - John Benicasco – Psychology Department Scholar - Samantha Johnson – Herbert C. Fink Scholarship - Sarah Farnett – Summer Undergraduate Research Fellowship - Jamie Tombari – Summer Undergraduate Research Fellowship; Psi Chi Summer Research Grant - Megan Waite – Summer Undergraduate Research Fellowship - Tara Kelly – Psi Chi Summer Research Grant - Emily Goldsmith – Psi Chi Summer Research Grant PUBLICATIONS - Bock, B. M., Cole, S. C., Drake, P. M., Rice, B. R., Desrochers, M. N., Forzano, L. B., Hansen, K., & Amatangelo, K. L. (2016, January). Evaluation of goat preferences for consuming invasive plant species. FL-PRISM Newsletter. https://flihappenings.wordpress.com/2016/01/05/fl-prism-update-evaluation-of-goat-preferences-for-consuming-invasive-plant-species/ - Hutchings, R., Morgan, E., & Ratcliff, J.J. (2016). Beyond politics: The relationship between opposition to marriage equality, behavioral intentions, and reactions to LGBT hate crimes. Psi Chi Journal of Psychological Research, 20(4), 197-207. - Gillespie, J.F., & Mutignani, L.M. (2016). Case studies of social capital at work. In A. Greenberg, T.P. Gullotta, & M. Bloom (Eds.), Social capital and community well-being: The Serve Here Initiative (pp 189-198). NY: Springer. PRESENTATIONS - Fields, E. E., Riffel, S. K., Pace, B., Tapio, J., & Abwender, D. (2016, May). Understanding the effect of instructional set on verbal fluency using component score analysis. Poster session presented at the Annual Meeting of the Midwestern Psychological Association, Chicago. - Bock, B. M. Cole, S., Rice, B. R., Desrochers, M. N., & Forzano, L. B. (2016, April). Evaluation of goat preferences for consuming invasive weed species. Poster presented at the SUNY Undergraduate Research Conference, Cobleskill, NY. - McNall, L.A., Scott, L., & Nicklin, J.M. (2016, April). Interpersonal capitalization as a mediator of boundary preference and enrichment. Paper presented at the Society for Industrial and Organizational Psychology, Anaheim, California. 2015 AWARDS/GRANTS - Ryan Hutchings – Departmental Scholar, Chancellor’s Award for Student Excellence, and Presidential Citation PUBLICATIONS - Krolikowski, A, Rinella, M., & Ratcliff, J.J. (2015). The influence of subtleand blatant prejudice on group identity. Journal of Homosexuality, 63, 228-249. - McNall, L.A., Scott, L., & Nicklin, J.M. (2015). Do positive affectivity and boundary preferences matter for work-family enrichment? A study of human service workers. Journal of Occupational Health Psychology, 20, 93-104. doi:10.1037/a0038165 - Pace, B., Clark, H., McCoy, T., & Abwender, D. (2015, May). Semantic verbal fluency: Inter-word intervals and overlapping vs. adjacent cluster switches are useful in component analysis. Poster session presented at the Annual Convention of the Association for Psychological Science, New York. - Tapio, J., & Abwender, D. (2015, May). BAS reaction time task shows menstrual cycle-related changes in affect and reward sensitivity. Poster session presented at the Annual Convention of the Association for Psychological Science, New York. - Pace, B., Clark, H., Robinson, J., Sollenne, T., & Abwender, D. (2015, August). Is Gray’s BIS a right hemisphere process? Evidence from line bisection and go/no-go tasks. Poster session presented at the Annual Convention of the American Psychological Association, Toronto. - Robinson, J., Pace, B., Sollenne, T., Clark, H., & Abwender, D. (2015, August). Reconfigured Carver/White BIS/BAS scales predict primary and secondary psychopathy. Poster session presented at the Annual Convention of the American Psychological Association, Toronto. - Fields, E. E., Riffel, S. K., Pace, B., Tapio, J., & Abwender, D. (2015, November). Verbal fluency performance in depression: An examination of clustering and switching using two coding styles. Poster session presented at the Annual Conference of the National Academy of Neuropsychology, Austin, TX. - Riffel, S. K., Fields, E. E., Pace, B., Tapio, J., & Abwender, D. (2015, November). Reinforcement sensitivity theory and emotional neuropsychological test performance in psychopathy and depression. Poster session presented at the Annual Conference of the National Academy of Neuropsychology, Austin, TX. PRESENTATIONS - Desrochers, M., Birch, S., Margolin, S. J., & Castaneda, J. (2015, May). Peer mentoring of undergraduate psychology students in career and graduate school preparation. Poster presented at 27th annual convention of the Association for Psychological Science, New York City, NY. - Drake, P., Bock, B.M., Cole, S.C., Rice, B.R., Desrochers, M.N., Forzano, L., Hansen, K., Amatangelo, K., & Mosher, H. (2015, November). Evaluation of goat preferences for consuming invasive weed species. Poster presented at Finger Lakes Research Conference, Geneva, NY. - Forzano, L. B., O’Keefe, M. L., & Sorama, M. (2015, May). Self-control, impulsivity, and delay discounting in elementary school children. Poster presented at the meeting of the Association for Behavior Analysis, San Antonio, TX. - Hutchings, R., Perry, C., Hawes, K., & Day, J. (2015). Fast learning about a neutral stimulus in human contingency learning. Eastern Psychological Association, Philadelphia, PA. - Witnauer, J. E., Hutchings, R., Kysor, S. & Rhodes, J. (2015). Sometimes competing retrieval predicts the selective role of within-compound associations in retrospective revaluation. Eastern Psychological Association, Philadelphia, PA. 2014 AWARDS/GRANTS - Elizabeth Morgan –Chancellor’s Award and Undergraduate Award - Buffie Edick – Outstanding Adult Learner Award - Brigitte Pace – Psychology Department Scholar PUBLICATIONS - Desrochers, M. N., Oshlag, R., & Kennelly, A. (2014). Background music to reduce problem behaviors during assessment with a child who is blind with multiple disabilities. Journal of Visual Impairment and Blindness, 108, 31-66. - Forzano, L. B., Michels, J. L., Sorama, M., Etopio, A. L., & English, E. J. (2014). Self-control and impulsiveness in adult humans: Comparison of qualitatively different consumable reinforcers using a new methodology. The Psychological Record, 64, 719-730. doi:10.1007/s40732-014-0038-7
academics
psychology
https://www2.brockport.edu/academics/psychology/career/
Training in psychology can open up a wide variety of career options. The kinds of options available depend on many factors, including the student’s interests and their willingness to acquire training beyond the undergraduate degree. Students who aspire to careers as psychologists or in professions directly related to psychology. Normally such a career requires a graduate degree, although there are some types of psychology-related employment that can be achieved with a bachelor’s degree. Graduate Students The Psychology Department’s MA program serves the needs of essentially two types of graduate students. Some students are seeking the master’s degree as a terminal degree. These may be students who already are employed in Monroe County or nearby areas and are seeking additional credentials for job advancement, recent graduates from undergraduate programs who aspire to a position that requires a master’s degree, or students with other similar goals. Other graduate students wish to use the master’s degree as a stepping-stone into a doctoral program. Our graduate program has a very successful history of meeting all these needs. With regard to doctoral study, many of our graduates are successful in gaining admission to doctoral programs in psychology following graduation with their MA degree in Psychology. The graduate programs listed below are among those that have accepted our graduates for their PhD, PsyD or EdD programs: - Alfred University - Antioch New England Graduate School - California School of Professional Psychology - Florida State University - Georgia State University - Indiana University of Pennsylvania - Kent State University - Michigan State - MCP Hahnemann University - Nova University - Pennsylvania State University - Syracuse University - Texas A & M University - University of Dayton - University of Florida - University of Hartford - University of Rochester - University of Toledo - University of Washington - Warner School of Education at University of Rochester For those students preparing for master’s-level positions in human services and the mental health fields, the MA program is based on the scientist-practitioner model, which holds that modern methods of scientific investigation should be employed in the analysis and modification of human behavior, decisions regarding treatment methods and outcomes should be based on empirical data that are verifiable, and the practitioner has an obligation to keep abreast of, and to incorporate, improvements in assessment and treatment methods in understanding behavioral disorders. The program’s curriculum is designed to provide courses and practicum experiences that are directed toward all these goals. The Department of Psychology is a member of both the Council of Graduate Departments of Psychology and the Council of Applied Master’s Programs in Psychology (CAMPP). SUNY Brockport’s MA in Psychology program meets CAMPP standards of training, formulated at the 1990 National Conference on Applied Master’s Training in Psychology. For those graduates seeking psychology-related employment, the MA program has a 100 percent success rate in placing its alumni. CAREER SKILLS AND OPPORTUNITIES The MA in Psychology program graduate can serve as a team player in multi-disciplinary settings, adding a behavioral perspective to client/patient growth and development. Examples of specialized clinical skills include: - making objective and measurable assessments of client/patient skills and behaviors - creating long- and short-term goals based upon client/patient skills and abilities - developing intervention strategies to achieve behavior change - providing behavioral intervention(s) to individuals and/or groups Graduates integrate their skills into existing programs or new ones, working in a variety of clinical settings to help a broad range of clients/patients with: - developmental disabilities, anxiety disorders, adjustment disorders - substance-related disorders, mood disorders, personality disorders - cognitive disorders, problems of infancy, childhood or adolescence Graduate students in our MA program learn a common “core” knowledge base and set of skills in their required courses. Prior to completion of the degree, students combine their developing clinical skills with their unique personal strengths through a carefully selected, individualized 600-clock-hour practicum at many agencies in Western New York. Our students have a strong history of being hired for jobs by the agencies where they complete their practica. Graduates are employed in a wide array of public-sector human services settings, both in the Monroe County area and nationwide. Regionally, the most frequent employers of our MA graduates are developmental disability service offices (DDSOs), mental health agencies, and continuing and day treatment programs for the mentally ill. POSITIONS HELD BY OUR MA-LEVEL GRADUATES: - Behavior Specialist/Behavior Management Technician Completes behavioral observations, monitoring and recording behavior of developmentally delayed clients in group home and residential treatment settings. Utilizes knowledge of applied behavior analytic principles to assess, manage, and improve behavior for independent living and vocational skills and socialization. Additional certification in the field is required. - Psychology Associate Serves in full capacity as a therapist and diagnostician for outpatient mental health concerns, under the supervision of a licensed psychologist. Conducts group and individual therapy for depression, anxiety disorders and adjustment disorders. Performs psychological testing, including intellectual and personality assessment and court evaluations. - Neuropsychometrist Conducts neuropsychological screenings and testing to assess brain function and recovery in brain-injured clients. Presents results at case staffings and works with neuropsychologists, therapists, and other clinical staff to integrate recovery and aftercare. - Health Project Coordinator Administers structured psychiatric interviews for clinical research protocols; coordinates patient contacts for grant-funded clinical trials; and collects, analyzes and aids in interpretation of outcome data for psychological and psychiatric interventions. Additionally, in many cases our graduates have utilized their master’s degree to attain supervisory-level positions in area agencies, as team leaders, program supervisors, and project coordinators. Local employers who have hired our graduates include the following: - ARC of Genesee County - ARC of Monroe County - Catholic Family Center - Continuing Developmental Services - DePaul Community Service - East House - Genesee Mental Health Center - Heritage Christian Homes, Inc. - Lifetime Assistance, Inc. - Mary Cariola Children’s Center - NYS Developmental Disabilities Service Offices in Wayne County, Monroe County, West Seneca and Canton - NYS Division of Probation - NYS School for the Blind - Park Ridge Mental Health Center - Park Ridge Chemical Dependency - People, Inc., Buffalo - Rochester Mental Health Center - Rochester Police Department Family and Crisis Intervention Team - Rochester Rehabilitation Center - Mt. Hope Family Center - Strong Memorial Hospital Center for Developmental Disabilities - Strong Ties Community Support Program - Unity Health Systems Brain Injury Rehabilitation Unit - University of Rochester Medical Center, Division of Neuropsychology - University of Rochester Medical Center, Department of Psychiatry - Veterans Administration Medical Centers in Canandaigua and Syracuse
academics
psychology
https://www2.brockport.edu/academics/psychology/combined/
What You’ll Learn Motivated students who want to pursue research careers should consider the combined degree in psychology. Not only do students get instruction in an intensive format, but they can earn their bachelor’s and master’s degrees in five years with a full-time commitment. Students collaborate with faculty on a wide range of research, including; human learning, applied behavior analysis, language/memory of the aging, substance use in adolescence, and much more. This type of training helps our graduates get into successful research-oriented doctoral programs. Curriculum The program combines a solid undergraduate psychology education and advanced masters-level training in either general psychological research or clinical research. Our rigorous program develops applied and academic knowledge in the areas of biological, acquired or learned, social, developmental, and individual bases of behavior. Additionally, all students receive advanced training in research methods and statistics.Curriculum & Learning Outcomes Program Eligibility Graduates typically go on to positions in research and doctoral programs. Doctoral degrees are necessary for advanced research, administrative positions in health and human service fields, university teaching, and independent research. Graduates with an MA from our program include PhD candidates, research scientists and technicians, and individuals in human service and mental health-related agencies. - Application Process All applicants must complete the multi-step process managed by the Center for Graduate Studies. - Determine your applicant type - Submit application - Request all official transcripts - Review and submit required application materials through the Application Status Portal - International applicants must also submit international materials - Deadlines Fall Semester: August 1 - Faculty/Student Collaborative Research Independent and directed study courses are offered to give students the opportunity to pursue individual interests outside of standard coursework. Our faculty have active research agendas and publish in respected research journals. - Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships. What’s Next? Stay Informed Receive emails about Graduate news and upcoming events.Sign Up Program Contact Sara Margolin, PhD (585) 395-2908 Start Your Application Complete our multi-part application with the Center for Graduate Studies.Apply Now
academics
psychology
https://www2.brockport.edu/academics/psychology/contact-us/
Social Media You can connect with the Department of Psychology through our Facebook, Instagram, and Twitter pages. Share your updates and good news with us so we can post it on Social Media. Please use our MachForm to let us know what you are up to! You can also connect with some of our professors through LinkedIn.
academics
psychology
https://www2.brockport.edu/academics/psychology/directory/
Have questions regarding the Major? Please contact Debbie Reynolds. Caitlin C. Abar, Ph.D (She/Her/Hers) - Associate Professor - (585) 395-5774 [email protected] Office: Holmes Hall 129 Alexis Abbott - Adjunct Lecturer - (585) 395-2488 [email protected] Office: Holmes Hall 133 David Abwender, Ph.D - Associate Professor - (585) 395-2488 [email protected] Office: Holmes Hall 120 - Stacy Birch, Ph.D - Associate Professor - (585) 395-2484 [email protected] Office: Holmes Hall 130 Kelly A Brennan-Jones, Ph.D - On Leave - (585) 395-5553 [email protected] Office: Holmes Hall 134 - Melissa M. Brown, Ph.D - Assistant Professor - (585) 395-5424 [email protected] Office: Holmes Hall 124 Anna E. Crescent - Teaching Assistant - (585) 395-2488 [email protected] Office: Holmes Hall 133 Laura A. Crosetti, MED - Lecturer - (585) 395-2488 [email protected] Office: Holmes Hall B9 BB Serenity S Della Porta, Ph.D - Adjunct Lecturer - (585) 395-2488 [email protected] Office: Holmes Hall 133 - Marcie Desrochers, Ph.D - Associate Professor - (585) 395-5634 [email protected] Office: Holmes Hall 132 Robert M. Drake - Adjunct Lecturer - (585) 395-2806 [email protected] Office: Holmes Hall B9 BB - Lori-Ann B. Forzano, Ph.D - Professor - (585) 395-2759 [email protected] Office: Holmes Hall 126 - Janet F Gillespie, Ph.D - Associate Professor - (585) 395-2433 [email protected] Office: Holmes Hall 139 Gary Hobson, Ph.D - Lecturer - (585) 395-2488 [email protected] Office: Holmes Hall B9 BB - Amanda R. Lipko-Speed, Ph.D - Associate Professor and Chair (Psychology) - (585) 395-5082 [email protected] Office: Holmes Hall 135 - Sara J. Margolin, Ph.D - Associate Professor (Psychology) - (585) 395-2908 [email protected] Office: Holmes Hall 141 - Laurel McNall, Ph.D (She/Her/Hers) - Professor & Internship Coordinator - (585) 395-2904 [email protected] Office: Holmes Hall 128 - Jack Peltz, Ph.D - Assistant Professor - (585) 395-5132 [email protected] Office: Holmes Hall 127 - Dr.. Jennifer J. Ratcliff, Ph.D (She/Her/Hers) - Professor, Faculty Diversity Fellow - (585) 395-2685 [email protected] Office: Holmes Hall 137 Debra Reynolds - Administrative Assistant 1 - (585) 395-2488 [email protected] Office: Holmes Hall 133 Dr. Mary A Tiede, Ph.D (She/Her/Hers) - Lecturer - (585) 395-2086 [email protected] Office: Holmes Hall 127 A Kimberly S Walitzer, Ph.D - Adjunct Lecturer - (585) 395-2488 [email protected] Office: Holmes Hall B9BB - James E. Witnauer, Ph.D - Associate Professor - (585) 395-2286 [email protected] Office: Holmes Hall 133 Herbert Fink, Ph.D - Emeritus Faculty - [email protected] Lourens Kapp - Graduate Assistant - (585) 395-5249 [email protected] Office: Seymour Union B103 Larry Wallnau, Ph.D - Professor Emeritus - [email protected]
academics
psychology
https://www2.brockport.edu/academics/psychology/internships/
Interested in receiving real world experience in the field of psychology? Apply for PSH 498: Psychology Internship! Students greatly benefit from internship experiences. For example, Gallup recently reported that University graduates (2002-2016) with relevant internships were more than twice as likely to acquire a good job immediately after graduation, and an internship cut the time it took to find a good job in half. Our Psychology Internship course offers students practical experience in the field of psychology and includes a wide variety of placements where students can work with different populations, including children, adolescents, and adults. Students can use this opportunity to gain worthwhile real-world experience and to explore different career options within the field of psychology. The internship experience facilitates informed career decisions, and provides relevant experiences for employment after graduation as well as graduate school. About our Internship: Psychology Internship is a three credit course that can be either paid or unpaid, depending on the internship site. Students are required to complete at least 135 hours over the course of the semester. ELIGIBILITY REQUIREMENTS - Minimum Junior Status - Minimum 2.5 GPA (cumulative and Psychology major) - Completion of PSH 110, PSH 202, and In-progress or Completion of PSH 301 - Completion of three upper-division courses in Psychology at Brockport - Reliable transportation to the Internship site How to Apply Applications are due the semester before you wish to participate in the internship for credit. A completed application does not ensure approval or successful placement. - Spring Internships: Due September 15 - Summer/Fall Internships: Due February 15 Students must apply for PSH 498 on Handshake. This application will require students to upload a resume and cover letter. Students will also need to provide two psychology faculty recommenders. It is strongly recommended that you seek input from Career Services in Dailey Hall on your resume and cover letter. Your cover letter should address your career interests, goals for the internship, and interest in particular populations (e.g., working with kids) as well as coursework and previous experience relevant to your internship. If you have interest in a specific internship site(s), please specify (optional). Please indicate in your letter if you have restrictions on internship sites due to transportation, as this could have implications for the choice of placements. Students will also need to provide the names and emails of two full-time psychology faculty recommenders. You will need to ask Recommenders for their permission before providing their information. Choose faculty who know you well so that they can accurately describe your academic skills — and equally importantly — your maturity, professional skills, and demeanor. Next Steps If the student is selected, the Internship Coordinator will contact them for a small group meeting within two-four weeks of the application deadline. This meeting will help evaluate the student’s suitability for an internship, offer advice on professionalism and interviewing, and discuss placements for students. The Internship Coordinator will often facilitate contact between the student and the internship site unless the student wishes to pursue their own internship opportunity. The site may request a phone, virtual, or face to face interview where students can discuss their interests and goals for the internship. The organization makes the final determination if the student is selected (please register for a back-up course during major reservation in the event that an internship does not work out). If the student is accepted by the site, the Internship Coordinator will work with the student to register for PSH 498: Psychology Internship, a three credit course which requires a minimum of 135 hours over the semester. Next, the Internship Coordinator, student, and site supervisor work together to complete a learning agreement prior to the start of the internship to clearly define intern duties. Students may need to complete additional internship site procedures (e.g., background check and finger printing, vaccinations, trainings, etc.). Note: If you do not meet the necessary prerequisites or do not get accepted into the internship course for credit, you may still volunteer to gain professional experience. If you wish to volunteer, you do not need to go through this application process. Be sure to present yourself to the site as a volunteer and not a psychology internship student. Student Testimonials Throughout this internship I learned just as much about how to conduct myself as a professional and act in a career as I did about the internship site itself. It was one of the smartest and most beneficial choices I have made in my academic and, hopefully, professional life. Courtney Jensen ’19, Children’s Institute The highlight of my experience has been being able to use the skills and knowledge that I’ve learned in college and apply them to a real world, practical, setting. I have definitely gained a lot of confidence in my abilities and gotten a taste of what a career in this field would be like. It has opened my eyes to a population of people that will benefit from the skills that I have to offer. Alyx Hullfish ’18, Epilepsy-PRALID Inc. Prior to my internship, my career outlook was completely different. If I had not taken part in my internship, I would be spending money on a graduate program that wasn’t right for me. The hands-on experience in the “real world” is so important and necessary for students long-term career decisions. In addition, I obtained real experience in the field I would like to go into, which helped me to build my resume and get accepted into my graduate program of choice.. Hanna Thomson ’19, East House CONTACT: For any questions you may have, please contact the Psychology Internship Coordinator, Laurel McNall through email or phone at (585) 395-2904. For more information on international internships, please visit the Center for Global Education and Engagement in Dailey Hall. For help with your resume and cover letter, please visit Career Services in Dailey Hall. Note: State University of New York (SUNY) policy prohibits SUNY Brockport admission applications from inquiring into an applicant’s prior criminal history. After acceptance, if such individual seeks campus housing or participation in clinical or field experiences, internships or study abroad programs, the University shall inquire if the student has previously been convicted of a felony . The information required to be disclosed under SUNY policy regarding such felony convictions shall be reviewed by a standing campus committee consistent with the legal standards articulated in New York State Corrections Law. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure requirements for certain professions. Students who have concerns about such matters are advised to contact the dean’s office of their intended academic program.
academics
psychology
https://www2.brockport.edu/academics/psychology/major-minor/
What You’ll Learn Psychology is just plain fascinating. Do you want to understand how people get to be the way they are? Do you want to know how to help them change? Then study psychology and learn how nature and nurture work together to influence behavior. Work closely with faculty on research projects. Participate in applied internships in community agencies. Study cultural influences on behavior through international education. You’ll gain a variety of experience as a psychology major. - Curriculum Gain an understanding of the physiological, emotional, social, and behavioral processes that make us who we are from cradle to grave. Dive into subjects like abnormal psychology, child development, brain science, and more.Curriculum & Learning Outcomes - Admission Requirements Next Deadline for Transfer Students Fall Semester: August 1Undergraduate Admissions - Undergraduate Research Get involved in research at all levels — from helping faculty with their ideas to pursuing your own inspirations — to create new knowledge in the field. Every year dozens of our psychology majors work with faculty mentors to publish research or present it at major professional conferences. - Career Outlook Psychology is a versatile major that gives you valuable skills for a variety of careers, from healthcare, legal, and helping professions to education and business. Graduating from our program will equip you well for further study at the master’s and doctoral levels. What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now “I had a great experience in the Psychology major. The professors are supportive, available, and helpful. My time in Dr. Lipko-Speed’s cognitive development lab was educationally valuable and prepared me for graduate school.” Jenna Mollura, ’14
academics
psychology
https://www2.brockport.edu/academics/psychology/major-minor/career-pathways/
Psychology prepares students for any life and career path where understanding people and their behavior is important. Through high-impact activities inside and outside the classroom, our students develop a host of competencies that are valued by employers including critical thinking, problem-solving, interpersonal skills, and teamwork. Psychology is one of the few major fields to offer inherently fascinating coursework that is readily applied to our everyday lives. Recommendations for Psychology (PSH) Majors Identify your interests and explore if you are in the right major and what potential career paths exist. Complete APS course Join Psychology Club Attend PSH presentations at Undergraduate Research & Internship Day and Scholars Day Attend PSH events* and get to know faculty outside of the classroom, especially your advisor Review assessments and virtual resources offered through Career Services Explore “What Can I Do With My Major” from Career Services Consider joining the Leadership Development Program Sign up for Eagle Connect *PSH events are communicated via Blackboard email and on Brockport Psychology social media pages. Begin to develop credentials and gain experience relevant to the discipline/profession. Look for a volunteer or shadowing experience relevant to psychology Talk to psychology faculty about research interests and apply for a lab (if interested in graduate school) Consider enrolling in PSH 203 Statistics Lab and/or PSH 318 Personal & Professional Development for PSH Majors this year or next Visit Career Services for help with your résumé• ATTEND Jobs & Internships Fairs (Fall and Spring) Consider study abroad opportunities Complete opportunities to distinguish yourself from others through research, internships, study abroad, and leadership opportunities, and start to plan for graduate school, if interested. Apply for Summer Undergraduate Research (if working in a lab) Apply for PSH 498 Psychology Internship (deadline is Sept. 15 for Spring internships, Feb. 15 for Summer and Fall internships) Talk to your advisor about graduate school applications (if interested) and register for the Psychology and/or General GRE, depending on your program of interest Obtain a Leadership position on campus Join Psi Chi (if invited) Create a LinkedIn profile Students polish and refine their job/grad school materials and prepare for entry into the job market/grad school Complete your capstone course Present at Undergraduate Research & Internship Day, Scholars Day, and/or SUNY Undergraduate Research Conference Practice networking and interviewing skills with Career Services Finalize résumé and cover letter or graduate school applications Note: These recommendations are meant to be flexible such that students can select which options are best for them depending on their circumstances and in consultation with their advisor.
academics
psychology
https://www2.brockport.edu/academics/psychology/masters/
What You’ll Learn Explore human behavior and the mind at an advanced level, and tailor your graduate experience to your own academic goals and professional aims. Cap off your studies with a master’s thesis or a clinical practicum in the community — or even do both. Curriculum Delve into psychology’s core areas. Students choose one of four available tracks: - Clinical Psychology with applied emphasis (On hiatus. No new students are being accepted to this track.) - Clinical Psychology with research emphasis - General Psychology with research emphasis - Psychology with Child Life emphasis Research Learn cutting-edge clinical practice approaches to the assessment and treatment of mental illness and developmental disabilities. Conducting your own research is central to two of the three tracks. Graduate students often manage day-to-day lab operations, which is a great résumé builder. - Application Process All applicants must complete the multi-step process managed by the Center for Graduate Studies. - Determine your applicant type - Submit application - Request all official transcripts - Review and submit required application materials through the Application Status Portal - International applicants must also submit international materials - Deadlines Fall Semester: April 1 - Career Outlook Some graduates hold research positions and others work in human service settings, even in nationally recognized centers for mental illness treatment. Many use their master’s degree as a springboard to doctoral-level study in psychology. Here are some places where our graduates work: - ARC of Genesee and Monroe County - Mary Cariola Children’s Center - New York State Developmental Disabilities Service Offices - Golisano Restorative Neurology & Rehabilitation Center of Rochester Regional Health - University of Rochester Medical Center, Division of Neuropsychology and Department of Psychiatry - Financing Your EducationLearn more about scholarships, fellowships, and graduate assistantships. What’s Next? Stay Informed Receive emails about Graduate news and upcoming events.Sign Up Program Contact Sara Margolin, PhD (585) 395-2908 Start Your Application Complete our multi-part application with the Center for Graduate Studies.Apply Now My professors took a vested interest in my success that still exists today. Jack Rhodes ’13/’15
academics
psychology
https://www2.brockport.edu/academics/psychology/online-degree-completion/
What You’ll Learn Psychology is just plain fascinating. Do you want to understand how people get to be the way they are? Do you want to know how to help them change? Study psychology and learn how nature and nurture work together to influence behavior. - Curriculum Gain an understanding of the physiological, emotional, social, and behavioral processes that make us who we are from cradle to grave. Dive into subjects like abnormal psychology, child development, brain science, and more. Our coursework focuses on more than just the foundation of psychology. - Admission Requirements Applicants should have completed significant credits toward a degree (typically 50-70). Consultation at the time of application will help prospective students determine feasibility and time to graduation. Students must have a minimum GPA of 2.5 Fall Semester: August 1 - Online Degree Completion Have you earned an Associate’s degree or have you earned a significant amount of credits towards an Associate’s degree? Earn your bachelor’s degree in psychology with our online degree completion program. - Career Outlook Society is increasingly willing to address and understand mental health and more people are getting the help they need. The world needs more people with an understanding of psychological science than ever before. What’s Next? Find Out More Get personalized information about your area of interest.Request Info Come for a Visit We offer tours all year long, but February and March are our busiest months.Schedule a Visit Start Your Application Ready to start your application? We can’t wait to hear from you.Apply Now
academics
psychology
https://www2.brockport.edu/academics/psychology/practicum/
There are a variety of opportunities available for graduate students to acquire practicum experience. Graduate students For graduate students, most of this experience is part of the formal one-semester practicum required as part of graduate training. Some examples of the local agencies in which graduate students recently have received this experience are: - Orleans County Mental Health - Victor Central Schools - Stepping Stones Preschool (autism services) - Strong Center for Developmental Disabilities - SUNY Brockport Counseling Center - Rochester Psychiatric Center - Learning Disabilities Association - University of Rochester Medical Center - Unity Health Systems Outpatient Mental Health Clinic Graduate students interested in making arrangements for these practica should consult with the Coordinator of Graduate Studies.
academics
psychology
https://www2.brockport.edu/academics/psychology/psi-chi/
Psi Chi is an affiliate of the American Psychological Association, founded in 1929, and a member of the Association of College Honor Societies. Students of outstanding academic accomplishment and promise are selected to join the society. Advantages of a Membership - Ability to participate in Psi Chi events. - A membership certificate and card which gives tangible evidence of membership. - References provided throughout one’s lifetime. - Excellent experience for inclusion in a resume. - A springboard for professional growth. - Recognition of membership in Psi Chi by the United States government as meeting one requirement for entrance at the GS-7 level in the Federal Service. For more information, please review the Psi Chi informational session brochure. Undergraduate Student Requirement - Be enrolled as a major or minor in a psychology program or a program psychological in nature. - Have completed at least 3 semesters or equivalent of full-time college coursework. - Have completed at least 9 semester credit hours or equivalent of psychology courses. - Have earned a minimum cumulative GPA of 3.0. - Have a minimum 3.5 GPA average for psychology courses. Undergraduate Transfer Student Requirement - If the new institution transfers both credits and grades: follow the same requirements as the undergraduate student applicants, unless the chapter’s bylaws4 specify more stringent academic requirements for transfer students. - If the new institution transfers credits but not grades: complete at least 12 semester credit hours and 9 psychology credit hours or equivalent at the new institution, unless the chapter’s bylaws4 specify additional requirements—check with your local chapter. TRANSFER STUDENTS WHO ARE ALREADY MEMBERS OF PSI CHI - May select to contact the Psi Chi faculty advisor at the new institution to complete an online transfer of membership form. Faculty Advisor: Dr. Jennifer Ratcliff 2020-2021 Officers - President: Tyra Andrus - Vice President: Korrine Minster - Secretary: Cassandra Jannsen - Diversity Officer: Julianna Testone - Treasurer: Amanda Diaz FORMER OFFICERS - Amanda Diaz (Former President) - Peter Brand (Former Vice President) - Cassandra Jannsen (Former Secretary) - Julianna Testone (Former Treasurer)
academics
psychology
https://www2.brockport.edu/academics/psychology/psychology-major-minor/sample-four-year-degree-plan/
This four-year plan serves as a sample to provide students with a clear path to graduation. A student’s path may differ from this example. Students are encouraged to consult with their faculty advisor each semester to ensure appropriate course selection. Psychology Major First Year Fall Semester Course Credits ENG 112 English Composition 3 PSH 110 Principles of Psychology (covers N) 3 Gen Ed Social Science #1 3 Gen Ed Fine Arts 3 Gen Ed Humanities #1 3 GEP 100 Academic Planning Seminar 1 1 Total 16 Spring Semester Course Credits PSH 202 Statistics (covers M) 3 PSH Group IV (384 Child or 484 Adolescence) 3 Gen Ed Natural Science w/ Lab 4 Gen Ed Written Communication 3 Gen Ed World History/Global Awareness 3 Total 16 Second Year Fall Semester Course Credits PSH 301 Research Methods 3 PSH Group III (331 Personality or 332 Social) 3 Gen Ed US History/Civic Engagement 3 Gen Ed Perspectives on Gender 3 Gen Ed Oral Communication 3 Total 15 Spring Semester Course Credits PSH Group I (341 Biopsychology or 352 Sensation & Perception) 3 PSH Group V (334 Abnormal or 486 Psych Disorders of Childhood) 3 General Elective 3 Gen Ed World Languages 3 Gen Ed Diversity, Equity, Inclusion & Social Justice 3 Total 15 Third Year Fall Semester Course Credits Gen Ed Contemporary Issues 3 PSH Group II (322 Learning or 351 Cognitive Processes) 3 PSH Application course (336 Clinical, 397 Health, 402 Industrial/Organizational, 410 Psychology and the Law, 480 Principles of Assessment, 482 Community, or 483 Applied Behavior Analysis) 3 General Elective 3 General Elective 3 Total 15 Spring Semester Course Credits PSH elective 3 General electives 12 Total 15 Fourth Year Fall Semester Course Credits PSH elective 3 PSH Integration/Capstone (431 Close Relationships, 436 Aging, 441 Clinical Neuropsychology, 442 Psychology of Eating, 446 Cognitive Development, 451 Cognitive Neuroscience, 494 Prejudice and Discrimination, or 496 Meditation/Mindfulness) 3 General electives 9 Total 15 Spring Semester Course Credits PSH elective (see below) 3 General electives 10 Total 13 Major Specific Elective Courses Course Credits PSH 318 Pers. and Prof. Dev. for Psych Majors 3 PSH 337 Science of Sleep 3 PSH 342 Animal Behavior 3 PSH 385 Lives Across Cultures 3 PSH 390 Topics in Psychology 3 PSH 405 Psychology of Sustainability 3 PSH 433 Psychology of Gender 3 PSH 445 Psychopharmacology 3 PSH 438 Conducting Interviews 3 PSH 488 Developmental Disabilities 3 PSH 398, 399, or 499 Independent Study 3 PSH 468 Practicum in Teaching Psychology 3 PSH 498 Internship 3 Or any Group I-V or Application courses 3 Total Credits Needed 9 (12 if a non-PSH statistics course is taken instead of PSH 202)
academics
psychology
https://www2.brockport.edu/academics/psychology/research/
Independent study and research Independent study (PSH 499, 599 and 699) offers undergraduate and graduate students the opportunity to do psychological research. For undergraduate students, most independent study assignments involve working in faculty laboratories assisting with faculty and/or graduate student research. In this context, students acquire experience in a variety of research activities, including the design and construction of experiments and research stimuli, the gathering of data from research participants (human or animal), the analysis of data, and even the writing of formal research reports for publication or presentation at scientific conferences (students sometimes even earn the privilege of being included as co-authors on such efforts). In special cases, undergraduate students are permitted to conduct research projects of their own design, with the careful supervision of a faculty member. This is often true in those cases where students are doing honors theses, but the opportunity is not limited to honors students. Nor is independent study limited to laboratory work. Some students use independent study as a means for studying in depth some topic that is not covered in formal courses, but in which the student has a particular interest. For example, a student might want to learn more about hypnosis or about tactile perception among the visually disabled. We do not offer course work on these topics, but they could be explored via independent study. In all cases, if you want to do independent study, the first thing you should do is find a faculty member who is doing the kind of research you are interested in or is willing to supervise your research or reading in your topic of interest. If a faculty member is willing to assist you, or to have you work in their laboratory, they will help you enroll formally in independent study. Incidentally, you do not have to be a psychology major or minor to take advantage of independent study in psychology. All you need is to find a psychology faculty member who is willing to supervise your work. The following are some examples of the kinds of research projects in which undergraduate and graduate students have been involved recently: - Studying the effect of capitalization on work-family enrichment - Research on the impact of team interactions on motivation and performance - Computational modeling of associative learning - Research on stereotype threat and math performance - Reviewing the literature on flextime in the workplace - Research on minority students’ sense of belonging and academic success - Using eye tracking to study the role of attention in associative learning - Measuring changes in pupil diameter during expectation of emotional images - Studying the validity of the concept of social intelligence; and examining the emotions of awe and elevation. - Research on factors that impact reactions to pride displays by marginalized groups - Research on the impact of bullying on individuals with visual impairments - Studying the effect of negative text on reading comprehension - Research on impulsivity in children - Examining the effects of television on exercise - Evaluation of self-management procedures to increase students’ pro-environmental behaviors - Using technology to teach parents behavioral strategies to increase desirable behaviors with their children with autism Master’s thesis An important way in which graduate students in psychology gain research experience is by doing a formal master’s thesis. For specific requirements and details regarding this option, graduate students should consult their graduate study materials and the Coordinator of Graduate Studies. Research participation and SONA Frequently, faculty and graduate students who are doing research advertise for people who would be interested as serving as participants in that research. In many cases, undergraduate students can earn credit in certain courses (usually PSH 110) by participating in such projects. Such opportunities generally are advertised on SONA, which is a website that manages recruitment and scheduling of participants and awarding of credit to participants. If you are enrolled in PSH 110, please check the SONA website. Additional information about SONA and the research participation assignment can be found in the research participation document in your PSH 110 syllabus. If you have any questions or concerns about SONA or the research participation assignment, please email [email protected]. If you have any questions or concerns about the research studies that you completed, please contact the participant pool coordinator (Jim Witnauer, [email protected]) or the IRB administrator at [email protected]. For more information, please read the documentation about SONA policies and procedures in PSH 110. These projects are wonderful opportunities to acquire an insider’s view of research in psychology, so be sure to look for them.
academics
psychology
https://www2.brockport.edu/academics/psychology/sona-procedures/
Research Participation Requirement Description Please read the following very carefully. Failure to complete the research requirement will result in you receiving an incomplete for the course. The science of Psychology advances by conducting research. In an effort to get you acquainted with the basic methodology that behavioral scientists employ and to more fully understand scientific research, you are required to participate in ongoing research in the psychology department. As a participant in these research studies, you will gain a greater understanding of how psychologists conduct research, and provide valuable information to advance the science. SONA software will be used for scheduling, signup and assignment of credits. As a student in PSH 110, you will receive in your Brockport email account an email containing your password. The email will be sent from the Human Subject Pool System [[email protected]]. You may use this initial password to login, at which point you may change your password if you wish. From this website, you will be able to access the available studies, sign up for them, cancel if necessary, and keep track of your completed and required credits. If you have not received an email with your login information, please contact the SONA administrator, James Witnauer, at [email protected]. If you do not receive an account and you fail to contact Dr. Witnauer by February 3, you will need to complete the alternative written research assignment (see guidelines below). Before contacting Dr. Witnauer, please be sure to search your Brockport email inbox for the SONA login information. The email with your login information will be sent from [email protected]. Please note that if you lose or forget your password, you may use the “Lost your password” link to retrieve it. Alternatively, you may email the SONA administrator at [email protected]. However, retrieving a lost password may result in your password being reset (i.e., you may be reassigned a new, random password). You must be 18 years of age to participate in the studies. If you are not yet 18 years of age at the beginning of the semester, you cannot participate in research studies. Instead, your research participation requirement will be fulfilled by completing the written assignment described below. See your instructor for details. You are responsible for contacting your course instructor. Requirements You need four credits to complete this requirement. Most studies will provide you with one research credit but some may be worth two or three credits each depending to the amount of time you are asked to participate in the study. Some studies will require to you to complete online tasks (e.g., surveys or questionnaires). Other studies will require that you attend sessions in laboratories on campus. It is unlikely that you will be able to earn four credits by doing online tasks so please sign up for laboratory-based studies that fit your schedule. See your Intro instructor to learn about opportunities to earn extra credit for earning more than four credit hours. If you have not completed all of your required credit hours by the end of the semester, you will receive an incomplete (I) for the course. Procedure for Signing Up for a Study - You will be enrolled in an online system (SONA Systems) that will manage this process. In order to sign up for a study, login to the website by entering your username and password, which will be automatically sent to your Brockport email account. After finding your login information, use your web browser to navigate to http://brockport.sona-systems.com/ and enter your login information. - To schedule a study click on the link “View All Available Studies.” - You will now view a series of studies that have a brief description and the available times. Simply select the one of interest that has a “timeslots available,” listing next to it. Click “Timeslots Available” to view information about that study. - At the bottom of the page, click the “View Time Slots for This Study” link. - Next to each timeslot, you will see a “Sign Up” button. - Select the button to signup for a timeslot. You will then receive both a notice saying you are signed up and an email confirmation, which will contain all of the information for the study. Then simply show up at the designated time and place that is noted in the email (or follow the directions if you do not actually need to show up somewhere-e.g., an online study). If You Sign Up & Do Not Show Up for a Study Signing up for a study and failing to show up is a significant inconvenience for people who are conducting research. Therefore, if you fail to show up for an experiment for which you have signed up, you will have an additional credit hour added to your requirement. If you cannot make a session, you must cancel 24 hours in advance in order to not be penalized. In order to cancel an experiment, simply go on to SONA under “My Schedule/Credits” and select “Cancel.” Your Rights as a Research Participant - You have a right to be informed about the general nature of the research for which you have signed up. The information provided by the researcher should include any benefits and risks for participation. - You have the right to expect your data will be kept confidential. The researcher should inform you of how this expectation will be met. - You have the right to voluntary participation. This means that you can stop participating at any time during the study for any reason. Alternatives to participation must be offered. - You have the right to be treated well. If you feel that you have been mistreated, immediately contact the IRB Administrator, at (585) 395-2779; Email: [email protected]. - You can expect that your research credit will be posted within one week after you complete participation in a study. Your Responsibilities as a Research Participant You are responsible for showing up for research that you have signed up for. If you cannot attend a session that you signed up for, you are responsible to inform the researcher 24 hours in advance. If you do not inform the researcher about your inability to attend, a penalty research credit hour will be applied. You are responsible for not signing up for the same study more than once. Once you have received credit for participating in a study, you may not participate in that same study again. You are responsible for arriving to studies on time. Arriving as little as one minute late could result in your session being canceled or your SONA account being penalized. Who to Contact if you Have Questions About a Study Any questions directly about a study (what the study is about, what it entails, how to participate, if you cannot attend a session, if you did not receive credit for a study, etc.) should be directed to the researcher or faculty member in charge of the particular study. The researcher’s contact information is available in the advertisement for the study posted on SONA. If you cannot resolve problems with the researcher directly, then you may contact the SONA Administrator, Dr. James Witnauer, at 395-2286; or you may contact your instructor. Summarizing Research Articles WHO SHOULD SUMMARIZE RESEARCH ARTICLES? All students who are under 18 years of age at the start of the course are asked to summarize 4 research articles to fulfill their research credit requirement. Additionally, for those students who are 18 years or older, if you prefer not to participate in the research studies, you have the option to learn about the research process by reading and summarizing research articles. WHERE DO I FIND THE POSSIBLE RESEARCH ARTICLES TO CHOOSE FROM? Select from a series of classic studies that have been done in the field of psychology that are posted in our BLACKBOARD course folder under “Alternative Research Assignment.” HOW DO I COMPLETE THE RESEARCH ARTICLE SUMMARY? After identifying a research article you wish to read, accurately and completely answer each question indicated below. Your summaries will be graded as pass/fail, and you only receive participation credit for a “passing” summary. To receive research credit the summary must be at least 500 words in length (about 1 page), well organized, written in narrative form in your own words, and address the following questions related to the article: Research Article Questions: Based on the article’s introduction: - Who were the authors of the research? - What was the title of the article? - What are the main hypotheses that were tested? From the article’s method section: - Who were the participants? - What research design was used (e.g., survey, naturalistic observation, correlational, experimental)? If an experimental research design was used, what was the independent variable? Dependent variable? As summarized from the article’s results section: - What results did the researchers observe? - Was the research hypothesis supported? Why or why not? From the article’s discussion section and your own impressions: - What is the take home message in the article? - What do you think the experimenters did well? - What do you think the experimenters could have done differently? If you decide to take advantage of this alternative, you must submit your completed paper(s) to the drop box(es) found in our BLACKBOARD course folder under “Alternative Research Assignment.” There are 4 drop boxes listed because 4 research credits are required (remember 1 paper = 1 research credit). Note that the rules regarding academic honesty and plagiarism are the same for these papers as they would be for any other paper. Students have been subjected to penalties under the student academic misconduct code for plagiarizing these papers. When submitted, your paper may be automatically scanned to check for similarities with the original paper. Your instructor will review the paper and assign credit for it. Instructors may have additional or alternative requirements, such as a hard copy of your submission. Check with your instructor for additional requirements.
academics
psychology
https://www2.brockport.edu/academics/psychology/student-alumni-spotlights/
Skip to main content Skip to page navigation search open main navigation Information For: Information For Future Students International Students Current Students Faculty & Staff Parents Alumni Info For: Future Students International Students Current Students Faculty & Staff Parents Alumni Apply Request Info Give Quicklinks: Quicklinks Webmail Web Banner (Brockportal) Brightspace Directory Course Schedule Accommodate Student Bill Pay EagleSUCCESS myBROCKPORT University Policies Brockport Today Events Calendar Academic Calendar Library IT Service Desk NetID Lookup & Password Change Emergency Info Issue Reporting Center About Scholarships & Aid Academics Admissions Student Life Athletics Quicklinks search Home Academics Psychology Student & Alumni Spotlights Student & Alumni Spotlights Login
academics
public-administration
https://www2.brockport.edu/academics/public-administration/
Strong leaders are critical to great public governance. Serve your community to advance the common good and affect positive change. Accredited by NASPAA We are the only NASPAA accredited MPA in Western New York and the Finger Lakes region. The Network of Schools of Public Policy, Affairs, and Administration (NASPAA) promotes the ideal of public service globally— ensuring that students receive the gold standard in public service education, preparing them to enter public service. Choose from three Public Administration emphases to hone your expertise: - Healthcare Management - Nonprofit Management - Public Management Project-Based Work for the Community Practice what you are learning through internships or get involved with the Public Management Program (PMP) to work on local government and applied research projects in your region.
academics
public-administration
https://www2.brockport.edu/academics/public-administration/advisory-board/
Purpose The purpose of the Public Administration Advisory Board is to ensure a relationship between the Department of Public Administration and the persons in the public, nonprofit, business, professional, and academic world it serves. The Advisory Board provides input to the Department’s ongoing strategic planning process which will help to ensure that our emphases and program will be kept at the forefront of professional and technological change. The Public Administration Advisory Board reviews the program of the Department of Public Administration to highlight the strengths and recommends the ways and means that the department can improve. Structure - The Public Administration Advisory Board shall consist of a minimum of 15 and maximum of 25 individuals. - The Public Administration Advisory Board shall meet at least once during each academic year. - The Public Administration Advisory Board will be nominated by the Department of Public Administration and then selected by the Dean of the School of Professions. - Each Public Administration Advisory Board member will serve an initial three-year term. - The Public Administration Advisory Board will formally submit a report of each meeting to the Dean and the Department of Public Administration, and an Annual Report to the Dean, the President of SUNY Brockport or the President’s designate, and the Department. Selection Criteria The persons selected for the Board should be distinguished individuals in the professions or services who have demonstrated success within their field; currently active in their prominent positions in the public sector (which includes government, nonprofit, and private corporations), business, or the professions; policy-makers in their organizations or professions; and have distinguished themselves as individuals with vision. Functions In order to provide input to the Department of Public Administration’s ongoing strategic planning process, the Public Administration Advisory Board will: - Review and provide objective assessment and make recommendations about future directions to curriculum, instruction, facilities, equipment, personnel, and finances. - Help promote good relations and good image for the Department of Public Administration with the public sector, private enterprise, and professional community. - Help secure placement and development services for students. Help in faculty and personnel development through the establishment of exchange programs between the public sector, private enterprise, and academe. - Help secure additional funding for the Department of Public Administration through reallocation of resources at SUNY Brockport or through external grants and contracts. - Help secure qualified personnel for full-time and part-time faculty and staff positions, and visiting professors through recommendations to search committees.
academics
public-administration
https://www2.brockport.edu/academics/public-administration/alumni/
Alumni Survey Thanks to all of you who took the time to respond to our alumni survey. View the results Alumni Association Did you know that as a graduate of SUNY Brockport, you are entitled to services and activities provided by the Alumni Association? For more information, visit their website at alumni.brockport.edu. Keeping in Touch The Department of Public Administration would like to provide a link to all of our alumni from these pages. If you are an alumnus/alumna of this department, please fill out our contact form. Advisory Board The purpose of the Public Administration Advisory Board is to ensure a relationship between the Department of Public Administration and the persons in the public, nonprofit, business, professional, and academic world it serves. The Advisory Board provides input to the Department’s ongoing strategic planning process which will help to ensure that our emphases and program will be kept at the forefront of professional and technological change. The Public Administration Advisory Board reviews the program of the Department of Public Administration to highlight the strengths and recommends the ways and means that the department can improve. Alumni Profiles Alumni from SUNY Brockport Master of Public Administration program wind up in a wide variety of occupations and organizations. Learn more about our alumni. Alumni in the News Michelle Casey ’94 answers questions as the CEO of Planned Parenthood of Central and Western New York. Ann Marie Cook ’88 gives her younger self advice. Ethan Fogg ’09 named Executive Director of Canandaigua Chamber of Commerce. Ernie Haywood ’87 is helping people with developmental disabilities live independent lives. Matt Hurlbutt ’99 named CEO of Greater Rochester Enterprise.
academics
public-administration
https://www2.brockport.edu/academics/public-administration/alumni/jobs/
NOTE: if your name has been inadvertently omitted, please email [email protected]. Sectors - Federal Positions - State Positions - Local Positions - Health Administration & Health Care - Education - Non-profit Agencies - Private Sector - Public Safety & Security Federal Positions - David Booth ’16, IMMIGRATION SERVICE OFFICER - Frank F. Ferrigno ’88, Program Manager and Treatment Coordinator, U.S. Department of Veterans Affairs - Craig Tuohey ’03, Program and Management Analyst, U.S. Department of Labor - Michael Swartz ’91, Medical Center Director - Michael Sweeney ’14, Field Representative State Positions - Timothy Alimossy ’06, Resident Engineer for the New York State Department of Transportation - Frank X. Allkofer ’91, Councilman for the Town of Gates and Constituent Relations Aide for New York State Senator George Maziarz - Aron Ashrafioun ’14, Director of Constituent Relations, New York State Senate, 55th Senate District - Marlene M. Babcock ’05, Director of Administrative Services for the Orleans County Department of Social Services. - Kenneth L. Bird ’99, Senior Energy Program Coordinator, Monroe County Department of Human Services - Gregory D. Creswell ’06, Senior Case Worker with Monroe County’s Child Protective Services - Joe Duncan ’02, Employment Counselor, New York State Department of Labor - Glenn A. Everdyke ’01, Treatment Team Leader and County Liaison for the State of New York, Office of Mental Retardation and Development Disabilities - Connor Finn ’20, Public Relations Assistant - Nancy Forgue ’99, Deputy Commissioner, Department of Human Services, Monroe County - Rafael Gomez ’16, Residence Coordinator & Adjunct Professor - Fundamentals of Leadership - Hector Gonzalez ’97, Migrant Labor Programs Coordinator for the New York State Department of Agriculture and Markets. - Margaret Henderson, ’82, Former Assistant Probation Administrator, Monroe County Office of Probation (retired) - Harold S. Hopkins ’89, Senior Personnel Administrator and former County Personnel Officer and Associate Personnel Administrator, Western New York DDSO-NYS OMRDD - Mark F. Jacobs ’81, Plant Utility Assistant, New York State Department of Corrections - Richard E. Lee, Jr. ’99, Director of Personnel Operations, Broome County DDSO - Valencia Metcalf ’07, Health Facility Management Assistant, New York State - Kevin Montano ’18, Technology Coordinator - William J. Mulligan, Jr., Administrator, Genesee Valley Regional Market; Deputy Supervisor, Town of Henrietta - Steven Newcomb ’00, Aging Service Administrator, Monroe County Office for the Aging - Nancy D. O’Mara ’89, Monroe County Health Department (retired) - Seth Alexander Piccirillo ’06, Assistant Manager of Government Affairs, Niagara Frontier Transportation Authority - Jen Pincus ’14, Community Services Program Analyst 1 - Ellery Reaves ’94, Director of Genesee County Mental Health, Genesee County - Kimberly M. Rebstock ’99, Senior Examiner, Monroe County - Joseph Robach, State Senator, 56th District - Amy M. Rodak ’97, Director of Personnel, New York State Department of Agriculture and Markets - Betsy L. Speer ’88, Senior Nutrition Services Consultant, New York State Department of Health - Denise Renee Sulimowicz ’98, Eligibility Evaluator, Monroe County Department of Health and Human Services - Lynn White ’06, Casework Supervisor, Monroe County, Department of Health and Human Services Local Positions - Peter Brown ’06, Deputy Director of Planning and Community Development, Seneca County - John Caufield ’10, Fire Chief - John Clark ’01, Crime Laboratory Director, Monroe County - Antonella Daniels ’13, City Planner, City of Rochester - Barbara R. Darbey ’88, Executive Director of Pre-Trial Services Corporation - Maddie Dermise ’14, Habilatation Specialist I - Cara Farrell ’18, Secretary/Assistant to the Village Administrator - Mary Gates ’13, Director of Finance - Joseph Geer ’15, Police Chief - Betsy Gilbert ’94, Director, Fairport Public Library - Joe Gunther ’18, Administrative Intern - Kay W. James ’98, Former City Manager, Canandaigua (retired) - Eric Kline ’07, Contract Administrator and Compliance Officer - Jennifer Montfort ’17, Legislative Assistant - Martin David Murphy ’89, Village Manager, Saranac Lake - Johannes Peeters ’88, Public Health Director for Tioga County - Rob Richardson ’17, Intern at City Hall - Robert Joseph Rosella ’87, Field Support Manager, in New York City - Sarah Ruekberg ’08, Budget Analyst, City of Rochester - BJ Scanlon ’15, Senior Legislative Analyst - Rochester City Council - Daniel Schuster ’05, Director of Administrative Services, Onondaga County Sherriff’s Office - David Seeley ’15, Town Supervisor - Deborah M. Selke ’91, Grant Specialist, City of Rochester Police Department - Joe Seroski ’10, Quality Assurance Specialist, Rochester Genesee Regional Transportation Authority - Hazel Washington ’98, City Clerk, City of Rochester - Randy A. Webb ’90, Associate Accountant, City of Rochester Heath Administration and Health Care - Terrance Bellnier ’90, Chief Executive Officer, Geriatric Pharmacotherapy Institute, Inc. - Suzanne Brown ’86, Medicare Quality Manager, Excellus Health Plan - Lori Bithorn ’17, Director of Programs - Dawn Case ’92, Section Specialist of Hematology, Inova Fair Oaks Hospital - John A. Cassin ’06, Emergency Planning Specialist, Rochester Regional Health System - Ann Kathryn Catalfano ’93, Administrator, Penfield Place Nursing Facility - William Csont ’98, Senior Consultant, Maximus Federal Services - Stephen Clark ’06, Director of Food & Nutrition, St. Ann’s Community - Patricia June Curry ’90, Utilization Coordinator, Highland Hospital - Karianne DePalma ’01, Care Manager Nurse, Rochester General Hospital - Joan DeRoo ’00, Vice-President of Operations, RadNet - Alissa Gee ’15, Human Resources Business Partner - Stacey Goodell ’05, Health Home Care Manager, Onondaga Case Management Services, Inc. - Gary G. Griffin ’05, Associate Executive Health Director, Monroe Community Hospital - Philip Griffin ’04, Director of Quality Improvement, Rochester Psychiatric Center - Angela Held ’16, Lead Access Associate - Patricia Ellen Johns ’01, Director of Quality Improvement, Rochester General Hospital - Louise A. King-Allen ’87, MH Staff Development Specialist III, Office of Mental Health-Rochester Psychiatric Center - Sarah Lenhard ’17, Application Analyst - Nancy McDermott ’14, Director of Dialysis Services - James E. McManus ’86, Director of Medical and Service Coordination Services, Lexington Center - Zoe Mercier ’18, Insurance Collection Specialist - Marla Miller ’94, Programmer/Analyst, Excellus BlueCross BlueShield - R. Anthony Minervino Jr. ’08, Manager, Ambulatory Clinical Informatics & Performance Improvement, Unity Health System - Jessica Muratore ’08, Quality Improvement & Accreditation Program Manager, MVP Health Care - Claire Oiwekk ’16, Activities Aide - Casey Olyer ’11, Health Assessment Project Manager, HealthFitness - Catherine M. O’Leary ’05, Clinical Trials Research Associate, ACM Global Central Laboratory - Miranda Park ’19, Assistant Residential Manager - Abbey Pettis ’17, Compliance Coordinator - Margaret Pettis ’01, Infection Preventionist - Danielle Pierleoni ’15, Recruitment Specialist, Rochester Regional Health - Lara Press-Ellingham ’17, Senior Health Project Coordinator - Brandon Qualls ’09, Coordinator, Office of Nursing Data and Information Management/Administrator, and the Clinical Nursing Research Center at the University of Rochester Medical Center/Strong Memorial Hospital - Ellery Reaves ’94, Director of Genesee County Mental Health, Genesee County - Raquel Redman ’17, Business Office Supervisor - Kara Sanderi ’14, Imaging Center Manager, Mary Washington Healthcare Center - John Schrenker ’97, Chief Information Officer, Lakeside Health System - Cheryl Sheridan ’06, Senior Vice President Patient Care Services and Chief Nursing Officer, Rochester General Hospital - Jane Shukitis ’93, Senior Vice-President, Aging & Community Services, Unity Health System - Mary Jane Sledz, Manager, Patient Customer Service at Kaleida Health - Jordan Stenzel ’15, Supervisor, Care Management - Clare Stortini ’09, Assistant Quality Officer, University of Rochester / Strong Memorial Hospital - Candace Susan Smith ’03 is the Vice President of Nursing/Patient Care in the Chief Nursing Office for Unity Health System - Stacy Rae Taylor ’04 is the Director of Health Care and Network Management Administration for Excellus Blue Cross Blue Shield - Marie Torchia ’17, Director of Wound Care - Robert R. Vogel is a retired VP/Managed Care and CEO of Health Plan Subsidiary - LaKeisha Washington ’16, Administrator - Tiffany R. Welch ’07 is the Administrator at Absolut Care of Endicott - Denise J.L. West ’95 is a Cardiology Technician at FF. Thompson Hospital - Rachel C. Wicks ’92 is the Director of Advancement at the University of Rochester Medical Center - Moriah Wiesner ’16, Long Term Care Placement Coordinator - William N. Willett ’95 is a Physician Assistant at the University of Rochester - Jana Wong ’16, Project Manager Education (K-12 and Higher Education) - David Baker ’97, Adjunct Faculty, Finger Lakes Community College - Jennifer Battisti ’13, Annual Giving Coordinator, SUNY Brockport - Skylar Beaver ’13, Director of Annual Giving, Washington and Lee University - Nick Becker ’18, Residence Director - Ilene Benz ’97, Professor of Speech and Media Communication, Monroe Community College - Paul A. Bishop ’00, Program Coordinator, Basic Emergency Medical Services Programs at Monroe Community College Areas of responsibility include oversight of New York State Emergency Medical Technician and Certified First Responder courses; development and coordination of non-certifying basic EMS courses; and participation on numerous local and state EMS committees. - Connie Parsons Boyd ’94, Director of Human Services Programs at Genesee Community College. - M. Scott Bryson ’92, Director of Practicum and Internships, Sport Management Program, St. John Fisher College - Tanasee Conner ’11, Assistant Director-Technology Support Services - Latasha Craig ’04, Senior Counselor - Conor Cusack ’04, Assets Coordinator with Greece Central School District - Jennifer De La Rosa ’17, Assistant Director of Marketing - Lawrence A. Debellis LCSW-R, MPA, Intervention Specialist & School Social Worker, Rochester City School District - Linda Puro Dudman ’94, Associate Director for Health Promotion, University of Rochester - Dr. Marie Morin Fetzner ’88, Adjunct Faculty, Professor, Monroe Community College - Barry J. Garigen ’85 Program Director and Associate Professor, Criminal Justice Department, Genesee Community College - Casey Gross ’14, Associate Dean of Judicial Affairs, SUNY Alfred State - Thomas F. Hanney ’79, Lecturer, Rochester Institute of Technology - Cecelia Hencke ’17, Program Specialist - Constance Herrera ’00, Director of Marketing Communications, Monroe Community College - Joshua Hine ’13, Academic Counselor, Nazareth College - Ambika Howell ’13, Wellness Coordinator - Alexander U. Ikejiaku ’85, Director of Human Resources, Springfield Public Schools in Springfield, IL - Carl Jutzin, Part Time Lecturer, SUNY Brockport - Lauren Kirchhausen ’13, Assistant Director of Leadership Annual Giving, University of Delaware - Warren Kozireski ’95, General Manager of WBSU 89.1 The Point, Assistant Director of Campus Life, and Instructor for the Department of Communications, SUNY Brockport - Tanya Lane-Martin, Associate Dean for Student Support Services - Steve Lewis ’06, Web Manager/Information Security Coordinator, SUNY Brockport - Yu Chien Liu ’14, Next Generation Fellow, Martin E. Segal Theatre Centre, CUNY Graduate Center - Martha Maher-Garcia, Director Human Resources, Monroe Community College - Kristin Manhardt ’13, Assistant Director of Annual Giving, Marist College - Emily Marullo ’13, Assistant Director of Donor Engagement - Sarah Mess ’13, Admissions Advisor & Recruiter, SUNY Cobleskill - Kevin Montano ’18, Technology Coordinator - Jacqueline Moore, Assistant Director/Manager, Rutgers University - Hilary Mosher ’09, Invasive Species Program Manager - Kasey Nichols ’11, Communications Team Member, Livonia Central School District - Meghan Perinpanayagam ’98, Executive Administrative Assistant, Western University, Western Libraries - Donna Pesta ’90, Director of the Student Success Center, SUNY Cobleskill - Denise B. Prohaska ’05, Director, Gateway to College, Monroe Community College - Delia H. Rhodes ’00 Assistant Professor of Health Education, Monroe Community College - Douglas Rivers ’09, T-Ten Instructor, Applied Technologies Center, Monroe Community College - Lisa Robusto-Mack ’13, Events & Outreach Coordinator/Facility Assistant, SUNY Brockport - Laurel T. Sanger ’89, Chairperson, Department of Nursing, Monroe Community College - Shannon Sauro ’12, Director of Telecommunications & Business Processes, SUNY Brockport - John Schrenker ’97, Assistant Professor and Director of Healthcare Informatics Administration, Robert Wesleyan College - Lee Serravillo ’94, Executive Director - Adrian N. Smalls ’96, Instructor, Monroe Community College - Jeffrey Smith ’10, Interim Associate Provost & CIO, SUNY Brockport - Brad Snyder ’08, Coordinator of Admissions, Registration, & Student Services, SUNY Brockport - Adam Standish ’00, Coordinator of Student Employment, SUNY Brockport - Claire Stortini ’09, Assistant Quality Office, U of R Medicine, Strong Memorial Hospital - Timothy M. Stout ’00, Junior Accountant, Rochester City School District - David Strasenburgh ’89, Director of IT System & Networking Services, SUNY Brockport - Sheila Strong ’04/’09, Executive Assistant to the President, Monroe Community College - Dustin Swanger ’90, President, Fulton-Montgomery Community College - Michael Terreri ’13, Clean Transportation Specialist, North Carolina Clean Energy Technology Center, North Carolina State University - Eric Wheeler ’11, Coordinator of Veteran Services, Monroe Community College - Kimberley Willis ’08, College Registrar, SUNY Geneseo Nonprofit Agencies - Kate Aghaghiri ’03, Program Coordinator, Common Ground Herb Haven - Ellen Bahr ’92, Business Administrator, Christ Community Church - Mubarak Bashir ’19, Divisional Director of Workforce Development - Jenn Beideman, Advocacy Manager - Terrance Bellnier ’90, Chief Executive Officer, Geriatric Pharmacotherapy Institute, Inc. - Lori Bithorn ’17, Director of Programs - William Brien ’87, Director of Practice Transformation, Finger Lakes Health System Agency - Leonard Brock ’05, Executive for Special Projects, The Children’s Agenda - Theresa H. Buick ’04, Associate Director, Workforce and Talent Development, Heritage Christian Services - Sharon Carpenter ’18, Office Manager - Ann Marie Cook ’88, President and CEO, Lifespan - Caroline Condon ’17, Resource Development Specialist - Carrie Datro ’12, Grant Writer - David DeAngelo ’17, Principal - Julienne DesJardin ’12, Education Coordinator, Buffalo Philharmonic Chorus - Edward Doherty ’81, Former Vice President of Community Programs, Rochester Area Community Foundation (retired) - Michael John Finn ’93, Permanency Specialist, Hillside Children’s Center - Matt J. Flanigan ’01, Regional Vice President, American Cancer Society - Teresa Galbier ’01, President & CEO, Alzheimer’s Association - Diane M. Giambrone ’96, Volunteer Recruitment Coordinator, Muscular Dystrophy Association - Emily Goldsmith ’17, Development Coordinator - Stacey Goodell ’05, Health Home Care Manager, Onondaga Case Management Services Inc. - Megan Griffin-Adams ’17, Individual and Family Engagement Coordinator - Jennifer Helmbold ’10, Program Director - Summer Jensen ’15, Manager of Annual Giving and Community Engagement - Theodore Jordan, Jr. ’03, Program Coordinator, The Urban League of Rochester - David Keefe ’81, Coordinator, Genesee Region Clean Communities, Inc. - Erika Kirsch ’13, Full Case Manager, Wesley House Family Services - Florence R. Koenig ’91, Special Projects Manager, the YMCA of Rochester and Monroe County - Kristin Mandhardt ’13, Annual and Special Giving Coordinator, Hilbert College - Heidi Markham ’15, Prioritization List Coordinator - Ashley Mault ’17, Membership Coordinator - Jeff S. McConnell ’92, Coordinator of Independent Living, St. Joseph’s Villa - Zoe Mercier ’18, Insurance Collection Specialist - Jesi Miller ’06, Youth and Career Development Center Manager, The Center on Halsted - Lucy J. Miraglia ’ 95, Director of Day Treatment, St. Joseph’s Villa - Margaret O’Neill ’93, Program Director, Friends of the Rochester Public Market - Karen B. Ogden Olmstead ’04, Manager of Customer Service/Relations Management, the American Red Cross National Headquarters - Miranda Park ’19, Assistant Residential Manager - Jack Pease ’89, Administrator - Lindsay Schaefer ’09, Regional Resource Development Specialist, Unity Health System - Amorette Shaw ’15, Rochester & Genesee Valley Area Labor Federation, AFL-CIO - Allyn Stelljes ’00, Vice President of Strategic Transformation, Starbridge - Jordan Stenzel ’15, Supervisor, Care Management - Joshua Symer ’12, Philanthropy Coordinator - Rachael Tachco ’12, Director, Rochester AmeriCorps - Scott Vogt ’10, Grant Writer, East House Corporation - Ellen Wayne ’04, Executive Director, Catholic Charities of the Finger Lakes - Sparkle Wells ’19, Program Manager of Street Outreach and Safe Harbour Private Sector - Jennifer Balonek ’03, Consultant & Trainer, CivicPlus - Ken Balsamo ’03, Account Manager, Sun Life Financial - Shetara Bigham ’14, Student Services Coordinator - Nick Billotti, Chairman-International Division, Turner Construction Company - Sarah J. Bohnstadt (Sotherden) ’99/’04, Senior Site Manager, People, Inc. - Nancy J. Bracken, DHA ’96, Management Consultant - Denise Coffin ’99, Senior Project Manager of Early Phase Oncology, INC Research - Jeanne Colombo ’76, Attorney, Colombo Law Office - David DeAngelo ’17, Principal - Pamela Jean DePuyt ’09, Research Study Coordinator, Central New York Research Corporation - Molly Downey ’19, Associate - Charmaine Fanara ’07, Clinical Social Worker, and owner of Brightside Counseling Services - Heather Gallant ’17, VIP Support Manager - Jennifer Galletto ’15, Office Manager, D3 Engineering - Brian Gatesman ’96, Human Resources Manager - Carrie Gumina ’97, Senior Compensation Analyst, Bausch and Lomb - Apostolos Hatzigiannidis ’13, Press Manager - Molly Hegeman ’95, Director of Human Resources Services, Capital Associated Industries (CAI). - Matthew N. Henrich ’86, Senior Vice President of Vendor Risk Management, Global Banking, Securities and Wealth Management, Bank of America - Tiffany Hubbard ’09, BPM Manager, MAXIMUS Federal Services - Jessica Johnson ’15, Client Services Manager - Alexander Kralles ’94, Site Director - Brandon Leisten ’17, Fleet Cordinator - Kristin Lucarelli ’12, Payroll Finance Specialist - Morgan Martin ’15, Market Research Coordinator, Edelman Berland - Michael J. Martone ’95, Area Vice President, Providium Consulting - Kara Jane McElray ’00 Self-Employed Grants Consultant - Nicholas Miraglia ’06, Partner, Burgess & Miraglia Attorneys at Law - Boniface C. Nwugwo ’87, President and Chief Technical Officer, BTC Technologies, LLC - Nicholas S. Penna ’95, Owner/Operator of Red Front - John Lewis Pietropaolo ’95, Program Director, Colonial Management Group - Frank Randall ’14, Financial Planner - Cynthia Ricci ’97, Manager, Organization Effectiveness - Nick Russell ’16, Franchise Brands Sales Account Manager - Nova Schenk ’06, owner/VP Operations at Music Education Centers - Christine Schmitz ’99, Office Administrator, Hiscock & Barclay - Rictina S. Scott ’09, Sales Representative, Novaris Pharmaceutical - Terry Sinopoli Klinkbeil ’01, Marketing Manager Public Safety and Security - Nick Amendolare ’10, Lieutenant, Gates Fire District - Akinyemi Awopetu ’14, Deputy Superintendent of Programs, Wyoming County Correctional Facility - Bob Bourg ’95, Sr. Vice-President of Human Resources - John Caufield ’10, Fire Chief - Kristina Daugherty ’13, Emergency Management Program Specialist, Monroe County Public Safety - Christopher Durkin ’10, President/CEO, Blackhawk Emergency Management Group - Joseph Geer ’15, Police Chief - Ryan G. Gratton ’08, New York State Trooper - Andrew Harer ’08, Captain, Army Nurse, United States Army - Ronald W. Harling, Jr. ’08, Jail Superintendent, Monroe County Sheriff’s Office - Shirley Pipkins ’10, Deputy Sheriff, Monroe County Sheriff’s Office - Michael R. Potrubacz ’87, Lieutenant of the Internal Affairs Division, Fulton County Sheriff’s Office - Fabian Rivera ’09, Sergeant, Rochester Police Department - William Sanborn ’09, Captain of the Police Bureau, Monroe County Sheriff’s Office - Robert Snow ’09, Sergeant in Internal Affairs, Rochester Police Department - Leah S. Torregiano ’88, Assistant Director of Public Safety, Monroe Community College - James VanBrederode ’93, Chief of Police, Gates Police Department
academics
public-administration
https://www2.brockport.edu/academics/public-administration/board-members/
Ron Adams ’00, Energy Program Evaluator, Monroe County HHS Rachel Baker August ’10, Executive Director, Seneca Park Zoo Mark Bonsignore ’99, Captain, Irondequoit Police Department (retired) Leonard Brock ’05, Associate Vice President of Youth Development, The Community Place of Greater Rochester, Inc. Vincent Carfagna ’85, CFO, Rochester City School District John Cassin ’06, Operations Manager, Monroe County Call Center Margaret Clark ’93, VP, Network Partnership & Govt. Programs (retired), Excellus ‘Blue Cross/Blue Shield Belinda Colon ’05, Victims Assistance Program, City of Rochester Rob DiCarlo ’90, Assistant Director, Office of Career Services, SUNY Brockport Edward Doherty ’81, Vice President, Rochester Area Community Foundation Cynthia Elliott ’95, Commissioner , Rochester City Board of Education Kevin Finnerty ’05, Manager, Monroe County, Division of Purchasing and Central Services Shannon Grieve ’06, Camp Director, Camp Good Days and Special Times Ron Harling ’08, Jail Superintendent, Monroe County Sheriff’s Department David Keefe ’81, Director, Fleet Services (retired), City of Rochester Diane Larter ’86, Deputy Director, DSS (retired), Monroe County Jane Lynch ’98, Chief Operating Officer, New York State Commission on Quality of Care and Advocacy for Persons with Disabilities Jeff McCann ’01, Deputy Town Supervisor, & County Legislator, Monroe County Mary Louise (Muffy) Meisenzahl ’99, Administrator, Monroe County Office of Emergency Preparedness Maureen Nupp ’00, Center for Disability Rights Steffie Patterson ’93, Finance Administrator, Dept. of Psychiatry, Strong Behavioral Health Mary Patterson ’99, Cerner Corporation Brandon Qualls ’09, Coordinator, Office of Nursing Data and Information Management Clinical Nursing Research Center and Adult Nursing Services Office of Performance Improvement and Patient Safety, Strong Memorial Hospital Senator Joseph Robach ’82, Senator, New York State Senate Daniel Sargent ’91, Technology Support Coordinator, Brockport Downtown Candace Smith ’03, VP, Patient Care Services, Park Ridge Hospital-Unity Health System Paula Smith ’90, Director, Central Library of Rochester/Monroe County’ Allyn Stelljes ’00, Director of Advocacy and Leadership Development, The Advocacy Center Clare A. Stortini ’09, Regional Resource Development Specialist RRDC Traumatic Brain Injury Program at Unity Health System Sheila Strong ’04, Assistant to the President, SUNY Brockport Donald Vacanti ’93, Deputy Director, DSS (retired), Monroe County Daniel Varrenti ’98, Chief of Police, Brockport Police Department James Winston ’99, Assistant to President for Economic Development, Monroe Community College
academics
public-administration
https://www2.brockport.edu/academics/public-administration/directory/
- Keith Baker, Ph.D - Associate Professor - (585) 395-5858 [email protected] Office: Brockport Downtown 540 Steven Bouteiller - Administrative Assistant 1 - (585) 395-2375 [email protected] Office: Brockport Downtown 544 - Michael Hattery, Ph.D - Lecturer - (585) 395-5564 [email protected] Office: Brockport Downtown 536 - Shihyun Noh, Ph.D - Associate Professor (Public Administration) - (585) 395-8015 [email protected] Office: Brockport Downtown 539 - Faith Prather, Ph.D - Professor Emerita - [email protected] Allyn Stelljes - Adjunct Lecturer - (585) 395-8488 [email protected] Office: Brockport Downtown - Celia A. Watt, Ph.D - Professor - (585) 395-5568 [email protected] Office: Brockport Downtown 542 - Wendy Wright, Ph.D - Lecturer and Chair - (585) 395-5570 [email protected] Office: Brockport Downtown 541 Cassandra E. Cleveland - Graduate Assistant - (585) 395-2375 [email protected] Office: Brockport Downtown 544 Andrew English - Graduate Assistant - (585) 395-2375 [email protected] Office: Brockport Downtown 544 Ms. Lesia Hrycyna, BA - On Leave - (585) 395-2375 [email protected] Office: Brockport Downtown 544
academics
public-administration
https://www2.brockport.edu/academics/public-administration/graduate-career-data/
Graduation Rates Data reported to NASPAA* indicate that the 35 SUNY Brockport MPA students who started the program in the 2017-2018 cohort had retention to graduation rates of 37% within 2 years, 31% within 3 years, 3% within 4 years, and 14% in greater than 4 years (students have 7 years to complete the program). It should be noted that many students in this timeframe were impacted by many of the changes occurring during the Covid-19 pandemic and subsequent shutdowns. The MPA program has pre-admission resources for prospective students to assist in deciding if their career goals match the programmatic offerings. These include, but are not limited to, pre-admission interviews, classroom observations, and alumni interviews. In addition, timely progress evaluations provide professors and advisors immediate data to work with students who might not be performing at the expected level. Career Pathways The market for “public service” careers has diversified from primarily government jobs compared to when MPA programs were emerging around the country. MPA graduates can find themselves in new and expanding roles. Alumni data from our most recent report show that alumni are getting jobs! The XX MPA students who graduated in the Academic Year 2021-2022 are employed in the following fields: - State government: 13% - City, county, or other local government: 19% - Nonprofit organizations: 26% - Private sector (research/consulting): 16% - Private sector (not research/consulting): 13% - Status Unknown: 13% *This data is from our 2022–2023 NASPAA annual report. MPA Student Internship Sites The Internship Experience allows MPA Students to intern for 3–6 credits. Below are site placements of recent interns: - Center for Governmental Research (CGR) - Monroe Community College Library Partnerships Program (LPP) - SUNY Brockport Office of International Education - International Student Services and - Recruitment - Major Crimes Unit of the Rochester City Police Department - City of Rochester - The Center for the Arts - SUNY Brockport – Hazen Center for Integrated Health Care - SUNY Brockport – University Police - The Children’s Agenda - Seneca Park Zoo - Village of Batavia - Monroe Community College Financial Aid Office - St. Ann’s Community - Rochester Housing Authority - Village of Ardsley - City of Rochester, Department of Environmental Services - Strong Museum of Play - Lifetime Assistance - YMCA of Greater Rochester - Unity Hospital - Rochester Regional Health - Veteran’s Service Agency - Jordan Health - United Nations Association of Rochester - Nature Conservancy Central and Western NY Chapter - Healthy Baby Network - Lifespan *This data is from our 2021–2022 NASPAA annual report