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support
grants
https://www2.brockport.edu/support/grants/scholarly-incentive-award-guidelines/
Purpose This competitive, merit-based award is designed to help full-time tenure track, tenured and three year QAR faculty advance scholarly production in their home disciplines. Funding may be used to conduct research or creative projects valued by their home departments’ APT documents as fulfilling scholarship requirements for tenure and/or promotion. Eligibility - Full-time tenure track, tenured, and three year QAR faculty working at SUNY Brockport at the time of application. - Faculty receiving an award in one application cycle must wait 12 months before applying for another Scholarly Incentive Award. - Prior to receiving a third Scholarly Incentive Award, faculty must submit for an external grant for $2,500 or more through the Scholarships, Research & Sponsored Programs. - You may only apply for ONE of the following Internal Grants during a given grant cycle: Pre-Tenure Grants Development Award, Provost’s Post-Tenure Fellowship, or Scholarly Incentive Award. Funding - Up to $1,000 per project (the maximum award for proposals submitted by two or more faculty for a joint project is $1,000 total). - Funds are available for up to 12 months from the time of the award, at which point they expire. - A Post-Grant Summary must be submitted. You will be ineligible to apply to any other Internal Grants until this is received. Eligible Expenses: - Travel for research, scholarly presentations at juried conferences, or creative performance - Research assistants (Must be currently enrolled Brockport students). - Stipends for research subjects (Wages are subject to taxes and are paid in one lump sum. If using gift cards, they must be able to be tracked. Please contact Scholarships, Research & Sponsored Programs for details.) - Materials and supplies (not available from other campus sources). - Postage for mailing surveys - Special production costs for non-commercial, academic peer-reviewed books or articles (e.g. creation of maps; rights to images; etc.). Ineligible Expenses: - Stipends for faculty/staff - Conference attendance fees and travel (exception – scholarly presentation at juried conference) - Curriculum development - Technology and materials available from other campus sources - Professional membership expenses - Reimbursements for activity prior to current application cycle Application Deadlines The application portal is open. There are two deadlines for applications: October 13, 2023 and February 9, 2024 Application Review Process Applications will be reviewed by a committee of faculty from each of the academic schools, with staff support provided by the Scholarship, Research & Sponsored Programs Department. Contact Laura Merkl, Director of Scholarships, Research & Sponsored Programs, [email protected], (585) 395-2444 Guidelines for Application Materials: SCHOLARLY ACTIVITY OVERVIEW (Submitted as part of the MachForm) - Name - Department - Phone (office) - Phone (other) - Affiliated as: Lecturer, Asst. Professor, Visiting Asst. Professor, Other - Project Title - Project Start Date - Project End Date - Single Sentence Summary of Project - Have you received support for the proposed activity? If yes, specify: - Project Title - Sponsor(s) - Amount of support received - Explanation of how his award will be used differently than previously received support BUDGET EXPLANATION (Submitted as part of the MachForm) Provide dollar amount and specific details on how you propose to use the award. Requests for software should include a justification as to why it is needed for this project and that it is not already available on campus. Note - Research assistants must be currently enrolled SUNY Brockport students. Contact the Scholarship, Research & Sponsored Programs Office for the most up-to-date hourly rates for UG and Graduate students. ([email protected] or [email protected]) PROJECT NARRATIVE (Submitted as a document upload to the MachForm) Maximum of three pages. Be clear and compelling to reviewers who are not necessarily specialists in your discipline. To include in this order: - Problem Statement and Background - Goal(s), Objectives, Activities, Project Outcome - Timeline - PROBLEM STATEMENT AND BACKGROUND - Statethe background and/or problem; relate the significance of the project to your discipline. - Explain how this project will enhance your knowledge in the field and scholarly productivity. - Identify how a Scholarly Incentive Award is vital to help you complete this project. - Are there other funding sources you have or could apply for? - If project will need IRB approval, please note. - GOAL(S), OBJECTIVES, ACTIVITIES, PROJECT OUTCOME: - Describe your project goal(s). What do you plan to accomplish with support of this grant? - Who will be involved in the project? If you will be traveling, please explain why that travel is essential to complete the project. - TIMELINE Include a timeline of project activities, including potential venues for publication and/or professional presentation. CURRICULUM VITAE (Submitted as a document upload to the MachForm) Maximum of five pages. LETTER OF SUPPORT FROM DEPARTMENT CHAIR OR DEAN (Submitted as a document upload to the MachForm) APPENDIX MATERIALS (Submitted as a document upload to the MachForm) Maximum of 10 pages - Letters or e-mails of support from critical project collaborators. - Confirmation of book contract, art exhibition, scheduled performance, journal publication, conference presentation, etc.
support
grants
https://www2.brockport.edu/support/grants/student-grants/
Graduate Student Distinguished Professor Award Applications for the 2023-2024 academic year are currently being accepted. Applications are due by Monday, October 16, 2023 or Monday, February 12, 2024. This competitive, one-time award up to $1,000 is awarded to matriculated and enrolled graduate students to support eligible expenses associated with a program-required research project or creative activity. Preference given to master’s thesis projects. Applicants are encouraged to submit early. Due to limited funds, we may not be able to honor all requests for support. Graduate Student Distinguished Professor Award Guidelines Graduate Student Distinguished Professor Award Post Grant Summary Questions? Contact Laura Merkl through email or phone at (585) 395-2444. Student Travel Grants Student Travel Grant applications open on September 11, 2023. Deadlines - Fall: October 16, 2023 - Spring: February 12, 2024 Awards are for the academic year and may be made to students to attend conferences virtually or in person. The award maximum is $400 per academic year. A student may apply for two grants during the 2023-2024 academic year not to exceed $400 cumulatively. Matriculated and enrolled full and part-time undergraduate and graduate students are eligible to apply. Please review the Types of Student Travel Grants below and the Student Travel Grant guidelines prior to applying and prior to traveling. Student Travel Form Types of Student Travel Grants Present: Competitive grant program designed to support students who are presenting their work at an academic conference. BSG Club Travel (Individual or Group): Competitive grant program designed for students who are active members of a SUNY Brockport BSG Club to attend a conference that will support their role in the club. BSG Non-Club (Individual or Group): Competitive grant program designed to support students who are not active members of any BSG Club to attend a conference to enhance their educational pursuits at SUNY Brockport. *Please choose a category (Present, BSG Club Member Travel, or BSG Non-Club Member Travel) on the form. For questions contact [email protected]
support
grants
https://www2.brockport.edu/support/grants/technology-support-initiative-guidelines/
Program Description and Guidelines The Faculty/Staff Technology Support Initiative exists to identify and support the needs of individual (or small groups of) faculty and staff for job-related technology support. Technology-related proposals, especially those based on new and innovative ideas, for teaching, research, and program administration will be considered under this proposal. Special emphasis will be given to initiatives which support online education. Approximately $50,000 is available through Scholarship, Research & Sponsored Programs Office under this initiative in 2022-2023. Scope: It is expected that proposals made under this initiative will be $5,000 or less and local in their impact. Examples of eligible items include the purchase of advanced software not already available on campus, advanced media technology (innovative digitization projects, audio/video capture, etc.), supporting instruction in a particular course or University function, and new equipment or data (including data sets or databases) required to support an individual’s scholarship/research. This grant program will support one-time expenses for hardware, software, specialized equipment, and data, as well as assistance in supporting online education. The initiative is not intended to support or address campus-wide, programmatic needs, strategic needs, or periodic and recurring needs (e.g., campus network upgrades, additions to computer labs, computers/laptops/ipads, mainframe computer upgrades, high-tech classrooms, library system upgrades, routine acquisition/replacement of faculty/staff computers, projectors). Please do not submit proposals requesting these ineligible items. Application Process: Applications are to be made using the MachForm. Applicants will append to the application form a narrative proposal including a budget (two-page maximum). Each application requires the signature of a sponsor at the level of Director, Chair, or above. The sponsor must confirm matching support for the proposal by providing at least 10% of the requested amount or $100, whichever is greater. Completed applications approved by chair/unit head and school dean or unit vice president must be submitted by February 24, 2023. Applicants will be informed of their award status by April 3, 2023. Funds will be made available to award recipients on April 3, 2023 and will lapse at the end of the budget year (end of June 2023). Covered Costs: Applicants may include the one-time purchase of equipment, software, media, data, and other initiatives to support online education in their proposals (except as excluded above). Additionally, installation and facilities modification costs1 required in support of the items requested up to $500 may be funded. Any such costs should be included in the application as part of the proposal. Costs not Covered: Ongoing costs (e.g., license renewal, maintenance agreements) are not covered under this initiative and will generally be borne by the sponsoring unit. Personnel-related costs are also not funded. Awards Scoring Criteria: - Degree to which the proposal is innovative or otherwise consistent with the intent of this initiative in expanding or enhancing the use of technology on campus. - Degree to which applicant is successful in linking proposal goals to improvements in their assigned responsibilities in ways that clearly impact our students. - Degree to which applicant is successful in linking proposal to the University mission and/or strategic plan. - Degree to which applicant is successful in linking proposal to online course/programmatic development/enhancements, etc. This RFP process is intended to acknowledge, identify, and support the technology needs of individual (or small groups of) faculty and staff. Proposals will be for technology-related expenses that will enable faculty and staff to better meet their assigned responsibilities. Proposals under this initiative will not address campus-wide, programmatic or strategic needs. 1 Estimates of costs for facilities modification must be accompanied by a letter from the Office of Facilities and Planning that plant management has reviewed the proposed modifications for feasibility and cost estimates. 2 Larger proposals are likely to be programmatic or strategic in nature and should be funded by a process that addresses strategic and programmatic needs. The proposal’s author would have to justify a larger amount by demonstrating that the amount requested is consistent with the intent of this initiative. CALENDAR OF DEADLINES - Proposals signed by Department Chair/Unit Head and Dean (Academic Affairs) or Vice President (Other Divisions) by - February 24, 2023 - Proposals to Technology Grant Committee for consideration - Awards Announced by - April 3, 2023 - Awarded funds available for purchases after - April 3, 2023 - Awarded funds will lapse if not spent before 2 - June 30, 2023 - Final Reports on funded projects due (Machform) - August 31, 2023 - Presentations on funded projects - TBA 1 Deans and vice presidents may comment, at their discretion, on the quality of proposals that go through their offices (use Comments form). The committee will include in its deliberation process all proposals forwarded by the deans or vice presidents. 2 Note: Funds awarded must be expended in accordance with Purchasing guidelines before the end of the 2022-2023 budget year
support
grants
https://www2.brockport.edu/support/grants/travel-reimbursement-guidelines/
All travel and expenses must be incurred during the academic year. You must submit itemized receipts for all travel expenses related to your award with your Student Travel Awards Disbursement Form and Travel Checklist. Eligible expenses will be reimbursed up to your awarded amount. Please review the following guidelines determine what expenses are eligible for reimbursement: I. Meals - An itemized meal receipt detailing all food and beverage is required. Credit card receipts not accompanied by a detailed receipt are not reimbursable. - Alcoholic beverages are not eligible. Please request a separate receipt for beverages containing alcohol. - Lunch is not reimbursable. - Reimbursement is based on your meal receipts and not on State per diem rates. Student travel is not eligible for per diem. - The amounts allowed per meal is based on New York State guidelines and varies depending on the location. If your receipt(s) are over the amount, you will not receive full reimbursement. - Group meals – please ask for separate receipts. If it is not possible for you to get an individual itemized receipt and you must submit a group meal receipt, make sure that that your individual portion of the charge is clearly identified. - Each student will be reimbursed for his/her/their individual food and beverage items regardless of who paid the expense. For example, if one student pays for a group meal shared by three other students, each student, including the one who paid the bill, will be reimbursed only for the food and beverage items that he/she/they ordered. The other three students would be responsible for reimbursing the student who paid the group bill. II. Lodging - SUNY Brockport is exempt from New York State sales tax. Please use the attached Tax Exempt Certificate upon checking in to the venue where you will be staying. No tax will be reimbursed to you for any New York State lodging. If the venue employee checking you in has any questions, he/she/they may call Laura Merkl at (585) 395-2444. - Each student will be reimburse for his/her/their lodging expense only, regardless of who paid the expense. For example, if a student pays for a room that is shared by four students at a total cost of $100, each student sharing the room, including the one who paid the full charge for the room, will be reimbursed $25. The other three students will be responsible for reimbursing the student who paid for the room. III. Transportation - Travel by air, bus, train or vehicle, the cost of your transportation to/from the conference or seminar and to/from your lodging location is an eligible expense. Transportation for travel to/from restaurants, for sightseeing, etc. are not eligible expenses. Please note that seat upgrades, preferred boarding, etc. are not reimbursable. - If you drive your personal vehicle, you will be reimbursed mileage at the IRS mileage rate current at the time of travel. Mileage from your current place of residence or campus to and from the hotel/conference venue, depending on which is the shortage distance, will be reimbursed. Travel to a carpool area or to meet with conference attendees that exceeds 30 miles needs approval from the Scholarship, Research & Sponsored Programs Office. All vehicle occupants must be noted on the back of the Check Disbursement Form. Any mileage for please attach Google Maps or MapQuest verification of the number of miles as well as completing a Statement of Automobile Travel form. This form should be submitted with your Student Travel Awards Disbursement Form. - Passengers cannot request mileage reimbursement; however, passengers can request reimbursement for gas charges paid if they have a receipt AND the driver is not claiming mileage. Mileage and gas cannot be paid for the same trip. If the driver and passengers are claiming gas, please list on the back of the Check Disbursement Form the name of the driver and all passengers - Parking is a reimbursable expense with receipt. - Taxi and Uber, Lyft, etc. expenses are reimbursable only for transporting you to/from the hotel/motel that you are staying at or the conference or seminar that you are attending only. Local transportation charges for travel to/from restaurants, for sightseeing, etc. are not reimbursable. Receipts are required. IV. Other - Poster printing or other conference materials require an itemized receipt. Credit card receipts not accompanied by an itemized receipt are not reimbursable. No tax may be paid on these items in New York State, please use the tax-exempt form for transaction(s). For questions contact [email protected]
support
human-resources
https://www2.brockport.edu/support/human-resources/
Did you test positive for COVID? Complete the Positive COVID-19 Test Form SUNY Portal Self Service Complete your time sheet, change an address, view paychecks, request a W-2 and more. How-to Guides Careers @ Brockport Search for faculty, staff and classified vacancies at the University. Benefits & Retirement We provide comprehensive employee benefit programs designed to help keep our faculty and staff and their families healthy, safe, happy, and productive. Our programs also include a variety of components to help employees prepare for their futures. Paid Holidays A quick reference guide to the paid holidays for the current year. Our Services AFFIRMATIVE ACTION Discrimination/Harassment Complaints, Affirmative Action Program, American Disabilities Act (ADA), Accommodation Requests APPOINTMENT Appointment Transactions, Board of Trustees Policies, Extra Services, Performance Programs/Evaluations, Sabbatical Leaves, Volunteers BENEFITS/RETIREMENT Medical, Dental, Vision, Directory of Benefits/Retirement Providers CAREERS Employee Recruitment, Advertising, Compensation and Classification, Immigration, Job Descriptions, PageUp, Position Requisitions, Search Committee Information EMPLOYEE RELATIONS Coaching, Counseling, Discipline, Contractual Agreements, Performance Management EXIT INTERVIEW SURVEY PROCESS Consistent with our goal of making SUNY Brockport “A Great Place to Work,” the Recruitment and Retention team conducts confidential Exit Interviews with resigning and retiring faculty and staff members. This process allows us to capture the employee experience and the feedback received may help inform positive change. Once HR is notified that an employee is leaving, the departing individual will receive a link to the exit survey and will be provided with an opportunity to speak with one of our team members. Please review the Who Do I Contact For? section of our website for more information. PAYROLL Attendance, Timesheets, Direct Deposit, Paycheck Questions
support
human-resources
https://www2.brockport.edu/support/human-resources/acronyms/
Acronym Definition 21P Twenty-One Periods - annual salaried payment mode for faculty with academic year obligations who choose to receive their pay over 21 pay periods that approximate the academic year. (Defined pay periods from late August to the middle of June. (Being phased out - called contract pay in our new payroll system and creating major problems). AA Affirmative Action AAO Affirmative Action Office ABD All But Dissertation - usually refers to candidates for jobs who have completed all work towards the Ph.D. except the dissertation. Vacancy announcements should state that ABDs will be considered. ADA Americans with Disabilities Act. Requires employers to provide reasonable accommodations for employees with disabilities. See: ADA ADEA Age Discrimination and Employment Act of 1967. Legislation that prohibits age discrimination in employment. See: ADEA ANN Annual - usually refers to how an object, such as a position, is budgeted and the method of expenditure from the object ANTE At Not To Exceed - a budgetary control that appears, for example, on the SOP and sets the ceiling for expenditures from a position. APPENDIX AAPPENDIX B Refers to listings in these appendices of the “Policies” that identify professional employee titles in the SUNY professional services negotiating unit in which appointees are ineligible for permanent appointment. ARS Accident Reporting System. A system for managing and reporting employee accidents/injuries. Article 78 A section of NYS Law. A proceeding brought in New York State Supreme Court for review of governmental action pursuant to Article 78 of the Civil Practice Law and Rules. ASTD American Society for Training and Development. See: ASTD ASU Administrative Services Unit. A collective bargaining unit that includes clerical/office worker positions in State service. It is currently represented by CSEA. AY Academic Year - also AcaYr BFOQ or BOQ Bona Fide Occupational Qualification. a minimum qualification requirement needed as a prerequisite to being able to do a particular job. BFOQs, if challenged, must be demonstrated to be valid by the employer. The courts have interpreted BFOQs very narrowly, especially with regard to sex. Each applicant must be treated as an individual in comparing his or her skills to the skills required to perform the job. CAL Calendar - annual salary payment mode for employees with academic year obligations who receive their pay over 12 months (September 1 - August 31). CAO Chief Administrative Officer. The head of a college or contract college whether called president, dean, provost, director, or otherwise. CARES Acronym for SUNY’s internal control program. Complies with applicable laws and policies; Accomplishment of the campus’ mission; Relevant and reliable data; Economical and efficient use of resources; Safeguard assets. CASUAL Casual Employee. unclassified service employee whose employment relationship is so limited as not to justify assignment to a negotiating unit. CDL Commercial Driver’s License. COBRA Consolidated Omnibus Budget Reconciliation Act of 1985. See: COBRA Council82 Union that represents University Police Supervisors CS Civil Service (Department of … not to be confused with CSEA, the union that represents some civil service employees. See: CS CSEA Civil Service Employees Association - Union that represents State employees appointed to titles assigned to the administrative (office support staff), operational (mostly facilities), and institutional services (mostly hospitals or health centers) collective negotiating units. See: CSEA CSEAP Clerical Secretarial Employee Advancement Program. It has since blended into the NYS & CSEA Partnership for Education and Training CSL Civil Service Law. Select CVL at: Civil Service Law CUPA-HR College and University Personnel Association with HR extension resulting from changes in the way some of us name our offices/profession. See: CUPA-HR CWSP College Work-Study Program - a federal program that funds jobs for students who are awarded jobs as financial aid. They are paid on a separate payroll designed to track both their awards and payments received. CY College Year - refers to SUNY professional positions budgeted for obligations less than 12 months and/or professional employees with less than 12 month obligations. CYF College Year Full - annual salaried payment mode for professional employees with college year obligations but paid over 12 months. CYP College Year Partial - annual salaried payment mode for professional employees with college year obligations but paid over 21 equal pay periods. (Being phased out - called contract pay in our new payroll system and creating major problems). DIFR Dormitory Income Fund Reimbursable — budgetary term to describe funding for positions and budgets supported by income generated from dormitory (residence hall) fees. Positions may be established as PSR or TS even though funded by revenues. DSI Discretionary Salary Increase DOB Division of the Budget - a state agency responsible for State budgets. See: DOB DOL Department of Labor: DOL DOT Dictionary of Occupational Titles - a federal title classification document that categorizes and describes the type of work typically associated with job titles and places titles into statistical reporting categories. See: DOT EAP Employee Assistance Program: EAP EEO Equal Employment Opportunity. Backed by legislation and executive orders, this acronym is used to notify the public that we provide equal treatment and opportunity for all job applicants and employees. EEOC Equal Employment Opportunity Commission - a federal compliance agency. See: EEOC EPPA Employee Polygraph Protection Act of 1988 See: EPPA ERISA Employee Retirement Income Security Act. See: ERISA ERS Employees Retirement System (NYS). A defined benefit retirement program available to all State employees. See: ERS FEE A method of payment that allows periodic payments of varying amounts based upon the completion of some measurable unit of work/accomplishment. FLSA Fair Labor Standards Act See: FLSA See also: FLSA Summary FMLA Family Medical Leave Act - federal law the requires employers to extend medical coverage and guarantee leaves of limited duration. See: FMLA FOIA Freedom of Information Act. Requires agencies to disclose records requested in writing by any person. However, agencies may withhold information pursuant to nine exemptions and three exclusions contained in the statute. See: FOIA FTE Full Time Equivalent - a budgetary term used for both employees and students that “equates” an employee or student to a fraction of full-time based upon factors such as salary and number of courses to be taught for employees, and number of courses enrolled in for students. For employees, it is not a workload measure — only a budgetary measure. A faculty-student ration is often generated via the relationship between faculty FTE, say in a department, and the number of student FTE taking courses in the department. GA Graduate Assistant GA/TA Graduate/Teaching Assistant GFT Geographic Full-Time. A person serving on the faculty of a medical center who is not employed on a full-time basis for the purpose of fixing compensation payable by the State but all of whose professional services and activities are conducted at the medical center or its affiliated hospitals and are available to the State on a full-time basis for clinical and instructional purposes. GOER Governor’s Office of Employee Relations - agency responsible for collective bargaining with State employees, for administering negotiated agreements, and for managerial-confidential affairs. See: GOER GSEU Graduate Student Employee Union - union that represents State graduate and teaching assistants. HIPAA Health Insurance Portability and Accountability Act of 1996 See: HIPPA HOP Health Option Program. A program that allows eligible classified service employees to exchange sick leave credits to reduce health insurance premiums. HCS Health Care Spending account program. Also: Health Communication Standard as related to the NYS “Right to Know” law relating to safety and material safety data information. HMO Health Maintenance Organizations. Alternative health insurance programs. See: HMO HRMS Human Resource Management System. Information system for management of employee and position data. For campuses using HRMS, it forwards information to PaySr to effect payments. I-9 I-9 Form. An Immigration and Naturalization Services form employers are required to obtain from of every appointee, along with documentation, to prove their identity and right to employment. IFR Income Fund Reimbursable — budgetary term to describe funding for positions and budgets supported by income generated from fees. Positions may be established as PSR or TS even though funded by revenues. Sources include Parking Registration Fees & Ice Rink Fees. IHRIM International Association of Human Resource Information Management. See: IHRIM INA Immigration and Naturalization Act. INS Immigration and Naturalization Service See: INS IPMA International Personnel Management Association. See: IPMA IPP Income Protection Plan. An alternative sick leave plan in which employees elect to reduce sick leave accruals. IRS Internal Revenue Service See: IRS ISU Institutional Services Unit. A negotiating unit in NY State service composed mostly of those classified service titles responsible for providing therapeutic and custodial care in the State’s institutions. It is currently represented by the Civil Service Employees’ Association, Inc. (CSEA). LAG Payroll system pays two weeks later than the end of the pay period in which work was provided. Except for UUP represented employees, an additional lag is created by withholding one days pay from each of the first 5 pay periods for new employees. This amount is paid upon the employee’s separation from service. LEAP Labor Education Action Program. A program that provides training for employees. Now part of the NYS & CSEA Partnership for Education and Training LIFE Legal Immigration Family Equity Act. See: LIFE M/C Managerial/Confidential - Positions (incumbents thereof) that through their designation are excluded from being represented by a collective bargaining agent. MP (I, II,…) Management Professional (salary grades for SUNY Managerial/Confidential employees). MSDS Material Safety Data Sheet. A MSDA must be available for any product, chemical, etc. with which employees may come in contact in the work place. NACUBO National Association of College and University Business Officers. See: NACUBO NRA Nonresident Alien. Individual who is not a U.S. citizen, does not have a green card, and is not a resident alien for tax purposes. NRAs are taxed under an entirely different system. NU Negotiating Unit. A unit composed of State titles assigned similar duties that has been determined by PERB to have a common enough interest to collectively negotiate its terms and conditions of employment. NYBEAS New York Benefit Eligibility and Accounting System. A system to maintain benefits eligibility and enrollment for health insurance for all state employees and for dental and vision benefits not covered by a benefit fund. NYS New York State See: NYS NYSCOPBA New York State Corrections Officers and Police Benevolent Association - union that represents University Police Officers. See: NYSCOPBA NYSHIP New York State Health Insurance Program See: NYSHIP NYSTEP New York State Electronic Personnel System. An information system for processing personnel and classification transactions for employees in the classified service. OFCCP Office of Federal Contract Compliance Programs. A compliance agency that ensures that organizations receiving federal grants adhere to policies including those relating to affirmative action and equal employment opportunity. See: OFCCP ORP Optional Retirement Program. Refers to defined contribution retirement programs approved for SUNY in 1964. Currently the authorized providers include Aetna, MetLife, TIAA-CREF, and Valic.See: AetnaSee: MetLifeSee: TIAA-CREFSee: Valic OSC Office of the State Comptroller - Agency that administers State payrolls, State contracts, and other payments (vouchers, etc.) See: OSC OSHA Occupational Safety and Health Administration - a federal agency responsible for ensuring safe work environments. It has a NYS counterpart. See: OSHA OSU Operational Services Unit. a negotiating unit in NYS service composed of craft workers, maintenance and repair personnel and machine operators. It is currently represented by the Civil Service Employees’ Association, Inc., (CSEA). OTETA Omnibus Transportation Employee Testing Act of 1991. Requires random drug testing for certain employees who need CDLs to do their jobs. See: OTETA PaySR NYS Payroll System administered by the OSC. PDME Payroll Distribution Management Transaction system. PEF Public Employee Federation - union that represents classified service professionals in New York State service. PERB Public Employment Relations Board - a State Agency with responsibility for providing oversight of collective bargaining for State employees including making unit determinations, rendering decisions in disputes, etc. See: PERB PESHA Public Employees Safety And Health Act (the public employee OSHA) POLICIES Policies of the Board of Trustees of the State University of New York. Applies to all State employees in the SUNY Unclassified/Professional Service (M/Cs and UUP Negotiating Unit) PSR Personal Service Regular - a budgetary term to identify the type/source of funding. May include positions funded from IFR and DIFR as well as State positions (FTE) authorized in the NYS executive budget. PSR positions must be classified to appear on the SOP and appointees to them must be paid on an annual salary basis PS&T Professional, Scientific and Technical Services Unit. A collective bargaining unit that includes positions in the State classified professional services. Currently represented by PEF. PSU Professional Services Unit (SUNY) A negotiating unit in NYS service composed primarily of academic employees and professional employees of the State University of New York. It is currently represented by United University Professions, Inc., (UUP). QAR Qualified Academic Rank - faculty rank other than academic rank. Includes the title Lecturer and academic titles with prefixes (qualifiers) such as Visiting, Clinical, etc. Faculty appointed QAR do not accrue credit (years of service do not count) towards tenure. RA Resident Alien. Individual who is not a U.S. citizen and does not have a green card, but who has passed the substantial presence test for U.S. residency. A resident alien is taxed like a U.S. citizen. RF Research Foundation See: RF RIF Reduction In Force. SA Student Assistant - students who are employed on temporary service and paid on an hourly basis. SEC SUPR Security Supervisors Unit. A negotiating unit in NYS service composed of supervisors of corrections, university police, and safety employees, mostly lieutenants, currently represented by Council 82. SG (SGxx) Salary Grade (statutory salaries tables). SHRM Society for Human Resource Management See: SHRM SL (SLxx) Salary Level (for professional employee position, non-statutory salary charts). SLEP Sick Leave Exchange Program. Program that allows eligible M/C and UUP represented employees to exchange sick leave credits to reduce health insurance premiums. SMSA Standard Metropolitan Statistical Area. The area of employee recruitment against which parity and utilization levels are compared. The SMSA may vary depending upon level of job class, availability of applicants, location of work station, etc. SOP Schedule of Positions - part of the position/expenditure control system. All positions established in PSR must be lined out (listed by line item number) on the Schedule of Positions before OSC will approved expenditures from them. SRA Supplemental Retirement Annuity SS Social Security. See: SS SSU Security Services Unit. A collective bargaining unit that includes corrections, safety, and university police officer titles. It is currently represented by NYSCOPBA. SUBOA SUNY Business Officers Association See: SUBOA SUCF SUNY Construction Fund See: SUCF SUHRA SUNY Human Resource Association See: SUHRA SUNY State University of New York See: SUNY SUP State University Plaza - new name for system administration. Includes SUNY Operations, SUNY Research Foundation, and SUNY Construction Fund. SysAdm State University of New York System Administration (being renamed: State University Plaza) TA Teaching Assistant Taylor Law Enabling legislation for collective bargaining in New York State. (The NYS Public Employees’ Fail Employment Act). See: Taylor Law TB SERVICE or TBS Tuberculosis Service. A parenthetic designation attached to the title of a position the incumbent of which works in close and regular association with patients having active tuberculosis. In recognition of the hazard of infection, such positions receive a salary grade higher than that of other positions classified to the same basic title. TDA Tax Deferred Annuity TIMA Time Accrual System. A system that is used to maintain employee accrual balances. TRS Teachers’ Retirement System (TRS). A defined benefit retirement program available to SUNY professional service employees. See: TRS TS Temporary Service - also T/S. A source of funding that is provided as a lump sum in state appropriations that can be used to hire temporary staff or to fund student, graduate, and teaching assistant positions. TS positions do not have to be lined out on the SOP. Positions funded from temporary service cannot be paid on an annual salary basis (must be hourly, biweekly, or fee). UUP United University Professions. Union that represents SUNY Professional Staff in the Professional Services Unit. WC Workers’ Compensation WCB Workers’ Compensation Board See: WCB
support
human-resources
https://www2.brockport.edu/support/human-resources/adele-catlin-memorial-award-guidelines/
Adele Catlin maintained a long and distinguished career at SUNY Brockport in a secretarial role. In honor and remembrance of her hard work and diligence, the Adele Catlin Memorial Award seeks to pay tribute to an employee of our office support staff who emulates the traits and performance that marked her service. The recipient shall receive a stipend of $500 and a plaque. The award shall be presented to one member of the University office support staff who: - Exemplifies the spirit that typified Adele Catlin’s presence on the Brockport campus, especially in the following respects: - Displays a high level of loyalty to the goals and purposes of the University. - Approaches tasks with a cheerful, positive and constructive attitude. - Takes initiative willingly to solve problems. - Exhibits a high level of competence in performing office management tasks. - Is held in high esteem by supervisors and fellow workers. - Assumes responsibilities that go well beyond the usual requirements of the position and carries them out at a high level of competence. - Has been employed as a full-time member of the office support staff of the University as a State, BASC or Research Foundation employee for at least five years or a half-time employee for at least ten years (prior to receipt of the award) and has never received an unsatisfactory performance evaluation. The selection shall be made by a committee to be appointed by the Committee Chairperson. A Human Resources staff member shall chair the committee. The nomination packages must be limited to (additional materials will be removed from the nomination package): - The option of either a completed nomination form or letter of nomination that specifically addresses at least C, D and F above. Please include specific examples of work done above and beyond the usual requirements for their position. - Maximum of three department letters of support. - Maximum of three external letters and/or letters from students. - The signature of the nominee’s supervisor must be present on the nomination form. First preference for this award shall be someone who has not received it previously. However, a previous winner who is believed by the selection committee to be clearly better qualified than any other nominee may be selected. You may obtain an Adele Catlin Award Nomination Form by visiting the following link under the Miscellaneous section on our Quick Links & Forms page. All complete nomination packages should be submitted to Tina Bieber, Office of Human Resources, by March 11, 2024 at 4:00 PM. The award will be presented at the Recognition Dinner in May. If you have questions or need assistance, please contact Tina Bieber at [email protected].
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/
Appointment Form Fill out appointment forms for professional positions using the following guides: DEPARTMENT NAMES BUILDING NAMES 2022-2023 ACADEMIC YEAR APPOINTMENT PAYROLL CALENDAR Appointment Types Employee Types OUR EMPLOYEE TYPES INCLUDE: - faculty - professional - chair or other administrative designations - classified employees - management confidential - volunteer Other Useful Documents and Information - Payroll Dates - Classification and Compensation - Information about Titles and Salaries - Leaves - Notice Dates - Professional Staff Minimum Qualifications - Separation from Employment Policy
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/building-names/
In order for Human Resources to provide reports sorted by building names or select employees for reports by building, it is essential that all forms contain a standard building name in the format that our system accepts and understands. - Building names have a character limit (12) to fit publication specifications - Employees can only be assigned to one building in our system. Consequently, for employees who work in more than one building Human Resources must assign them a “building of record” based upon such factors as workload and employment history. Following is the current list of acceptable building names and name formats to use on our appointment and directory information address/name change forms. Building Names for Directory Purposes A - H - Allen Admin - Benedict Hall - Bramley Hall - Briggs Hall - Brockport Downtown - Brockway Hall - Brown Building - Chapman Center - Commissary - Cooper Hall - Dailey Hall - Dobson Hall - Drake Library - Edwards Hall - EOC - Gordon Hall - Harmon Hall - Hartwell Hall - Hazen Hall - Holmes Hall L - W - Lathrop Hall - Lennon Hall - Liberal Arts - MacVicar Hall - McFarlane Hall - McLean Hall - Morgan II - Morgan III - Mortimer Hall - Neff Hall - Perry Hall - Rakov Center - SERC - Seymour Union - Smith Hall - Temple Bldg - Tower - Tuttle North - Tuttle South - Washington Semester Program - Welcome Center Rochester Addresses - 161 Chestnut Street, Rochester, NY 14604 (Brockport Downtown & EOC) - 31 Prince Street, Rochester, NY 14604 (Visual Studies)
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/continuing/
Continuing Appointment A continuing appointment shall be an appointment to a position of academic rank which shall not be affected by changes in such rank and shall continue until resignation, retirement, or termination. - Part-time service does not count towards continuing appointment. - Eligibility for continuing appointment - satisfactory full-time service in academic rank - Employee must serve a total of seven years of full-time faculty service in the titles of Assistant Professor, Instructor, Senior Assistant Librarian in order to obtain continuing appointment in the titles of Assistant Professor, Instructor, Senior Assistant Librarian. - Continuing appointment as Professor, Associate Professor, Librarian or Associate Librarian may be given by the Chancellor on initial appointment or thereafter. Employment as Professor, Associate Professor, Librarian or Associate Librarian must be on the basis of continuing appointment after the third consecutive year of service if the employee has not already obtained continuing appointment. - An academic employee holding a continuing or term appointment at one college who is appointed to academic rank at another college may be given that appointment for a term not to exceed three years. - Interruptions of the seven years to continuing appointment include: leaves at partial or no pay. - Continuing Appointment is recommended by the college President to the Chancellor. The college issues a letter to the appointee indicating that the recommendation was made. The official letter confirming continuing appointment is issued directly to the appointee from the Chancellor; a copy of this letter is received by the Office of Human Resources and filed in the personnel file.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/department-names/
Department Names In order for Human Resources to provide reports sorted by department names or select employees for reports by department, it is essential that all forms contain a standard department name in the format that our system accepts and understands. Employees can only be assigned to one department in our system. Consequently, for employees that are appointed to more than one department, Human Resources must assign them a “home of record” based upon such factors as workload and employment history. Following is a current list of acceptable department names and name formats to use on our appointment form and directory information address/name change forms. - Academic Affairs - Academic Success Center - Accountability and Assessment - Accounting, Economics & Finance - Administration and Finance - Admissions Undergraduate - Advancement - African & African-Amer Studies - Alumni Engagement - Anthropology - Art - Arthur O Eve - E O P Program - ASC Advisement and Retention - ASC Student Accessibility Services - ASC Tutoring - Athletics - Biology - Brockport Downtown - Budgeting - Business Administration - Campus Recreation - Career Services - CELT - Chemistry and Biochemistry - Communication - Computing Sciences - Counseling Center - Counselor Education - Criminal Justice - Dance - Delta College - Drake Memorial Library - Earth Sciences - Education and Human Development - Education, Health and Human Services - Educational Administration - English - Enrollment Management - Environmental Health and Safety - Environmental Science and Ecology - EOC Academic Affairs - EOC Academic Preparation Dept - EOC Administration - EOC Admissions - EOC ATTAIN - EOC Business & Info Technology - EOC Business Affairs - EOC Career Services - EOC Childhood Education - EOC College Connections - EOC Community Relations - EOC Cosmetology and Barbering - EOC Counseling and Student Life - EOC Culinary Arts - EOC Health Care - EOC Information Technology - EOC Library - EOC Maintenance - EOC Security & Safety - EOC Student Services - EOC Testing - Equity, Diversity, and Inclusion - Facilities Administration - Facilities Alterations - Facilities Automotive - Facilities Budgeting - Facilities Custodial - Facilities Grounds - Facilities HVAC - Facilities Maintenance and Operations - Facilities Moving/Truck - Facilities Planning and Construction - Facilities Utilities - Facilities Zones - Finance and Management - Financial Aid Office - Global Education and Engagement, Center for - Graduate Studies - Healthcare Studies - History - Honors College - Human Resources and Payroll - Information Technology Services (BITS) - Institutional Research and Analysis - Journalism, Broadcasting and PR - Kinesiology, Sport Studies & P E - Mail Services - Mathematics - Modern Languages and Cultures - Nursing - Parking & Transportation Services - Philosophy - Physics - Political Science & International Studies - President, Office of the - Printing Services - Procurement & Payment Services - Professional Education Unit - Psychology - Public Administration - Public Health & Health Education - Recreation, Therapeutic Recreation, and Tourism - Registration and Records - Residential Life - Scholarship, Research & Sponsored Programs - School of Arts and Sciences - School of Business and Management - Small Business Development Center - Social Work - Sociology - Special Sessions - Student Accounts and Accounting - Student Affairs - Student Conduct - Student Health Center - Student Union, Leadership & Activities - Theatre and Music Studies - University Communications - University Events - University Police - Visual Studies - Women and Gender Studies The Office of Human Resources, in conjunction with President’s staff, has developed new procedures to aid the campus in recommending new departments and/or recommend a name change of existing departments. We believe this procedure will help our campus community to more efficiently recognize new departments and changes within departments. To recommend a new department name or change an existing department, simply use the Department Name Recommendation Form, which can be found on the Office of Human Resources website at Forms. Once the form is completed and a complete departmental listing is attached, including department head and phone numbers, this form can be forwarded to the Office of Human Resources for review. If such a request is denied, Human Resources will follow-up with the recommending individual/department. If such a request is approved, Human Resources will follow-up with a letter to the campus community informing them of new departments or changes.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/employee-types/
Members of the Academic Staff Chair or Other Administrative Designations - The members of the academic staff of each college in charge of the departments or divisions of such college shall be designated as chairs of such departments or divisions, which designations shall be in addition to their academic rank. Chairs of departments or divisions of colleges shall be designated and redesignated by the college chief administrative officer after consultation with appropriate faculty including the department or division concerned. Such designation shall be for any period up to three years, and renewable; provided, however, that the college chief administrative officer may relieve a designee of duties as chair at any time. Classified Service - The Classified Service comprises all offices and positions not included in the unclassified service. The offices and positions in the classified service are divided into four classes, that are designated as the: Competitive Class, Exempt Class, Labor Class, and the Non-Competitive Class. Faculty - Academic Rank - Rank held by those members of the professional staff having the titles of professor, associate professor, assistant professor, instructor, and assistant instructor, and rank held by members of the professional staff having the titles of librarian, associate librarian, senior assistant librarian, and assistant librarian. Time in these titles counts towards meeting tenure requirements and may hold continuing appointment. Faculty - Qualified Academic Rank (QAR) Graduate and Teaching Assistants - Members of the academic staff having “qualified academic rank” have all the terms and conditions of similarly appointed staff having “academic rank” except that the time in qualified academic rank does not count towards meeting tenure requirement and appointees to qualified academic rank cannot, by definition, hold continuing appointments. Qualified academic rank is rank held by those members of the academic staff having titles of lecturer, or titles of academic rank preceded by the designations “clinical” or “visiting” or other similar designations. Management/Confidential (M/C) - There shall be such college administrative officers for each college as may be determined by the chief administrative officer of the college with the approval of the Chancellor. Appointments of all college administrative officers and professional staff not in a negotiating unit established pursuant to Article 14 of the Civil Service Law shall be made by the chief administrative officer of the college; such appointments shall be reported to the Chancellor. Persons appointed pursuant to this Title shall serve at the pleasure of the appointing officer or body. Professional - Professional employees shall mean an employee in the Professional Services Negotiating Unit , other than an employee with academic or qualified rank.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/evaluation-calendar/
Following are the performance evaluation periods for employees who must receive annual evaluations and the evaluation due dates by Negotiating Unit: Except that evaluations must be completed at least 45 days prior to the notice date required in the event of non-renewal for employees serving on term appointments. ***These dates were established through local labor-management discussions and were agreed to by the local CSEA Chapter President. Once CSEA raises were no longer linked to evaluations, we decided, in local labor-management discussions, that we could improve the timeliness and quality of evaluations by establishing a standard date. However, this locally negotiated evaluation schedule is unique to Brockport and other agencies cannot adopt it without the agreement of their local CSEA chapters.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/notice-dates/
In the event a term appointment will not be renewed, we must notify the employee in writing that s/he will not be reappointed. Notice dates are based on a few variables. - All Part-time employees with a term appointment: Forty-five calendar days before the end of appointment*; - Full-time employee with term appointment: Three months before the end of an employee’s first uninterrupted year of service. Six months before the end of an employee’s second but not more than three uninterrupted years of service. Twelve months before the end of a term after two or more years of uninterrupted service - Appendix B (1) and B (2) titles: Six months before the end of a term appointment. *If a part-time temporary employee has worked 4 consecutive semesters, the 5th semester will be a term appointment and the employee will continue to be granted term appointments. If this employee’s service is interrupted for four consecutive semesters, the employee may be given a temporary appointment for reappointment. It is important to review and make timely recommendations for reappointment or non-renewal if the part-timer’s services will not be required for the next academic semester. The Office of Human Resources makes copies of appointment forms and distributes to departments and offices in the event that we make a correction on the form. Please utilize these copies and update your database or copies of forms you keep in your respective offices/departments. We strongly encourage you to keep copies of all Appointment/Status Change Recommendation forms that you forward to our office.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/permanent/
A permanent appointment shall be an appointment of a professional employee in a professional title that is eligible for a permanent appointment, which shall continue until a change in such title, resignation, retirement, termination, or death. Main Page Content A professional employee who serves in a professional title listed in Appendix A, B, or C is not eligible for permanent appointment. It should be noted however, that, unlike continuing appointments for academic employees that are unaffected by a change in rank, a professional employee holding permanent appointment in a professional title who completes a probationary appointment in a different professional title shall be granted a permanent appointment in the different professional title only and shall not retain the permanent appointment in the former professional title. - Part-time service does not count towards permanency. - Eligibility for permanent appointment - a professional employee who has completed seven consecutive years of full-time service as a professional employee the last two years of which have been in that title, is eligible for permanent appointment. - The seven years of full-time consecutive professional service required for permanent appointment includes full-time temporary appointments. - The last two years must be in the same budget title. If an employee has a budget title change in the 6th or 7th year, this will extend the date of permanent appointment. - Interruptions of permanency clock: leaves at partial or no pay. - Permanent Appointment are recommended by the college President to the Chancellor. The college issues a letter to the appointee indicating that the recommendation was made. The official letter confirming permanent appointment is issued directly to the appointee from the Chancellor;
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/probationary/
Probationary Appointment - Change in Professional Title A probationary appointment shall be an appointment for a period of one year which must be granted to a professional employee holding a professional title in which permanent appointment may be granted at a college of the University when the employee is appointed to a different professional title in which permanent appointment may be granted at the same college, or when the employee is appointed to a professional title listed in Appendix A (Trustees’ Policies) at the same college. A probationary appointment may be terminated at any time [by the college - if terminated, the employee returns to former status]. Service in a probationary appointment shall not count toward the satisfaction of the eligibility requirements for permanent appointment. At any time, the college may ask the employee to return to his/her former professional title as soon as practical. If this happens to an employee in a term appointment, the time spent in a probationary appointment will count towards the eligibility requirements for permanent appointment in former title. Change in Professional Title A Professional employee holding a term appointment or a permanent appointment in a professional title, who is appointed to a different professional title at the same college, shall be given a probationary appointment in the different professional title. Title Changes for Employees with Permanent Appointment A professional employee holding a term appointment in one professional title that successfully completes a probationary appointment in a different professional title shall be granted a permanent appointment in the different professional title only. The employee does not retain permanent appointment in the former title. A professional employee holding a permanent appointment in a professional title and serving a probationary appointment in a different professional title who so returns to the employee’s former professional title resumes permanent appointment in the former professional title. Title Changes for Employees with Term Appointment A professional employee who is serving in a term appointment in a professional title and successfully completes a probationary appointment in a different professional title shall be granted a new term appointment. The employee does not retain a term appointment in the former title. The new term appointment shall be for a duration not less than the unexpired time of the previous term appointment. Exception: Time in probationary appointment cannot complete eligibility requirements for permanent appointment; employee will serve the remainder of the term appointment previously held in former title. Appropriate notice is still required.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/temporary/
A temporary appointment shall be an appointment which may be terminated at any time. Main Page Content Temporary appointments ordinarily shall be given only when service is to be part-time, consistent with section 2 of Title D, Article XI, voluntary, or anticipated to be for a period of one year or less, or when an employee’s initial appointment in the University is made to a position vacated by a professional employee who is serving a probationary appointment pursuant to Title C, section 5, or Title D, section 6. A temporary appointment is also appropriate whenever a position has been vacated by an employee on approved leave. - Generally, a temporary appointment should only be granted for a period of one year or less. If there are circumstances that may require a temporary appointment for longer than one year - please contact the Office of Human Resources. - For new appointments, employees should generally be given a one year term appointment. In the event that a temporary appointment is necessary and the service is full-time, time in this temporary appointment may be counted towards continuing or permanent appointment. - Temporary appointments should be given to an appointee when refilling a position that was vacated by a current employee that was promoted to another position with a higher salary grade and title. - Appointees can be temporary in a temporary service (TS) line number. Appointees can also be temporary on a permanent service regular (PSR) line number. Generally, for PSR positions, approval of this scenario is required. See the Position Management Policy. - For appointment purposes, appointees on temporary appointments will automatically terminate from the payroll effective the beginning of business (B.O.B.) based on the close of business (C.O.B.) date indicated on the appointment form. No additional appointment form is required to terminate such appointee unless the employee is to be extended. If the employee is extended, we will need an appointment form submitted to the office of Human Resources. If the extension grants the appointee a temporary appointment for longer than a one year period - please call the office of Human Resources. Additional documentation or approval may be necessary.
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human-resources
https://www2.brockport.edu/support/human-resources/appointments/term/
Term Appointment A term appointment, except for Appendix A, Appendix B or Appendix C titles, of the Policies of the Board of Trustees o the State University of New York, shall be for one to three years which will automatically expire at the end of the period unless terminated earlier because of resignation, retirement, termination or death. Term appointments may be given to academic rank, qualified academic rank, and professional employees. For part-time employees, a term appointment must be given to employees (ex. Adjunct Lecturer) in the professional services bargaining unit after the completion of six consecutive semesters of service. New Hires should be given a one year term appointment. - A term appointment cannot exceed beyond an employee’s expected permanent appointment effective date. - Term appointees need to receive “timely notice” of renewal/non-renewal of term appointments, and if applicable, “timely evaluations”. This is extremely noteworthy if a term appointment may not be renewed. - *Full-time employment on a temporary basis cannot be for more than one year. The employee should be given a term appointment if s/he will continue employment. Appendix A, B, and C budget titles: Classification of Titles - Some Non-teaching professionals are not eligible for permanent appointment. Appendix A Professional Titles, Appendix B Athletic Titles, or Appendix C Fundraising budget titles are not eligible for permanent appointment. There is a list of these titles available in the Board of Trustees Policies, available here. - Appendix A titles: employees are granted regular term appointments for the first three years of employment (minimum term appointment is one year up to a maximum term of three years). Upon the completion of a total of three years of consecutive service, renewals are in five year increments. Examples include, but are not limited to: Director of Financial Aid, Director of Admissions, Director of Libraries, and University Registrar. - Appendix B titles and Appendix C titles: appointees are granted regular term appointments for the first four years of employment (minimum term appointment is one year up to a maximum term of three years). Following the fourth year of employment, employees in Appendix B titles shall receive term appointments of three years. Examples include, but are not limited to: Head Coach, Coach, Director of Fundraising
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human-resources
https://www2.brockport.edu/support/human-resources/associate-faculty-hiring-guidelines/
Guidelines for Hiring (Part Time) Associate Faculty and Extra Service Payments to Regular Faculty Definitions Regular Faculty: Full time tenured or tenure-track faculty appointed to one of the following titles: Instructor, Assistant Professor,Associate Professor, Professor, or Distinguished Professor. Associate Faculty: - Full time non-tenure-track faculty appointed to one of the following titles: Lecturer, Visiting Assistant Professor, Visiting Associate Professor, Visiting Professor, Clinical Assistant Professor, Clinical Associate Professor, Clinical Professor. - Part time (paid) or Volunteer (unpaid) faculty appointed as Associate Faculty - SUNY Brockport Emeriti Salaries for Part Time Associate Faculty (Adjunct) The following Associate Faculty salaries are for instructional assignments: - $1083.33 per credit hour - $1083.33 per credit hour for Summer and Winter session courses *Maximum course load for part time Associate Faculty is three courses (9 credits) per semester. Other salaries - $500 per student for new student supervision (Social Work) for whole semester. - $700 per student for new student teacher supervision (EHD) for whole semester. - $1083.33 per credit hour for full time Regular faculty who teach Summer and Winter session Extra Service Compensation for Full time Regular and Full Time Associate Faculty: All requests for extra compensation above base salary must be approved by the Deans and/or Associate Deans through the use of an Extra Service Form. - $1083.33 per credit hour for full time SUNY Brockport faculty to teach an extra course beyond a full time teaching load (mustbe approved by their School’s approval process for extra service and can include: department chair, associate dean and dean). All approvals for extra service, also-receives or temporary service must have the account number to be charged. Exceptions to any of the above guidelines must be approved in writing by the dean and provost. Updated: Dec 2022
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/
SUNY Brockport provides comprehensive employee benefit programs designed to help keep our faculty and staff and their families healthy, safe, happy, and productive. Benefits At-a-Glance Benefits Directory (PDF) Leaves Health Insurance We offer medical insurance as well as dental and vision coverage. Fringe Benefits We provide additional benefits to employees, including Flexible Spending accounts, Work-life Services, Employee Assistance Program, discounts on services, and much more. New Employees As a new employee, you will need to review and select benefits based on your employee classification. The date that benefits begin vary by union and classification. EMPLOYEES AT SUNY BROCKPORT ARE CLASSIFIED IN ONE OF SEVERAL CATEGORIES: - United University Professions (UUP)—Full- or Part-time Faculty and Staff - Civil Service Employees Association (CSEA) - New York State Public Employees Federation (PEF) - Management/Confidential—Classified or Professional Staff - NY State Correctional Officers and Police Benevolent Association (NYSCOPBA or PBA)—Police and Security Services Plan for Retirement Whether you are starting to think about your retirement or ready to move forward with your plans, our resources will help you navigate your way through the process. Contact Us SERENA STARR, ASSOCIATE DIRECTOR/PAYROLL Email: [email protected] Telephone: (585) 395-2995 Fax: (585) 395-5275 MICHELLE DEMONTE, BENEFITS AND PAYROLL Manager Email: [email protected] Telephone: (585) 395-5136 Fax: (585) 395-5275
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/fringe/
Fringe Benefits - CSEA Prescription Drug Co-Pay Benefit - CSEA Tuition Assistance - Flexible Spending Account - M/C Life Insurance - New York State College Savings Program - New York State Work-Life Services - The Survivor’s Benefit Program for NYS Employees - The Survivor’s Benefit Program for Retired NYS Employees - Standard Insurance Company Long Term Disability Insurance - Voluntary Savings Plan - SUNY Discounts - SUNY Financial Education Planning
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/fringe/flexible-spending-account/
This program is one of the programs I HIGHLY stress each employee looks into as a means to save money. Virtually every employee I have met with has determined that they can save money by enrolling in this plan. Please read the information below and carefully consider if this plan is applicable to your life situation. Main Page Content Overview The Dependent Care Advantage Account (DCAAccount) consistently saves State employee participants hundreds of dollars on their dependent care expenses. Contribution could significantly help cover summer day camp, nursery school, child care center, or adult day care costs. The program also consists of the Health Care Spending Account (HCSAccount) which helps you save money spent on health care services for your family that are not reimbursed by your health insurance plan. The Health Care Spending Account, like the Dependent Care Advantage Account, is an easy-to-use program that lets you contribute pre-tax dollars through automatic payroll deductions into your reimbursement account. A special feature of this benefit even allows you to be reimbursed for eligible health care expenses without waiting for the cash to accumulate in your account — just like an interest-free loan! *Note: One word of caution. The first year you enroll in the program I recommend you underestimate your contribution. You must use all monies by December 31st of the plan year or you forfeit those monies. Quick Facts * These are two separate parts of the same plan, enrolling in the Health Care Spending Account and enrolling in the Dependent Care Advantage Account are two different transactions. Money from one account may not be used to cover eligible expenses from the other account. Eligibility Employees are eligible if they are expected to be employed for the entire calendar year, are paid bi-weekly, work half-time or more and are eligible for health insurance coverage (although you do not have to be enrolled in health coverage through SUNY Brockport) . Special allowances are made for some UUP employees, both teaching and non-teaching professional employees. If you are hired on a semester by semester basis or on a temporary appointment and expect that appointment to be renewed ANDYou are eligible to enroll in health insurance If you are employed on less than a 26 pay basis (adjunct lecturers paid 10 checks per semester), you must arrange to have your deductions calculated on a 20 pay basis instead of a 26 pay basis. Covered Expenses For a full listing of covered and ineligible expenses please visit NY’s Flex Spending website *Note: over the counter medications are now an eligible expense! Enrollment Enrolling in the Flex Spending Account is easy. You can submit your application online, or call 1-800-358-7202 and a Customer Service Representative will take your application. The process is quick, easy, and secure. The Flex Spending Account offers other customer-friendly services such as direct deposit of authorized reimbursements into your bank account. You can reduce claims processing time by faxing reimbursement request forms to the FSA Administrator. More than one-half of the current FSA participants use these program features, which give them prompt access to their funds by eliminating mail time. You can check your account balances at any time online or by using a voice-response system. The usual turn around time for reimbursement is around two weeks. Please visit NY’s Flex Spending website for further details and enrollment information.
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/fringe/voluntary-savings-plan/
The State University of New York provides employees with the opportunity to save for their retirement through the SUNY Voluntary Savings Plan. Participation in the SUNY Voluntary Savings Plan is a great way to build your retirement savings and reduce current taxes. Main Page Content Enroll in the plan for the first time OR if you are already enrolled but wish to change the amount of your deferral, login in below. Individuals can contribute to a tax deferred annuity and the New York State Deferred Compensation Program without coordinating amounts. This means individuals who choose to do so, may contribute the maximum amounts allowed to each plan. The normal contribution limit, which applies to both the tax-deferred annuity and deferred compensation program, is 100% of salary to a maximum of $23,000 for 2024. Individuals are eligible to contribute an additional amount if they are age 50 or over during the 2024 calendar year. The additional amount for 2024 is $7,500. SUNY Voluntary 403(b) Savings Plan (VSP) presentation (seven minute video; CC option via the document icon in lower right corner) The provider contact information is as follows: - Teachers Insurance Annuity Associate-(TIAA) – Michael Spogli - 585-246-4631 - VOYA Financial – Gary Witten 716-626-3926 - Corebridge Financial Retirement - Robert Leombruno - 603-594-8340 - Fidelity Investments – William B. Stark III, CRPC 716-270-7732 - NYS Deferred Compensation Program - Mark Wallace, 1-800-422-8463
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/health-insurance/
SUNY Brockport is committed to providing affordable, comprehensive health plan options for faculty, and staff. Main Page Content Medical Coverage Medical coverage is effective for new employees 28 days after their start date (or obligation date). CHANGE YOUR HEALTH INSURANCE CARRIER You may change your carrier via online form or paper form. Contact your Benefits Administrator for eligibility requirements. PROVIDER SEARCH Search our NYSHIP insurance carriers to find participating medical providers: - Empire Plan Provider Look-up - Highmark BCBS of WNY (HMO 210 NYSHIP) - Blue Choice Provider (Use the Blue Choice plan) - Independent Health (NYSHIP) - MVP Provider Look-up (Use the HMO/POS plan) STATE-WIDE NYSHIP PUBLICATIONS Below you will find comprehensive booklets to describe our plans and rate choices for all of New York State based on geographical location. - 2024 Health Insurance Choices Booklet - 2024 Rates: All Unions - NYSHIP General Information Booklet-provides employees and their covered dependents with information regarding eligibility, enrollment, and other NYSHIP rules. Opt Out Program Eligible employees who have other employer sponsored group health insurance may opt out of their NYSHIP coverage in exchange for an incentive payment. Learn more about our Opt-out Program. Young Adult Option Coverage New York State law (Chapter 240 of the Laws of 2009) allows a young adult child up to age 30 to purchase coverage through his/her parent’s group health insurance policy. This notice provides information about NYSHIP’s Young Adult Option and compliance with the law. Explore options for young adult coverage. Summer Health Coverage Part-time adjunct professors and graduate/teaching assistants are eligible for summer coverage. Learn more about options. Dental/Vision Benefits by Union Dental and Vision coverage is provided for eligible employees and their eligible dependents at no additional cost to the employee. Please select your specific union for dental and vision plan information. UUP BENEFIT TRUST FUND UUP Benefit Trust Fund: (800) 887-3863 CSEA BENEFIT TRUST FUND CSEA Benefit Trust Fund: (800) 323-2732
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/health-insurance/comparison-chart/
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 Human Resources Employee Benefits Health Insurance: Medical, Dental, and Vision Health Insurance Co-payment Comparison Chart (Rochester Area) Health Insurance Co-payment Comparison Chart (Rochester Area) 2024 - CSEA, UUP, MC, PEF, PBANYS and NYSCOPBA HOSPITAL SERVICES Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Hospital Inpatient (surgery) Network: Paid in full Network: Paid in full No cost No cost No cost No cost Hospital Outpatient (surgery) Network/Hospital $75 or $95 per visit, Participating Provider: $50 per visit Network/Hospital $75 or $95 per visit, Participating Provider: $50 per visit Hospital-$50; Physician’s Office- $50 copayment or 20% coinsurance; Outpatient Surgery Facility $40 physician and $50 facility per visit Hospital/$25, Physician’s Office: PCP/$25 , Outpatient Facility $25 Hospital/$100, Physician’s Office/$15, Facility/$100 Hospital/$100, Physician’s Office/$10 (Primary)$20(Specialist), Facility/$100 Child (0-18) Physician’s Office/0 (Primary) $20 Specialist Ambulance No copayment if service is provided by admitting hospital. Participating Provider- $70/trip. $100/trip $50/trip $100/trip $100/trip Emergency Room $90 or $100/visit No Copayment $100/visit $75/visit $100/visit $100/visit Urgent Care $40 or $50 per outpatient visit at a hospital-owned urgent care facility only. $30/visit $35/visit $15/visit $25/visit $35/visit adult (19+); $0/visit child (0-18) Skilled Nursing Facility Precertification Required. No copayment up to 120 benefit days. N/A No cost: 45 days per admission up to a maximum of 360 lifetime limit No cost up to 45 days No cost, 100 day maximum No cost up to 45 days Hospice No copayment; no limit No copayment, no limit No cost; 210 days No cost, 210 days No cost No cost; unlimited PHYSICIAN SERVICES Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Office Visit N/A $25/visit $25/visit; $5 PCP sick visits for children to age 26, no cost annual exam or well child No copayment $10/visit, no cost for child (0-19) $10/visit, no cost for child (0-18) Specialty Office Visit N/A $25/visit $40/visit $25/visit $15/visit $20/visit Annual Routine Physical N/A No Cost No Cost No Cost No Cost No Cost Chiropractic $25 copay for services in a single visit. $25/visit Contact Carrier Contact Carrier Contact Carrier Contact Carrier Family Planning N/A $25/visit $25/visit PCP, $40/visit specialist $25/visit PCP Refer to the certificate of coverage for requirements $15/visit $20/visit Infertility Services $40 or $50 Outpatient $25/visit; no cost at designated Center of Excellence Applicable physician/facility copayment $25/visit PCP Refer to the certificate of coverage for requirements $15/visit $20/visit (physician’s office), $100/visit (outpatient surgery center) Contraceptive Drugs/ Devices N/A No copayment for certain FDA-approved oral contraception methods and counseling Applicable Rx copay applies - Generic oral contraceptives and certain OTC contraceptive devices are covered in full in accordance with theAffordable Care Act No cost No cost No cost WOMEN’S HEALTH CARE Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Pap Tests $40 or $50/outpatient visit $25 per visit No cost No cost No cost No cost Mammograms No Copayment No Copayment No cost No cost No cost No cost Pre/Post Natal N/A No Copayment, routione OB utrasounds may be subject to $25 copayment No cost No cost $10/final visit only, postnatal visits $10 / visit No cost Bone Density Tests $40 or $50/outpatient visit $25 per visit No cost for routine visit No cost No cost No cost DIAGNOSTIC / THERAPEUTIC SERVICES Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Radiology $40 or $50/outpatient visit $25/visit $40/visit No cost Preferred Provider Facility, $15/PCP $25 Specilaist $15/visit $20/visit (office, specialty) $40/visit (hospital) Lab Tests $40 or $50/outpatient visit $25/visit No cost No cost No cost No cost Pathology No cost $25/visit No cost No cost No cost No cost EKG/EEG $40 or $50/outpatient visit $25/visit No cost $25/visit $15/visit $10/visit (office, primary); $20/visit (office, specialty) $0/visit child (0-18) in office Radiation / Chemo No Cost No Cost Radiation $25/visit;Chemo $25 Rx Injection and $25 Office copay - max 2/day Radiation $25/visit; Chemotherapy $15 PCP $25/Specialist $15/visit $20/visit (office, specialty) $40/visit (hospital) MENTAL HEALTH / SUBSTANCE ABUSE Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Inpatient Mental Health N/A No cost No cost; unlimited No cost; unlimited No cost; unlimited No cost; unlimited Outpatient Mental Health N/A $25/visit $25/ visit (individual or group); $5 for children to age 26 No cost, unlimited $10/visit; unlimited $10/visit Adult (19+); $0 child (0-18); unlimited Inpatient Drug / Alcohol Rehab N/A No cost No cost; unlimited No cost; unlimited Refer to the certificate of coverage requirements No cost; unlimited No cost; unlimited Outpatient Drug / Alcohol Rehab N/A $25/visit to approved Intensive Outpatient Program. $25/ visit; $5 for children to age 26 No cost, unlimited Refer to the certificate of coverage requirements $10/visit; unlimited $10/visit Adult (19+); $0 child (0-18); unlimited PRESCRIPTION DRUGS Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Prescription Drugs *Note: 3-tier system (generic, preferred brandname drugs, and nonpreferred brand-name drugs) Mail order, network pharmacy or speciality pharmacy for 30 day supply: $5, $30, or $60. Mail order or speciality pharmacy for 31-90 day supply: $5, $55, or $110. Network pharmacy 31-90 day supply: $10, $60, or $120. *When you fill a prescription for a brand-name drug that has a generic equivalent you pay the non-preferred brand-name co-payment plus the difference in cost between the brand-name drug and its generic equivalent. Mail order, network pharmacy or speciality pharmacy for 30 day supply: $5, $30, or $60. Mail order or speciality pharmacy for 31-90 day supply: $5, $55, or $110. Network pharmacy 31-90 day supply: $10, $60, or $120. *When you fill a prescription for a brand-name drug that has a generic equivalent you pay the non-preferred brand-name co-payment plus the difference in cost between the brand-name drug and its generic equivalent. 30 days retail: $10/$30/$50. 90 days mail order: $20/$60/$100. 30 days retail: $0/$30/$50. 90 days mail order: $0 /$75 /$125 30 days retail: $5/$30/$60. 90 days mail order: $12.50/$75/$150 No cost for preventative, may require approval Adult (19+) 30 days retail: $5/$30/$60. 90 days mail order:$12.50/$75/$150 ; Child (0-18) 30 days retail: $0/$30/$60. 90 days mail order:$0/$75/$150 MISCELLANEOUS Empire Plan - Empire BlueCross (Hospital), Network Empire Plan - United Healthcare (Medical), Participating Provider Blue Choice MVP Highmark Blue Cross WNY Independent Health Centers of Excellence for Cancer and/or Transplant N/A No cost at designated Centers of Excellence. Precertification required. N/A N/A N/A N/A Diabetic Supplies N/A No cost. Call HCAP for participating providers. Diabetic Shoes $500 annual max $25/item; 30 day supply, Diabetic shoes 50% coinsurance No cost. Refer to the certificate of coverage requirements. Diabetic shoes 50% coinsurance $10/item, Diabetic shoes not covered Retail: no copayment, mail order not covered Durable Medical Equipment N/A No cost. Call HCAP for participating providers. 50% coinsurance 50% coinsurance 50% coinsurance 50% coinsurance Orthotics N/A No copayment 50% coinsurance 50% coinsurance 20% coinsurance No copayment Prosthetics N/A No copayment 50% coinsurance 50% coinsurance 20% coinsurance 20% coinsurance Rehabilitative Care (PT, OT, Speech) No copayment as an inpatient; $25 per visit for outpatient physical therapy following related surgery or hospitalization. Physical or occupational therapy$25 per visit (MPMP)Speech therapy $25 per visit Inpatient: no cost up to 60 days. Outpatient: $40/visit up to 30 max for all outpatient services combined Inpatient: no cost, two month max; Outpatient: $15 PCP$25/Specialist up to 30 visits Inpatient: no cost. Outpatient: $15/visit; max 20 visits. Inpatient: No cost up to 45 days. Outpatient: $20/visit up to 20 visits per year Wellness Servicies: Alternative Medicine, Nutrition, Acupuncture, Massage Therapy N/A Discount for network provider CSEA/MC: Acupuncture and massage therepy out-of-netwrk provider will be subject to a maximum of 20 visits per calendar year. Up to $500 per family $250 Employee, $250 Spouse/Domestic partner $600 in WellBeing Rewards $600 (Single) $750 (family) Wellness card allowance for use at participating providers. Contact for additional programs. $600 Individual, $750 family. Wellness allowance for use at participating providers. Contact for additional programs Dental (preventive) N/A Not covered $40/when associated with disease or injury $25/ preventive visit for children up to 19 Not covered Discount program available Hearing Aids N/A No network benefit. See nonparticipating provider. Children up to age 19 covered in full for up to two hearing aids every three years. Not covered Visit www.blue365deals.com/WNY for details Discounts available, contact plan for details Vision (routine) N/A Not covered $40/exam every 2 years, children 0-19 one per year. $25/exam every 24 months Eye exams covered in full. Eyewear discounts Available No cost/visit once/year Telehealth N/A Contact provider Contact provider Contact provider Contact provider Contact provider Login
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/health-insurance/csea-drug-program/
Overview The CSEA Prescription Drug Co-Pay Benefit allows for employees who have spent over $300.00 on prescription drugs in a calendar year to apply for up to $100.00 of co-payments that exceeded $300.00. Eligibility - Employee must be a member of NYSHIP, a New York State Insurance Program as a carrier or as a dependent on a policy. - Employee must send in original receipts with the form. - Supply a copy of your Insurance Card. - The form and all materials must be received by the CSEA Employee Benefit Fund by March 31 of the following calendar year. Forms are available in the Office of Human Resources
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/health-insurance/opt-out/
PLEASE NOTE: Per the newly ratified UUP contract, UUP represented employees are no longer eligible for opt out effective the 2019 plan year. Old Opt Out Option Eligibility - Must currently participate in Opt Out or - Be enrolled in NYSHIP (Blue Choice, Empire, MVP etc.) since 4/1/19* or date of hire - Remain enrolled in NYSHIP through the end of this plan year - The employee must provide information and attest to having other employer sponsored group health insurance in effect for the Opt-Out period. (you may not opt out to go without health insurance coverage) *Please contact the Office of Human Resources, as there may be a five pay period wait without a qualifying event Incentive Payments The annual incentive amount for opting out of NYSHIP coverage is $1,000 for Individual coverage or $3,000 for Family coverage. The incentive payments will be prorated and reimbursed through the employee’s biweekly paychecks throughout the year (payable only when an employee is on the payroll and meets the requirements to be eligible for the State to contribute to the cost of NYSHIP coverage). The incentive amount will be credited to the employee’s bi-weekly pay check and will be treated as taxable income. The bi-weekly incentive amounts will be $38.46 for opting out of Individual coverage ($1,000/26 paychecks) or $115.38 for opting out of Family coverage ($3,000/26 paychecks). Incentive payments to employees participating in the Opt-Out Program will begin with the plan year’s rate change. Important: The payments will be taxable income. Process - - Effective the 2020 plan year, enrollees who continue to meet the eligibility required for the Opt-out Program are no longer required to make an annual re-election. You must notify the Benefits Administrator if you are no longer eligible for coverage through another employer-sponsored health plan (delays in notification of loss will result in a late enrollment waiting period when requesting NYSHIP coverage and enrollees will be required to re-pay any overpayments of Opt-out incentive payments. *Proof of other insurance required
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/health-insurance/summer-health-coverage/
Summer health coverage payments are taken in additional deductions from Spring paychecks or directly billed by EBD based on salary. Main Page Content Part-time Adjuncts Academic Employees are entitled to either 13 or 26 payroll periods of full health coverage at the employee share of health cost. - Employees who work one semester during the academic year receive 13 payroll periods of coverage, employees who work both semesters have a 26 payroll period entitlement. - The 13 or 26 pay period entitlement begins from the effective date of your coverage. Graduate and Teaching Assistants - Graduate and Teaching Assistants have summer coverage available to them providing they expect to return to the payroll in the Fall of the following academic year.
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/insurance-premium/
All NYS Empire Plan (001) Family Coverage Individual Coverage NYSCOPBA, APSU/PBANYS – SG 09 & below $279.97 $61.81 CSEA/PEF grade 9 & below, UUP/MC- $49,403 & below $271.92 $60.07 NYSCOPBA, APSU/PBANYS – SG 10 & above $332.90 $82.42 CSEA/PEF, grade 10 and above, UUP/MC- $49,403 & above $323.33 $80.09 Monroe County Based Blue Choice (066) Family Coverage Individual Coverage CSEA, PEF, APSU/PBANYS – SG 09 & below M/C, UUP – $49,403 & below $193.12 $45.11 CSEA, PEF, APSU/PBANYS – SG 10 & above M/C, UUP – $49,403 & above $230.08 $60.14 MVP of Rochester (058) Family Coverage Individual Coverage CSEA, PEF, APSU/PBANYS – SG 09 & below M/C, UUP – $49,403 & below $188.11 $47.97 CSEA, PEF, APSU/PBANYS – SG 10 & above M/C, UUP – $49,403 & above $224.86 $63.96 Erie County Based Highmark WNY (067) Family Coverage Individual Coverage CSEA, PEF, APSU/PBANYS – SG 09 & below M/C, UUP – $49,403 & below $209.18 $48.85 CSEA, PEF, APSU/PBANYS – SG 10 & above M/C, UUP – $49,403 & above $249.21 $65.13 Independent Health (059) Family Coverage Individual Coverage CSEA, PEF, APSU/PBANYS – SG 09 & below M/C, UUP – $49,403 & below $210.99 $49.73 CSEA, PEF, APSU/PBANYS – SG 10 & above M/C, UUP – $49,403 & above $251.45 $66.30 Note: To enroll in an HMO, you must live or work in the HMO’s service area.
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/leave-donation/
The intent of this program is to provide a means to assist employees who, because of long-term personal illness, have exhausted their leave benefits and would otherwise be subject to a severe loss of income during a continuing absence from work Main Page Content Eligibility to Donate In order to donate vacation credits, an employee must meet all the following eligibility criteria: - Must have a minimum vacation balance of at least 10 days after making the donation. - Donations must be made in full day (7.5 or 8 hour) units. Agency management may not disclose the identity of donors. Employees may not donate vacation credits that would otherwise have been forfeited. Note: donated leave is taken from the donor’s balance at the time it is needed by the recipient, not necessarily at the time of the donation. Eligibility to Receive Donated Leave In order to receive donated leave credits, an employee must meet the following eligibility criteria: - Must be employee in a union affiliated or M/C designated position. - Be subject to the Attendance Rules or otherwise eligible to earn leave credits (UUP employees must be a calendar year or university year employee eligible to accrue vacation leave credits). - Be absent due to a non-occupational personal injury or disability for which medical documentation satisfactory to management is submitted. - Have exhausted all leave credits. - Be expected to continue to be absent for at least two biweekly payroll periods following exhaustion of leave credits or sick leave at half-pay. - Must not have had any disciplinary actions or unsatisfactory performance evaluations within the last three years.
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/leaves/
Types of Leaves - Additional Sick Leave - Blood Donation Leave - Bone Marrow/Organ Donor Leave - Cancer Screening Leave - Classified Maternity Leave - COVID Vaccination Leave - Faculty Maternity Leave - Jury Duty Leave - Maternity Leave - Maternity/Child Rearing/Adoption—Non-teaching Professional Staff Leave - Sabbatical Leave - Sick Leave - Title F Leave - Work Reduction Leave Additional Leaves Leave Donation Program The intent of this program is to provide a means to assist employees who, because of long-term personal illness, have exhausted their leave benefits and would otherwise be subject to a severe loss of income during a continuing absence from work. Additional Resources Attendance and Leave in Relationship to Payroll For More Information Contact Serena Starr: (585) 395-2126, [email protected]
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/retirement/
Preparing for Retirement Pension Benefits Helpful Links - Self Help Guide to Pre-Retirement Planning - Sick Leave Credit Calculator - Videos Provided by NYS - Social Security, ERS Retirement, etc Working After Retirement - Working After Retirement (Health) - Working After Retirement (Earnings)
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/retirement/deferred-compensation/
Below you will find some brief facts about New York State’s Deferred Compensation Plan. For detailed information regarding the New York State Deferred Compensation Plan please contact your plan administrator or request materials from the Office of Human Resources at phone number 395-2126. Definition: The Deferred Compensation Plan (DCP) is a voluntary retirement savings plan available to UUP, CSEA, PEF, and Police and Safety employees. You may contribute a portion of their salary through payroll deduction before federal or New York State tax is calculated. This lowers your taxable income generating savings in addition to building retirement savings for your future. Detailed information, enrollment instructions/materials, investment advice, retirement preperation tools, and plan forms may be found at the New York State Deferred Compensation Plan web site
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/retirement/medicare/
This section explains when NYSHIP requires you to enroll in Medicare. NYSHIP requirements are not the same as Social Security or Medicare requirements. Do not depend on Social Security, Medicare, another employer or your HMO for information on NYSHIP requirements. If you have questions about NYSHIP requirements for enrolling in Medicare, contact your agency Health Benefits Administrator. Main Page Content Medicare: A Federal Program Medicare is a federal health insurance program for people who are age 65 or older, or have been entitled to Social Security disability benefits for 24 months, or have end stage renal disease (permanent kidney failure). Medicare is directed by the federal Centers for Medicare and Medicaid services (formerly Health Care Financing Administration). Local Social Security Administration offices take applications for Medicare and provide information about the program. “Original” (fee-for-service) Medicare has two parts: Part A, hospital insurance which can help pay for inpatient hospital care, care in a skilled nursing facility, home health care and hospice care; and Part B, medical insurance which can help pay for medically necessary doctors’ services, outpatient hospital services, home health services and a number of other medical services and supplies that are not covered by the hospital insurance part of Medicare. Primary Coverage A health insurance plan provides “primary coverage” when it is responsible for paying health benefits before any other group health insurance is liable for payment. Be sure you understand which plan provides your primary coverage. - NYSHIP is primary for most active employees - You and your dependents must have Medicare in effect - When you are no longer an “active employee” - If you are also covered by another employer’s group plan - When to enroll in Medicare - Planning to retire: Avoid a gap in coverage - Medicare premium reimbursement - Re-employment - When to contact your agency Health Benefits Administrator NYSHIP is primary for most active employees NYSHIP (Empire Plan or HMO) provides primary coverage for you, your enrolled spouse and other covered dependents while you are an active employee, regardless of age or disability. There are exceptions: Medicare is primary for your domestic partner at 65, and provides primary coverage for an active employee or the dependent of an active employee when Medicare eligibility is due to end stage renal disease, as explained below. Also see “When an ‘active employee’ is enrolled as a retiree’s dependent.” If you or your spouse or other dependent turns 65 or becomes disabled while you are an active employee, you may delay enrollment in Medicare Parts A and B until you retire, without penalty. Or, you may enroll as soon as you are eligible and delay activating your benefits until you retire. Or, you may enroll in Part A only, to be eligible for some secondary (supplemental) benefits from Medicare for hospital-related services. There is usually no premium for Medicare Part A. As an active employee, eligible for Medicare because of age or disability, you can choose Medicare as your primary group insurer only by canceling your enrollment in NYSHIP. If you do so, there will be no further coverage for you and your dependents under NYSHIP. Your benefits will be drastically reduced with only Medicare coverage. While you are an active employee, your spouse or other dependent who becomes eligible for Medicare because of age or disability also may choose Medicare as primary insurer only by canceling enrollment in NYSHIP. However, their benefits would be drastically reduced because no benefits would be available through NYSHIP. Exceptions: Medicare becomes primary for domestic partners at age 65 and for end stage renal disease Domestic Partners: Under Social Security law, Medicare is primary for an active employee’s domestic partner who becomes Medicare-eligible at age 65. The domestic partner must have Medicare Part A and Part B in effect when first eligible at 65. However, if the domestic partner becomes Medicare-eligible because of disability, NYSHIP remains primary. An active employee, or the dependent of an active employee, who develops end stage renal disease becomes eligible for primary Medicare coverage and must enroll in Medicare Parts A and B under the following circumstances: Medicare imposes a three-month waiting period after a patient is diagnosed with end stage renal disease before Medicare becomes effective. However, Medicare waives this waiting period if the patient enrolls in a self-dialysis training program within the first three months of the diagnosis or receives a kidney transplant within the first three months of being hospitalized for the transplant. If there is a waiting period at the onset of end stage renal disease before Medicare becomes effective, NYSHIP continues to be the primary insurer for the three-month waiting period. Medicare end stage renal disease coordination After the three-month waiting period, Medicare begins to count a 30-month waiting period that the patient must satisfy before Medicare is primary. The three-month waiting period, if not waived, plus the 30-month waiting period, makes a total waiting period of 33 months. During the waiting period, NYSHIP (or another employer’s plan) continues to be the patient’s primary insurer. At the end of the waiting period, Medicare becomes the patient’s primary insurer and NYSHIP will be the patient’s secondary coverage. Since Medicare will provide only secondary benefits during the waiting period, NYSHIP does not require Medicare enrollment during this time and will not provide reimbursement for the Part B premium. At the end of the waiting period, when Medicare becomes the primary insurer, NYSHIP requires the patient to have Medicare in effect. Notify your agency Health Benefits Administrator if you or your dependent is eligible for Medicare because of end stage renal disease. Once Medicare is primary, the State or your employer will reimburse you for the Medicare Part B premium, unless you or your dependent receives reimbursement from another source. Notify your agency Health Benefits Administrator if Medicare coverage for end stage renal disease ends; NYSHIP will again provide primary coverage for an active employee or the dependent of an active employee. You and your dependents must have Medicare in effect As soon as you or your covered dependent becomes eligible for Medicare coverage that pays primary to NYSHIP (because of end stage renal disease or domestic partner status), you or your covered dependent must be enrolled in Medicare Parts A and B. You must have it in effect and be entitled to receive Medicare benefits when first eligible even if you also have coverage through another employer’s group plan. If you or a dependent is eligible for Medicare coverage that is primary to NYSHIP, but has failed to enroll when first eligible, you may have to pay for service you receive from your HMO. CONTACT YOUR HMO TO FIND OUT HOW YOUR HMO COORDINATES WITH MEDICARE: - Under a Medicare+Choice (Risk) Contract, you assign your Medicare benefits directly to the HMO. You will not receive any Medicare benefits if you choose to receive care outside your HMO. Under a Cost Contract or certain other arrangements, the HMO supplements your Medicare benefits. If you choose to receive treatment outside the HMO, you still qualify for Medicare benefits. - When an “active employee” is enrolled as a retiree’s dependent If an active employee of the State or a Participating Employer, age 65 or over, is enrolled in NYSHIP as the dependent of a retired spouse (rather than in his or her own right as an employee), the employee has “retiree” coverage in NYSHIP and must enroll in Medicare when first eligible. Medicare will pay primary to NYSHIP, and the retired spouse will be eligible to receive reimbursement for the Medicare Part B premium on behalf of the active employee, unless reimbursement is received from another source. When you are no longer an “active employee” When you are no longer an active employee of the State or a Participating Employer, NYSHIP or Medicare will be primary as follows: Retirees, vestees, dependent survivors, Preferred List enrollees and their dependents under age 65: NYSHIP continues to provide your primary coverage until you turn 65 or until you become eligible for Medicare due to disability; then Medicare becomes primary. If you develop end stage renal disease, NYSHIP will provide your primary coverage for the three-month waiting period plus the 30-month period described above; then Medicare becomes primary. If you have Family coverage, NYSHIP will provide primary coverage for your covered dependents until they become eligible for primary Medicare coverage due to age, disability or end stage renal disease. If your spouse or other dependents are covered under other group health insurance, ask your HMO about primary coverage. Retirees, vestees, dependent survivors, Preferred List enrollees and their dependents age 65 or over: If your employer continues NYSHIP coverage after age 65, Medicare provides coverage that pays primary to NYSHIP. If your spouse is also age 65 or over, Medicare provides coverage that is primary to NYSHIP for him or her. Your spouse under age 65 and/or your other enrolled dependents may be eligible for primary Medicare coverage because of disability or end stage renal disease. You and your dependents must have Medicare Parts A and B in effect when first eligible. Medicare & NYSHIP: New York State Department of Civil Service, Employee Benefits Division Booklet (PDF) If you are also covered by another employer’s group plan If you are no longer an active employee of the State or a Participating Employer and you have coverage under another employer’s group plan, the order of claims payment is 1) current employer plan; 2) Medicare; and 3) NYSHIP. When to enroll in Medicare As an active employee, contact Medicare immediately if you, your spouse or enrolled dependent is eligible for primary Medicare coverage due to end stage renal disease. Also, the domestic partner of an active employee must have Medicare Part A and Part B in effect by the first of the month in which the domestic partner reaches age 65. If you are planning to retire or otherwise leave service with your employer, and you or your spouse is 65 or older, contact your Social Security office three months before active employment ends to arrange for Medicare Parts A and B. If you are 65 or over when you retire or otherwise leave service with your employer, NYSHIP will no longer be your primary insurer beginning the first day of the month after the last day of the month in which your employer group coverage ends. Ask your agency Health Benefits Administrator when your employer group coverage ends. Be sure you have Medicare in effect at that time. Planning to retire: Avoid a gap in coverage If you are planning to retire or otherwise leave service with your employer and are under 65, Medicare becomes primary to NYSHIP on the first day of the month in which you reach age 65. Contact Social Security three months before you reach age 65 to be sure of having Medicare in effect at that time. Although Medicare allows you to enroll up to three months after your 65th birthday, NYSHIP requires you to have Medicare Parts A and B in effect on the first day of the month in which you reach 65. If you do not apply three months before your birthday, you will have a waiting period before Medicare becomes effective. During that waiting period, you will have a gap in your coverage that could be very costly for you. Regardless of age, contact your Social Security office if you are planning to retire or otherwise leave service with your employer and you or your spouse or dependent is disabled. How to enroll You can sign up for Medicare by telephone and mail. Contact your local Social Security office at 1-800-772-1213. Ask for a Teleclaim appointment. Information about applying for Medicare is also available online the Web Medicare premium reimbursement If you or your dependent is Medicare primary, the State or your Participating Employer will reimburse you for the usual (base) cost of “original” Medicare Part B monthly premiums ($50 per month in 2001) unless you are receiving reimbursement from another source. Retirees, vestees, dependent survivors and enrollees covered under Preferred List provisions and COBRA enrollees who become Medicare primary at age 65 are reimbursed automatically. Domestic partners and enrollees who become Medicare primary before age 65 because of disability or end stage renal disease must apply for reimbursement. Reimbursement for dependents not automatic If your dependent is eligible for primary Medicare coverage (as described above for domestic partners and end stage renal disease), reimbursement for the dependent’s Medicare Part B premium is not automatic. You must take a photocopy of your dependent’s Medicare identification card to your agency Health Benefits Administrator. Be sure to include your name and identification number on the photocopy. If you are not an active employee, contact the Employee Benefits Division at (518) 457-5754 (Albany area) or 1-800-833-4344. Loss of eligibility for Medicare premium reimbursement If you or a dependent loses eligibility for Medicare premium reimbursement (for example, you return to work for New York State or a Participating Employer in a benefits-eligible position, you move out of the country or your spouse dies), you must contact your agency Health Benefits Administrator or the Employee Benefits Division. You will be liable for premiums that are incorrectly reimbursed. Medicare+Choice (Risk) HMOs As a retiree, be sure you understand that if you or your dependent enrolls in an HMO under a Medicare+Choice (Risk) Contract, the Medicare+Choice (Risk) HMO replaces your traditional Medicare coverage. You will not receive any Medicare benefits if you choose to receive care outside your HMO. In contrast, under a Medicare Cost Contract, or under supplemental arrangements, you still qualify for Medicare benefits if you choose to receive treatment outside your HMO. Ask the HMO for details of their plans for Medicare enrollees if you will be retiring and Medicare eligible before the next Option Transfer Period. Re-employment If you return to active employment in a benefits-eligible position with the State or a Participating Employer, for example, from retirement, and meet the health benefits eligibility requirements for active employees, NYSHIP again provides primary coverage for you, your spouse and other enrolled dependents. Medicare is primary, however, for the domestic partner age 65 or over of an active employee, unless the domestic partner is disabled. When to contact your agency Health Benefits Administrator At the time of your re-employment, ask your agency Health Benefits Administrator to arrange to notify the Empire Plan carriers or your HMO of your re-employment. Be sure to find out the effective date for your NYSHIP plan to resume providing coverage that is primary to Medicare.
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human-resources
https://www2.brockport.edu/support/human-resources/benefits/retirement/retirement-at-work/
On November 3, 2017, SUNY launched a new retirement and enrollment management system called Retirement@work. The system provides improved services through an easy to navigate online system. You will: Main Page Content - Have access to a central place to learn about your retirement plan benefits and investment providers. - Quickly and easily elect and manage your salary deferral elections online for the SUNY 403 (b) Voluntary Savings Program, also called the Tax-Deferred Annuity (TDA) - Designate investment providers for both the Optional Retirement Program (ORP) and Tax-Deferred Annuity - Link to the specific online enrollment sites for each approved investment provider to complete the enrollment process for the ORP and TDA Voluntary Savings Plan Information Choosing an Effective Date in Retirement@Work What You Need to Know If you want your current SRA to remain in place, you do not need to take action. If no action is taken, all current agreements will remain in place. - Deductions may only be specified as a biweekly dollar amount. - The 2024 calendar year limits are $23,000 or $30,500 for individuals 50 or older. - The biweekly deduction you elect will be taken from each paycheck until you reach the calendar year limit or change or stop the deduction through Retirement@Work. - It will be the participant’s responsibility to determine and monitor their biweekly deductions. If you elect a deduction amount that is higher than what can be deducted from your paycheck, no deduction will be taken. Need Help? Call (866) 271-0960 Specifically trained consultants are ready to help you with enrollment or account changes. Phone line hours are weekdays, 8 am to 10 pm and Saturday 9 am to 6 pm (ET).https://www.suny.edu/media/suny/content-assets/documents/benefits/voluntary-savings-plans/2022-cola/SUNY-Effective-Date-Flyer_CROPPED.pdfChoosing an Effective Date in Retirement@Work
support
human-resources
https://www2.brockport.edu/support/human-resources/careers/
Search Faculty Jobs Search Staff Jobs Existing Applicants Exceptional Benefits Health Insurance, Fringe Benefits, Retirement, and more. Learn about all of the many benefits offered to our employees. Diversity & Inclusion Diversity & Inclusion are at the forefront of our values as an institution. Learn more about the diverse community you would be joining at Brockport. Rochester Educational Opportunity Center Located in the heart of downtown Rochester and an extension of SUNY Brockport, REOC and Brockport Downtown provide educational and employment opportunities. On-Campus Childcare On-site childcare makes your transition to Brockport even more seamless. The Village of Brockport You’ll fall in love with the quaint Village of Brockport, nestled right along the Erie Canal. City of Rochester Start exploring New York State’s 3rd largest city.
support
human-resources
https://www2.brockport.edu/support/human-resources/directory/
Tina Bieber - Administrative Assistant 2 - (585) 395-5845 [email protected] Office: Allen Admin 405 Denine Carr (She/Her/Hers) - Title IX Coordinator - (585) 395-5066 [email protected] Office: Allen Admin 620 Sue Clase - Employee Relations Specialist - (585) 395-5103 [email protected] Office: Allen Admin 406 Holly Cunningham - Office Assistant 3 (Human Resources) - (585) 395-2561 [email protected] Office: Allen Admin 418 Michelle Demonte - Benefits and Payroll Manager - (585) 395-5136 [email protected] Office: Allen Admin 421 Sonya Flynn - Human Resources Associate - (585) 395-2438 [email protected] Office: Allen Admin 419 Becky Gagne - Associate Director of Human Resources - (585) 395-2283 [email protected] Office: Allen Admin 409 Tammy Gouger (She/Her/Hers) - Assistant VP (Human Resources), Committee Member (President’s Council on Diversity & Inclusion) - (585) 395-2442 [email protected] Office: Allen Admin 408 Marc Gummerson - Office Assistant 2 - (585) 395-2126 [email protected] Office: Allen Admin 425 Kristin Hartway - Assistant Director of Recruitment and Retention - (585) 395-5115 [email protected] Office: Allen Admin 424 Nicholas Leone - Recruitment and Retention Coordinator - (585) 395-5425 [email protected] Office: Allen Admin 426 Deborah Looney - Payroll Examiner 1 - (585) 395-2744 [email protected] Office: Allen Admin 425 Christiana Ortiz (She/Her/Hers) - Aao/diversity Recruitment + Retention Specialist - (585) 395-5039 [email protected] Office: Allen Admin 407 Kallee Quill - Recruitment and Retention Specialist - (585) 395-5938 [email protected] Office: Allen Admin 423 Karen Simpson - Payroll Examiner 1 - (585) 395-2593 [email protected] Office: Allen Admin 425 Serena Starr - Associate Director - (585) 395-2126 [email protected] Office: Allen Admin 422 Alyse Wenzel - Compensation and Hris Analyst - (585) 395-2109 [email protected] Office: Allen Admin 420
support
human-resources
https://www2.brockport.edu/support/human-resources/discrimination-complaint-procedures/
Summary The State University of New York University College at Brockport (“SUNY Brockport”) is committed to maintaining a learning and workplace environment free from sexual harassment and unlawful discrimination. In its continuing effort to seek equity in education and employment, and in support of federal and state anti-discrimination legislation, SUNY Brockport has adopted this complaint procedure for the prompt and equitable investigation and resolution of allegations of unlawful discrimination on the basis of age, race, creed, color, national origin, sexual orientation, gender identity or expression, military status, sex, disability, predisposing genetic characteristics, familial status, marital status, domestic violence victim status, or criminal conviction. Harassment on the basis of the above protected categories is one form of unlawful discrimination. SUNY Brockport will take steps to prevent discrimination and harassment, to prevent the recurrence of discrimination and harassment, and to remedy its discriminatory effects on the victim(s) and others, if appropriate. Sex discrimination includes sexual harassment and sexual and interpersonal violence and may be addressed under this policy or the campus’ Title IX policy, depending on whether the alleged conduct meets the definition found at 34 CFR § 106.30. Retaliation against a person who files a complaint, serves as a witness, or assists or participates in any manner in this procedure is strictly prohibited and may result in disciplinary action. Process Applicability This procedure may be used by any student or employee, applicants for employment, interns, whether paid or unpaid, volunteers, contractors, and persons conducting business with SUNY Brockport, as well as other third-parties who are participating in a College-sponsored program or activity. Complaints alleging Title IX Sexual Harassment will be investigated and adjudicated in accordance with the College’s Title IX Grievance policy. Employee grievance procedures established through negotiated contracts, academic grievance procedures, student disciplinary processes, and any other procedures defined by policy or contract will generally operate independently from this procedure, but may be used to give effect to findings where appropriate. Human resources or employee labor relations must be notified of complaints involving represented employees at the onset of the processes described in this procedure. Furthermore, this procedure does not in any way deprive a complainant of the right to file with outside enforcement agencies, such as the New York State Division of Human Rights, the Equal Employment Opportunity Commission, the Office for Civil Rights of the United States Department of Education, and the Office of Federal Contract Compliance of the United States Department of Labor. Definitions Discrimination is the different treatment of an individual or group based solely or principally upon a factor prohibited by law, including race, color, national origin, sex, religion, age, disability, gender, pregnancy, gender identity, gender expression, sexual orientation, predisposing genetic characteristics, marital status, familial status, veteran status, military status, domestic violence victim status, or criminal conviction status, that adversely affects the individual’s or group’s employment or academic status. Discrimination may also result from failure of the College to provide reasonable accommodations to individuals when required due to the individual’s disability, religion, pregnancy status, maternity, breastfeeding, transgender status, or sexual violence victim status. Harassment is a form of discrimination consisting of oral, written, graphic or physical conduct relating to an individual’s protected characteristics that has the effect of subjecting the individual to inferior terms, conditions or privileges of education or employment or interferes with or limits the ability of an individual to participate in or benefit from the College’s programs or activities. Such conduct must amount to more than petty slights or trivial inconveniences, but need not be severe or pervasive. Engaging in speech or expression protected by the First Amendment is not a violation of SUNY Brockport policy. Title IX Sexual Harassment means conduct on the basis of sex that satisfies one or more of the following: - A SUNY Brockport employee conditioning the provision of an aid, benefit, or service of SUNY Brockport on an individual’s participation in unwelcome sexual conduct (quid pro quo); - Unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to SUNY Brockport’s education program or activity; or - “Sexual assault” as defined in 20 U.S.C. 1092(f)(6)(A)(v), “dating violence” as defined in 34 U.S.C. 12291(a)(10), “domestic violence” as defined in 34 U.S.C. 12291(a)(8), or “stalking” as defined in 34 U.S.C. 12291(a)(30). Retaliation is an adverse action taken against an individual as a result of complaining about or providing information regarding unlawful discrimination or harassment, exercising a legal right, and/or participating in a complaint investigation as a third-party witness. Adverse action includes being discharged, disciplined, discriminated against, subjected to harassment or intimidation, or otherwise subject to adverse employment action because the employee reports discrimination or participates in an investigation under this procedure. Complainant is the individual bringing forward a complaint of harassment, discrimination, or retaliation. Respondent is the individual or entity against whom a complaint has been filed. When a complaint is made against a group or entity, the campus shall identify an appropriate representative to act on behalf of the respondent. Interim measures are steps taken to stabilize the situation, prevent continuing misconduct, support the parties, and protect the integrity of the investigation. Whenever possible, interim measures will be structured so they do not disproportionately impact either party. Interim measures for students may include, but are not limited to, information about how to obtain counseling and academic assistance in the event of sexual assault, and steps to take if the accused individual lives on campus and/or attends class with the complainant. Interim measures involving employees in collective bargaining units should be determined in consultation with the campus human resources or employee relations department. Procedure This procedure provides a mechanism through which SUNY Brockport may identify, respond to, and prevent incidents of illegal discrimination. SUNY Brockport recognizes and accepts its responsibility in this regard and believes that the establishment of this internal grievance process will benefit students, faculty, staff, and administration, permitting investigation and resolution of violations of law or policy. All parties involved in the investigation are expected to cooperate and provide truthful information throughout the investigation. Failure to do so may compromise the integrity of the investigation or cause delays. All members of the campus community are expected to cooperate with this procedure. SUNY Brockport will keep investigations confidential to the extent possible. During any portion of the procedures detailed hereafter, neither the complainant, respondent(s), nor any witnesses shall employ audio or video taping devices. Retaliation against a person who files a complaint, serves as a witness, or assists or participates in any manner in this procedure is strictly prohibited and may result in disciplinary action up to and including termination or expulsion. Participants who believe they experience retaliation should contact the campus Affirmative Action Officer (“AAO”) and may file a complaint pursuant to this procedure. SUNY Brockport will comply with law enforcement requests for cooperation, and such cooperation may require the campus to temporarily delay the fact-finding aspect of an investigation while the law enforcement agency is in the process of gathering evidence. The College will resume its investigation as soon as law enforcement notifies it that such investigation will not interfere with the criminal investigation or prosecution. SUNY Brockport will implement appropriate interim steps during the law enforcement agency’s investigation to provide for the safety of the victim(s) and the campus community, as described below. If a parallel or overlapping complaint has been filed with an outside enforcement agency (e.g., State Division of Human Rights, U.S. Department of Education Office for Civil Rights, Equal Employment Opportunity Commission), the deadlines and process described in this procedure may be modified to the extent necessary to avoid interference with the outside enforcement agency’s investigation. Upon the initiation of litigation, the College may pause the investigation or continue in a manner designed to avoid conflict with litigation counsel, court procedure and judicial rulings. Consultation and Review Any student, employee, or third party may consult with the AAO or Title IX Coordinator regarding potential discrimination or harassment. This initial contact may occur by telephone, email, videoconference, or in person—the last being preferred. It is the responsibility of the AAO or Title IX Coordinator to respond to all such inquiries, reports, and requests as promptly as possible, and in a manner appropriate to the circumstances. This response may include interim measures to protect the parties during the investigation process as well as information on how to file a complaint using this procedure and/or with an outside enforcement agency. Complaints or concerns that are reported to an administrator, manager, or supervisor concerning an act of discrimination or harassment, or acts of discrimination or harassment that administrators, managers, or supervisors observe or become aware of, shall be immediately referred to the AAO or Title IX Coordinator. Cases of Sex Discrimination Complaints or reports of sex discrimination will be referred to the campus’ Title IX Coordinator, who will provide to the complainant written or electronic information describing the available options, including pursuing a criminal complaint with a law enforcement agency, pursuing the complaint via this procedure (including possible referral to the Title IX process), or pursuing both options at the same time. Additionally, the Title IX Coordinator will ensure that complainants in sex discrimination cases are made aware of their Title IX rights, available remedies, and resources on and off-campus (such as counseling, local rape crisis center), and interim measures of protection. For more information, see the Victim/Survivor Bill of Rights. Assistance will be available whether or not a formal complaint is filed. To view policy information and obtain contact information for campus-specific, off-campus, community, and state-wide resources, visit http://response.suny.edu. When SUNY Brockport has knowledge of an allegation of Title IX Sexual Harassment, the investigation shall proceed pursuant to the campus Sexual Harassment/Title IX Policies & Procedures: SUNY Brockport. When a campus has notice of allegations or incidents of sexual harassment that fall outside of the definition set forth in 34 CFR § 106.30, the Title IX Coordinator will make reasonable efforts to investigate, regardless of complainant cooperation and involvement, consistent with the Policies on Sexual Violence Prevention and Response, including the Options for Confidentially Disclosing Sexual Violence. Time Limitations for Filing a Discrimination Complaint Discrimination should be reported within one year after the last act of alleged discrimination or harassment occurred. In instances involving a student charge of discrimination against a faculty member that occurred in the context of a subordinate-supervisor academic relationship (e.g., teaching, advising, thesis or dissertation supervision, coaching, clinical medical supervision), the time period may be extended until one year after the student is no longer under the faculty member’s academic or clinical medical supervision or three years from the date the most recent alleged discrimination occurred, whichever is earlier. For allegations of sexual harassment, including sexual violence, the time period for reporting is extended to within seven years of the alleged acts of sexual harassment. Failure to report discrimination within the relevant limitation period may lead to dismissal of the complaint. Conflicts of Interest In the event that the AAO, Title IX Coordinator, or designee, cannot conduct an investigation due to a conflict of interest, the campus will ensure that the report of discrimination is investigated by individuals with experience and training in discrimination compliance. Filing and Processing of Complaints The Affirmative Action Officer or Title IX Coordinator (hereinafter “investigator”) who receives any complaint of alleged discrimination shall: - Inform the complainant about the complaint process and other internal options to resolve the issue; - Assist the complainant in the use of the complaint form; and - Provide the complainant with information about various external agencies with which the complaint may be filed, including where to find applicable time limits for filing with each agency. Although in limited circumstances, verbal complaints may be acted upon, the procedures set forth here rest upon the submission of a written complaint submitted by paper or electronically that will enable there to be a full and fair investigation of the facts. All complaints must be submitted on the Form A – Charge of Discrimination, provided by the College. As soon as reasonably possible after the filing of the complaint, the investigator will provide a copy of the complaint, along with a copy of this procedure, to the respondent(s). Informal Resolution No party will be required to participate in informal resolution, and the campus may never condition enrollment, employment, or enjoyment of any other right or privilege upon agreeing to informal resolution. Informal resolution of complaints of sexual harassment may be addressed via the campus’ Sexual Harassment Informal Resolution Process if the complainant and respondent agree. In all other discrimination complaints, the AAO may attempt to resolve the underlying issue with the agreement of complainant and respondent. The time limitations for investigating a complaint shall be tolled (paused) during the pendency of the informal resolution process. Any party or the AAO may elect to end the informal resolution process and proceed to the formal resolution procedure at any time after the Charge of Discrimination form is filed. If a resolution satisfactory to both the complainant and the respondent is reached, the AAO shall close the case, sending a written notice to that effect to the complainant and respondent(s). The written notice, a copy of which shall be attached to the original complaint form in the AAO’s file, shall contain the terms of any agreement reached by complainant and respondent, and shall be signed and dated by the complainant, the respondent(s) and the AAO. (See Form B Memorandum: Status - Resolved form) If the AAO is unable to resolve the complaint to the mutual satisfaction of the complainant and respondent(s), the AAO shall so notify the parties and initiate the investigation process. Formal Investigation and Resolution The formal complaint proceeding is commenced by the filing of a complaint form as described above and/or by a party’s decision to discontinue the informal resolution process. The outcome of the process is a report describing the relevant evidence and making findings. The investigatory process is guided by the need to balance the remedy of unlawful discrimination and harassment with principles of fairness, due process, and confidentiality. Accordingly, parties to an investigation are afforded the following rights and protections: - SUNY Brockport will maintain the confidentiality of discrimination reports to the fullest extent possible and requests the same of parties to the investigation and third-party witnesses. Records of conversations with parties or witnesses will not be released outside of the institution unless required by law (e.g., outside investigation, FERPA, FOIL), court order, or as needed to pursue available remedies such as student/employee discipline. - The respondent is entitled to due process, including knowledge of the specific allegation(s) and an opportunity to respond prior to imposition of sanctions or an adverse employment or education action. No finding or presumption of wrongdoing will be made absent factual evidence that supports the finding. - Complainants and respondents will each have notice of the evidence presented during the investigation, as well as an opportunity to explain and respond to the evidence. The investigator will keep the parties informed of the progress of the investigation and any actions taken that may affect their rights. - Complainants and third-party witnesses are protected against retaliation for reporting discrimination or participating in an investigation. If a party feels that any negative action has been taken as a result of reporting discrimination or participating in a complaint investigation, this allegation will be investigated separately. The investigator may refer allegations of serious misconduct that could warrant disciplinary action to the applicable disciplinary offices (e.g., employee relations, student conduct) for investigation and adjudication. When possible, such referrals will be made following the investigation. However, earlier referral may be appropriate where the seriousness of the alleged conduct requires immediate action (e.g., alternate work assignment, suspension), where applicable collective bargaining agreements require investigation by employee relations, or where the time limitations applicable to disciplinary proceedings may be implicated prior to the conclusion of the investigation. In conducting investigations, the investigator will consider relevant laws, policies and procedures, documentation, and information obtained from the complainant, respondent(s), and third-party witnesses. The standard of proof in complaints made under this policy is preponderance of the evidence (more likely than not), regardless of whether the allegations would also constitute a crime. The timeframe for investigating a report of discrimination will depend upon the complexity of the investigation, but should not exceed sixty days, absent good cause. At the conclusion of an investigation, the investigator will summarize their findings in a written report, which will include a recommended outcome. The following are potential outcomes of a complaint investigation: - The matter is resolved between the parties and there are no other issues requiring College involvement; - The complainant elects to withdraw the complaint or requests that there be no further investigation, and there are no other factors which require continuation of the investigation; - There is insufficient evidence to support a finding of a violation of the SUNY Brockport policies against discrimination and harassment; - The preponderance of the evidence supports a finding of a violation of the SUNY Brockport policies against discrimination and harassment. The parties to a complaint will receive notice of the outcome of the investigation, including a copy of the investigator’s report. When the evidence supports a finding that a violation of law or policy occurred, the investigator will recommend appropriate action to the College president or designee to remedy such violation(s). If the president is the respondent, the findings and recommendation shall be submitted to the SUNY Chancellor or their designee, who will act in place of the president. - For employees (including student employees) not in a collective bargaining unit: The president or designee may take such administrative action as they deem appropriate under their authority as the chief administrative officer of the college, including but not limited to, termination, demotion, reassignment, suspension, reprimand, or training. - For students: The president or designee may determine that sufficient information exists to refer the matter to the office of student conduct, or other appropriate disciplinary bodies for review, and appropriate action under the applicable student conduct code. The potential outcomes may include reprimand, suspension, expulsion, or educational courses or activities. - For employees in collective bargaining units: The president or designee may determine that sufficient information exists to refer the matter to their designee for investigation and disciplinary action, or other action as may be appropriate under the applicable collective bargaining agreement. The potential outcomes may include a reprimand, suspension, termination, training, reassignment, fine, demotion, or informal or formal counseling. The action of the president or designee shall be final unless further proceedings under the code of student conduct or applicable collective bargaining agreement are implicated. If the president is the respondent, the Chancellor or designee shall issue a written statement indicating what action the Chancellor proposes to take. The Chancellor’s decision shall be final for purposes of this discrimination procedure. Notice of outcome: Following final determination and/or action, the president or designee shall issue a letter to the complainant and to the respondent(s) advising them that the matter, for purposes of this discrimination procedure, is closed. In cases of sex discrimination, notice of outcome will include the sanctions, as appropriate. Forms Form A - Charge of Discrimination Form B - Template for Memorandum Outlining Mutual Agreement Between Parties Related Procedures SUNY Policies on Sexual Violence Prevention and Response Available on the Sexual Violence Prevention Workgroup website Includes: Definition of Affirmative Consent, Policy for Alcohol and/or Drug Use Amnesty in Sexual Violence Cases, Campus Climate Assessment Policy, Sexual Violence Victim/Survivor Bill of Rights, Sexual Violence Response Policy, Options for Confidentially Disclosing Sexual Violence, and Student Onboarding and Ongoing Education Guide SUNY Policy Doc. No. 6502, Equal Opportunity: Access, Employment and Fair Treatment in the State University of New York SUNY Policy Doc. No. 6504, Policy on Mandatory Reporting and Prevention of Child Sexual Abuse Other Related Information SUNY Procedure Doc. No. 6503 - Sexual Orientation Nondiscrimination SUNY Policy Doc. No. 6506 - Sexual and Romantic Relationship Policy SUNY Policy Doc. No. 6507 - Sexual Harassment Response and Prevention Statement Compliance Website pages on Equity and Diversity SUNY Student Conduct Institute Authority New York State Human Rights Law, available on the New York State Division of Human Rights website, or in PDF format from the same site. Title IX of the Education Amendments of 1972, Federal Law Related guidance available with the United States Department of Education Office for Civil Rights Publications page [All of the laws that are available on the U.S. Equal Employment Opportunity Commission website, the federal agency with oversight of the laws] - Title VII of the Civil Rights Act of 1964 - The Age Discrimination in Employment Act of 1967 - Titles I and V of the Americans with Disabilities Act of 1990 (ADA) - The Equal Pay Act of 1963 - The Pregnancy Discrimination Act History This document was updated and adopted in January 2021 in order to comply with Title IX regulations and improve the efficiency and effectiveness in which complaints are addressed. Appendices Appendix A - External Enforcement Agencies
support
human-resources
https://www2.brockport.edu/support/human-resources/diversity-recruitment-plan/
University Diversity Statement SUNY Brockport is committed to creating and maintaining an equitable environment that welcomes, values, respects and supports individuals and communities who affirm human dignity. The University provides opportunities for engagement, learning, growth, and transformation to foster a diverse, equitable, and inclusive institution. Goal 1 Ensure the campus commitment to diversity and inclusion is transparent and clear, campus wide - Recruit and hire a Chief Diversity Officer (CDO) - (Hired a Diversity Recruitment and Retention Specialist, June 2020.) - Create and include presentations and discussions about our mission and commitment to diversity. - Create an active marketing and communication plan to support community and campus wide recognition of diversity and inclusion achievements. - Increase outreach and networking efforts both internally and externally to promote diversity initiatives. Goal 2 Create an inclusive culture that promotes the recruitment and retention of diverse faculty and staff while paying close attention to areas of underrepresentation. - Review and reconstruct job descriptions and job advertisements to ensure they are free from bias and attract diverse candidates. - Establish recruitment partnerships with the alumni engagement office and other student organizations. - Review and analyze EEO and affirmative action data to determine which employee groups are underrepresented and where placement goals exist. - Leverage the momentum of the PRODiG program to increase faculty diversity. Both passive and active recruitment strategies are core functions of the plan. - Develop retention strategies that include resources to aid in new employee onboarding and new employee transition into the SUNY Brockport community. - Solicit candidates through appropriate professional networks and associations. Goal 3 Create consistent and responsive advertising, technology and programs in order to attract and pipeline a diverse applicant pool - Create training tools to assist stakeholders (hiring managers/team) with search committees - Checklists, videos, walk through demos. - Educate and communicate to stakeholder’s bias training and the importance of diversity in the search process. - Create and utilize the Candidate Relationship Manager tool (CRM). - Continue to use and unlock the potential of our new PageUp applicant tracking system to provide new employees with an engaging onboarding experience. - Review and engage new sites and methods for advertising and sourcing diverse candidates - Evaluate sourcing data annually. - Conduct exploratory interviews to attract and pipeline diverse candidates for future roles. Goal 4 Develop an evaluation component to ensure we are meeting our commitment to diversity and inclusion. - Conduct stay interviews, with the goal of reviewing the surveys and following up with concerns as needed. This will also be useful in identifying trends. - Conduct check in engagement surveys for our new hires during their second month, six month and 1 year of employment. - Quarterly, the HR team will review and follow up on concerns as needed. - Evaluate and develop system metrics to gauge recruitment efforts. This includes the entire recruitment process from candidate vetting to onboarding. - Review and as needed, provide recommendations for revision of recruitment policies, processes and procedures.
support
human-resources
https://www2.brockport.edu/support/human-resources/forms/
Accident/Injury - Employee On-the-Job Accident and Injury Report - Procedures - Workers’ Compensation Information: What You Need to Know - Estimated Physical Capabilities - Non-Employee Accident or Injury Report Affirmative Action Forms - Request for Reasonable Accommodation Regarding COVID-19 Facial Coverings - Request for Reasonable Accommodation - Request for Sign Language Interpreter (Contact HR for more information) Appointments APPOINTMENT GUIDE - Appointment Form - Consulting Application - Outside Employment Form - Prior Service Request - UP-211 Form: Reemployment of Retired Public Employees - The Form I-9 (INS Employment Eligibility Verification) - more information - Volunteer Form Benefits & Retirement RETIREMENT@WORK - Retirement Program Election Form - Blue Choice Turning 65 Form (Medicare Secondary) - CSEA Employee Benefit Fund Application (Dental/Vision) - CSEA Membership Application - UUP Benefit Forms (Dental/Vision/Life/Address/Membership/Student Verification/others) - Employees Retirement System Forms - MVP Turning 65 Form (Medicare Secondary) - Opt Out Program (health insurance) - Phased Retirement Program for Academic Employees Application - Retirement Form Letter - NYS Health Insurance Transaction Form (PS-404) - NYS Health Insurance Transaction Form For Graduate and Teaching Assistants ONLY DENTAL AND VISION TUITION ASSISTANCE Directory - Address/Name Change Form (online submission, must have NetID - same as email) - Campus Address or Phone Update - Department Name Recommendation Form Extra Service - Extra Service Matrix Of Forms For Required Payment - Dual Employment Approval Form (Other Agency) - UP-8 (Full-time UUP) - Extra Service Request On-Line Form - UP-6 Request for Extra Service Approval for M/C Employee (Other Agency) Evaluation/Performance Program CSEA EMPLOYEES PEF EMPLOYEES SECURITY SERVICES UNIT (NYSCOPBA) EMPLOYEES UNIVERSITY POLICE OFFICERS (PBA OF NYS) - University Police Officer 1- Performance Evaluation - University Police Officer 2- Performance Evaluation MANAGEMENT CONFIDENTIAL EMPLOYEES - AY 2022/2023 Performance Program - AY 2022/2023 Performance Evaluation - AY 2023/2024 Performance Program PROFESSIONAL (UUP) EMPLOYEES Incident Reporting Leaves SEE FULL LISTING OF LEAVES - Certification for Serious Injury or Illness of a Current Servicemember for Military Family Leave - Certification of Health Care Provider for Employee’s Serious Health Condition - Certification of Health Care Provider for Family Member’s Serious Health Condition - Certification of Qualifying Exigency for Military Family Leave - Leave Request Form - Return to Work Authorization Form - Paid Family Medical Leave Miscellaneous - Acronyms - Adele Catlin Award Nomination Form - Alternative Work Location Form - for Winter Shutdown - BizLibrary Log In - Chancellor’s Award for Excellence in Classified Service Guidelines and Nomination Form - Employee Assistance Program - Green & Gold Star Award Nomination - LENS Request Form - Verification of Driver’s License - Outstanding Service Award Nomination Form and Checklist - Separation Checklist — Employee and Supervisor must complete upon separation from employment - Trainings - Union Contracts Payroll Forms - Attendance Guidelines - Direct Deposit Form (pdf) - Leave Donation Form (pdf) - Online Time & Attendance - Payroll Calendars - Reactivation Request Form - Salary Schedules - Savings Bonds - AC-3245 Treasury Direct Deposit Transactions - Time Sheets WITHHOLDING - IT-2104(NYS) Employee’s Withholding Allowance Certificate - IT-2104E(NYS) Certificate of Exemption From Withholding - W-4 (Federal) Employees Withholding Allowance Certificate Probation (Classified Employees Only) For more information, please contact Kallee Quill at [email protected]
support
human-resources
https://www2.brockport.edu/support/human-resources/forms/chancellors-award-guidelines/
State University Of New York Chancellor’s Awards for Excellence in the Classified Service Guidelines Purpose of Program The Chancellor’s Awards for Excellence in the Classified Service are System-level awards established by the University to give System-wide recognition for superior performance and extraordinary achievement by employees in the Classified Service. These awards demonstrate the University’s commitment to individuals who provide superior service to its students and the community at large. Recognition Employees selected for the awards receive a personal certificate of recognition and a Chancellor’s Excellence Medallion. In addition, campuses are encouraged to announce and publish the awards as is customary with other awards programs. Campus Participation and Number of Nominations All SUNY campuses may nominate Classified Service employees for this award. University Centers and Medical Centers may nominate up to three (3) employees per year for the award. University colleges, technology colleges, specialized colleges, * statutory colleges and community colleges may nominate one (1) employee per year for the award. Eligibility All nominees must have completed at least three (3) years of continuous, full time permanent service in the Classified Service position for which they are nominated. Prior recipients of a Chancellor’s Award for Excellence in the Classified Service are ineligible for consideration. Posthumous nominations are also ineligible. Criteria for Selection - The nominee must be an individual who has continuously demonstrated outstanding achievement, skill and commitment to excellence in fulfilling the job description for the position held. - The nominee must also demonstrate excellence in activities beyond the scope of the job description. The ideal candidate will demonstrate creativity and flexibility in performing his or her position to meet campus needs. Special consideration will be given to employees who consistently provide exemplary customer service to students, staff, patients, and other members of the campus community. Selection Process A Campus Level Selection Committee for the Chancellor’s Award for Excellence in the Classified Service shall be appointed by the president or the president’s designee. The Selection Committee must include classified staff. The other members of the Committee will be such other representatives of the campus community as the president or president’s designee sees fit. The Selection Committee will be responsible for receiving nominations and reviewing the applications and documentation. The Selection Committee will submit its recommendation(s) to the campus president. Nominations may be submitted to the campus selection committee by a supervisor, coworker or other member of the campus community. Nominations must be submitted on the attached nomination form. Nominations will be reviewed by the campus’ Service Awards/Recognition Committee and a recommendation will be submitted to each campus president. The president will officially select the award recipient(s) and will forward the recipient’s information to System Administration. Deadline Please submit nominations to Tina Bieber, Human Resources, no later than 4:00 pm on Monday, January 29, 2024. Notification System Administration will announce the Award recipients in late April. Formal notification will be made by letter from the Chancellor to the recipient with a copy to the campus president. The recipient’s letter, certificate and medallion will be emailed and mailed (respectively) to the campus president for presentation to the recipient.
support
human-resources
https://www2.brockport.edu/support/human-resources/holidays/
2023 Holidays 2024 Holidays H=Holiday F=Work day, floating holiday accrued Holiday Guidelines *Holiday falls on Saturday, accrue a day (based on work schedule). *Holiday falls on Sunday, observed on Monday. Essential Services (as determined by Department): Essential security and facilities operations will be maintained on holidays. All offices will be open for normal business whenever classes are in session, as well as during mid-semester breaks. Supervisors are responsible for maintaining appropriate staffing. UUP Employees with a teaching appointment are required to work on all days that classes are in session. They are not eligible to accrue holidays.
support
human-resources
https://www2.brockport.edu/support/human-resources/nondiscrimination/
SUNY Brockport does not discriminate. SUNY Brockport is an Affirmative Action/Equal Opportunity Employer. The University is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants or other members of the University community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law, or treated adversely or retaliated against based upon a protected characteristic. Reporting a Discrimination or Harassment Concern If you are considering a report of discrimination or harassment and would like to be contacted, please fill out this form. This report will be sent directly to the Affirmative Action Officer. Forms - Request for Reasonable Accommodation - Request for Sign Language Interpreter (Contact HR for more information) Affirmative Action Laws & Policies The University’s policy is in accordance with federal and state laws and regulations prohibiting discrimination and harassment. These laws include the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, Title VII of the Civil Rights Act of 1964 as Amended by the Equal Employment Opportunity Act of 1972, and the New York State Human Rights Law. These laws prohibit discrimination and harassment, including sexual harassment and sexual violence. - SUNY Discrimination and Sexual Harassment Complaint Procedure - SUNY Policy on Equal Opportunity: Access, Employment and Fair Treatment in the State University of New York - SUNY Sexual Harassment Response and Prevention Policy Statement - SUNY Brockport’s Affirmative Action Compliance Statement - SUNY Brockport’s Affirmative Action Recruitment Policy - Contact CHRISTIANA ORTIZ AFFIRMATIVE ACTION OFFICER/DIVERSITY RECRUITMENT AND RETENTION SPECIALIST 407 Allen Administration Building Brockport, New York 14420 Phone: (585) 395-5039 Email: [email protected] INQUIRIES MAY ALSO BE DIRECTED TO: The United States Department of Education’s Office for Civil Rights 32 Old Slip 26th Floor New York, NY 10005-2500 Phone: (646) 428-3800 Email: [email protected] Civil Rights Compliance Officers Denine Carr Title IX College and Compliance Officer (585) 395-5066 • [email protected] Christiana Ortiz Affirmative Action Officer (585) 395-5039 • [email protected] Tammy Gouger Assistant Vice-President for Human Resources (585) 395-2442 • [email protected]
support
human-resources
https://www2.brockport.edu/support/human-resources/outstanding-service-awards-guidelines/
Nominations are being accepted for the 2022 Outstanding Employee Awards. These awards recognize the excellent service to the University and its students. The awards will be presented at the College Recognition Dinner in May. As in the past, the awards are given in two categories: Outstanding Service to the University AND Outstanding Service to Students. A maximum of eight (8) awards will be given. The recipients will be selected from employees in four areas: facilities, office support personnel, professional employees and teaching faculty. Two criteria are common to both categories: - A minimum of two years of full-time or part-time employment at the University prior to receipt of the award; and - A current position at the University as a State employee, BASC employee or Research Foundation employee. The Service to the University awards will also be judged on a demonstrated consistently outstanding performance in job-related responsibilities. The Service to Student awards will also be judged on a demonstrated and consistently outstanding performance to students outside the classroom. Please note the following requirements: - Each nominee should be nominated by at least two current employees who complete nominating letters and coordinate submission of a complete nomination file. - Each nomination file must contain two (2) nominating letters, a maximum of three (3) supporting letters (not including nominators’ letters) and a maximum of three (3) student letters if the nomination is for Service to Students. - The nominee’s supervisor must sign the nomination form. Please note: The committee will use its discretion to determine if an employee who applied for Service to Students is unable to provide a letter of support from a student due to the nature of their job. However, if the employee does have direct student interaction, a letter of support is necessary. Employee or students may nominate an individual for an award in any category by providing the above-mentioned evidence and documents. All nominations should be sent directly to Tina Bieber ([email protected]) in the Office of Human Resources by March 11, 2024 at 4:00 PM. To nominate someone, download the Outstanding Service Award Nomination Form
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/
The Payroll Office is responsible for the timely and accurate payment of all State employees including Professional and Classified staff, Graduate/Teaching Assistants, Student Assistants and University Work Study students. The Payroll Office processes all salary transactions, stipends, bonuses, inconvenience pay, pre-shift briefing, overtime, overtime meals, lost time, vacation and salary withholding (5 day deferred pay). Payroll also handles tax withholding, direct deposit, SEFA deductions, NYS College Savings Program deductions, ERS loan deductions and SRA deductions. There are several payroll related items that are not processed in this office: Payroll Department The Payroll Office is responsible for the timely and accurate payment of all State employees including Professional and Classified staff, Graduate/Teaching Assistants, Student Assistants and University Work Study students. The Payroll Office processes all salary transactions, stipends, bonuses, inconvenience pay, pre-shift briefing, overtime, overtime meals, lost time, vacation and salary withholding (5 day deferred pay). Payroll also handles tax withholding, direct deposit, SEFA deductions, NYS College Savings Program deductions, ERS loan deductions and SRA deductions.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/academic-year-appointments-paydates-22-23/
New Full-time Faculty (CAL) Employee Obligation dates for AY 2022-2023 (based on Academic Calendar): 21-Pay Faculty: Part-time Adjunct Lecturers/Lecturers, Graduate/Teaching Assistants and EHD University Supervisors: Part-time Coaches and Staff Assistants: *FIRST CHECK DATES ASSUME APPROVED PAPERWORK IS SUBMITTED TIMELY. IF APPOINTMENT PAPERWORK AND/OR THE I-9 IS LATE, PAYMENT WILL BE DELAYED ACCORDINGLY. Extra Service: An employee should not begin working until the authorization is approved. An extra service stipend can be split into a maximum amount of two checks per semester or four checks per academic year for those extra service participants expecting multiple checks. Assuming approval paperwork is received timely, the scheduled check dates are as follows: Volunteers For More Information - For questions concerning FT faculty, coaches, PT staff assistants - Call Sonya Flynn - x2438 - For questions relating to adjuncts, GA/TAs and extra service - Call Holly Cunningham – x2561 - For contract letter - Call Tina Bieber - x5845 - For payroll related questions - Call Serena Starr – x2995 Helpful Websites: (check site periodically, web addresses subject to change)
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/academic-year-appointments-paydates-23-24/
New Full-time Faculty (CAL) Employee Obligation dates for AY 2023-2024 (based on Academic Calendar): 21-Pay Faculty: Part-time Adjunct Lecturers/Lecturers, Graduate/Teaching Assistants and EHD University Supervisors: Part-time Coaches and Staff Assistants: *FIRST CHECK DATES ASSUME APPROVED PAPERWORK IS SUBMITTED TIMELY. IF APPOINTMENT PAPERWORK AND/OR THE I-9 IS LATE, PAYMENT WILL BE DELAYED ACCORDINGLY. Extra Service: An employee should not begin working until the authorization is approved. An extra service stipend can be split into a maximum amount of two checks per semester or four checks per academic year for those extra service participants expecting multiple checks. Assuming approval paperwork is received timely, the scheduled check dates are as follows: Volunteers For More Information - For questions concerning FT faculty, coaches, PT staff assistants - Call Sonya Flynn - x2438 - For questions relating to adjuncts, GA/TAs and extra service - Call Holly Cunningham – x2561 - For contract letter - Call Tina Bieber - x5845 - For payroll related questions - Call Serena Starr – x2995 Helpful Websites: (check site periodically, web addresses subject to change)
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/direct-deposit/
SUNY Brockport participates in the New York State Direct Deposit Program. Through this program, you may choose to have your NET salary partially or entirely directly deposited via Electronic Funds Transfer with any financial institution that is capable of receiving transactions through the Automated Clearing House System. Employees are responsible for immediately reimbursing the University if funds are deposited for which the employee is not entitled. Completed forms should be submitted to the Payroll Office, 4th floor Allen Administration Building. Enrollment All employees are eligible to enroll in direct deposit. A portion of the form must be completed by your financial institution unless you are depositing to a checking account in which case attaching a voided check will suffice. ENROLL IN DIRECT DEPOSIT If your employment is terminated for more than three pay periods, to re-enroll complete the Reactivation Request form Please note, direct deposit may be cancelled due to an employee routinely failing to submit time sheets/timecards in a timely fashion and/or an employee having routinely low on time or incurring lost time due to lack of accruals.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/faq/
All University State employees are paid on a biweekly lag basis. This means that you are paid for a two week pay period (beginning on a Thursday through the second Wednesday) two weeks after the conclusion of that pay period (exception: hourly employees are paid four weeks after conclusion of a pay period). Therefore, it may take up to four weeks from your date of hire to receive your first check. You will also continue to receive checks after you separate from service until the lag is paid out. Deductions include the following: MANDATORY - Federal and State taxes (as applicable) - FICA Tax - Social Security - Medicare - (note: students while enrolled in classes and certain non-resident aliens are exempt) - Retirement contributions (new, full time employees) - Union dues or agency shop fee- if position is represented by CSEA, UUP, PEF, ALES, NYSCOPBA, GSEU OPTIONAL - Health Insurance - Tax Deferred Savings Plan - Flex Spending Account - NYS College Savings Plan - Personal Insurance Through Union For full time employees paid on an annual basis, SUNY Brockport has many payroll payment modes. A 26 pay period mode is not one of them. When an employee’s “annual” salary is paid over a full year (CAL or CYF payroll mode for Faculty and Professional Employees with Academic Year or College Year obligations, respectively; ANN for Calendar Year obligations), the salary is based on 365 days (normal year) and 366 days (leap year). Since each pay period covers 14 days, and 26 x 14 equals only 364, it would always take a 27th check for you to have received your full annual salary (1 day more than 26 pay periods in a normal year and 2 days more than 26 pay periods in a leap year). The multiplication factor that is used to determine a biweekly salary is calculated by dividing the number of days in a pay period by the number of days in the year (14/365 = .038356). Whenever there is a leap year, this factor changes to accommodate the extra day (14/366 = .038251). The biweekly gross pay for employees paid on an “annual salary basis” (full-time employees), in payroll, is calculated on either a 365 day or a 366 day calendar year if the year is a leap year. During the State’s fiscal year (April 1 - March 31) in which a leap year falls (an extra day in February), employees will notice a reduction in their gross biweekly pay even though their salary does not change. For example, the biweekly gross pay of an academic employee paid in this mode will be calculated as 14/366th of his/her annual salary during a leap year and as 14/365 of the base annual salary during a regular year.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/hourly-pay-schedule-22-23/
Paid In Payroll # Work Period Start Work Period End Timesheets Due In Payroll Check Date 01 3/17/2022 3/30/2022 4/1/2022 4/27/2022 02 3/31/2022 4/13/2022 4/15/2022 5/11/2022 03 4/14/2022 4/27/2022 4/29/2022 5/25/2022 04 4/28/2022 5/11/2022 5/13/2022 6/8/2022 05 5/12/2022 5/25/2022 5/27/2022 6/22/2022 06 5/26/2022 6/8/2022 6/10/2022 7/6/2022 07 6/9/2022 6/22/2022 6/24/2022 7/20/2022 08 6/23/2022 7/6/2022 7/8/2022 8/3/2022 09 7/7/2022 7/20/2022 7/22/2022 8/17/2022 10 7/21/2022 8/3/2022 8/5/2022 8/31/2022 11 8/4/2022 8/17/2022 8/19/2022 9/14/2022 12 8/18/2022 8/31/2022 9/2/2022 9/28/2022 13 9/1/2022 9/14/2022 9/16/2022 10/12/2022 14 9/15/2022 9/28/2022 9/30/2022 10/26/2022 15 9/29/2022 10/12/2022 10/14/2022 11/9/2022 16 10/13/2022 10/26/2022 10/28/2022 11/23/2022 17 10/27/2022 11/9/2022 11/11/2022 12/7/2022 18 11/10/2022 11/23/2022 11/25/2022 12/21/2022 19 11/24/2022 12/7/2022 12/9/2022 1/4/2023 20 12/8/2022 12/21/2022 12/22/2022** 1/18/2023 21 12/22/2022 1/4/2023 1/6/2023 2/1/2023 22 1/5/2023 1/18/2023 1/20/2023 2/15/2023 23 1/19/2023 2/1/2023 2/3/2023 3/1/2023 24 2/2/2023 2/15/2023 2/17/2023 3/15/23 25 2/16/2023 3/1/2023 3/3/2023 3/29/2023 26 3/2/2023 3/15/2023 3/17/2023 4/12/2023 **Timesheets are due early as a result of a holiday.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/hourly-pay-schedule-23-24/
Paid In Payroll # Work Period Start Work Period End Timesheets Due In Payroll Check Date 01 3/16/2023 3/29/2023 3/31/2023 4/26/2023 02 3/30/2023 4/12/2023 4/14/2023 5/10/2023 03 4/13/2023 4/26/2023 4/28/2023 5/24/2023 04 4/27/2023 5/10/2023 5/12/2023 6/7/2023 05 5/11/2023 5/24/2023 5/26/2023 6/21/2023 06 5/25/2023 6/7/2023 6/9/2023 7/5/2023 07 6/8/2023 6/21/2023 6/23/2023 7/19/2023 08 6/22/2023 7/5/2023 7/7/2023 8/2/2023 09 7/6/2023 7/19/2023 7/21/2023 8/16/2023 10 7/20/2023 8/2/2023 8/4/2023 8/30/2023 11 8/3/2023 8/16/2023 8/18/2023 9/13/2023 12 8/17/2023 8/30/2023 9/1/2023 9/27/2023 13 08/31/23 9/13/2023 9/15/2023 10/11/2023 14 9/4/2023 9/27/2023 9/29/2023 10/25/2023 15 9/28/2023 10/11/2023 10/13/2023 11/8/2023 16 10/12/2023 10/25/2023 10/27/2023 11/22/2023 17 10/26/2023 11/8/2023 11/10/2023 12/6/2023 18 11/9/2023 11/22/2023 11/24/2023 12/20/2023 19 11/23/2023 12/6/2023 12/8/2023 1/3/2024 20 12/7/2023 12/20/2023 12/21/2023** 1/17/2024 21 12/21/2023 1/3/2024 1/5/2024 1/31/2024 22 1/4/2024 1/17/2024 1/19/2024 2/14/2024 23 1/18/2024 1/31/2024 2/2/2024 2/28/2024 24 2/1/2024 2/14/2024 2/16/2024 3/13/2024 25 2/15/2024 2/28/2024 3/1/2024 3/27/2024 26 2/29/2024 3/13/2024 3/15/2024 4/10/2024 **Timesheets are due early as a result of a holiday.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/how-to/
Time and Attendance The following training resources should be used by faculty, staff & students to assist in understanding and utilizing the online time and attendance system. FACULTY/STAFF: Instructions for Classified Employees: - Completing Your Time Record - Requesting Time Off - Reporting Holidays - Supervisors of Classified Employees Instructions for Professional & Faculty: Presentations: STUDENTS & STUDENT SUPERVISORS: Self-Service For additional information on the SUNY Self-Service Portal please use the following links: New York State Payroll Online Self Service Self Service and Notification Function View and Update Personal Information Guide If you require additional assistance, contact the Payroll Office at (585) 395-2126.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/name-change/
Legal Name Change Employees should report a change of name to the Human Resources Office. The change of name information will be used to update your personnel and payroll records. All name changes must have a copy of your social security card, showing your new name. You will also need to contact your union to notify them of your name change. Contact information for the respective unions can be obtained by going to the list of union web sites on our links to useful web sites page. ERS members can change their name by visiting the Retirement@Work website.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/state-payroll-calendar-22-23/
The following chart shows processing deadlines and pay dates for the regular State payroll. Main Page Content The Personnel Deadline date is the absolute deadline date for personnel to receive appointment/EagleEmploy transaction for processing in the associated payroll period. After that cutoff, any late transactions will be processed in the following pay period. It is important to note that without written justification, the Office of the State Comptroller will not process retroactive appointments going back more than two pay periods. Consequently, it is important that appointments be processed correctly and on time. * The check date applies to all payment types except hourly. Please refer to the Pay Schedule for Hourly Paid Personnel. ** Important Semester Startup Payroll Deadlines
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/state-payroll-calendar-23-24/
The following chart shows processing deadlines and pay dates for the regular State payroll. Main Page Content The Personnel Deadline date is the absolute deadline date for personnel to receive appointment/PageUp transaction for processing in the associated payroll period. After that cutoff, any late transactions will be processed in the following pay period. It is important to note that without written justification, the Office of the State Comptroller will not process retroactive appointments going back more than two pay periods. Consequently, it is important that appointments be processed correctly and on time. * The check date applies to all payment types except hourly. Please refer to the Pay Schedule for Hourly Paid Personnel. ** Semester startup deadlines for faculty appointments
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/student-payroll-calendar-22-23/
* New hire paperwork MUST be complete prior to starting work * Main Page Content # Pay Period From Pay Period To Online Referral Due to Student Employment Authorization Due to Payroll Supervisors Must Approve Online Timesheets By.. Check Date 11 08/18/2022 08/31/2022 8/18/2022 8/26/2022 9/2/2022 9/22/2022 12 9/1/2022 9/14/2022 9/1/2022 9/9/2022 9/16/2022 10/6/2022 13 9/15/2022 9/28/2022 9/15/2022 9/23/2022 9/30/2022 10/20/2022 14 9/29/2022 10/12/2022 9/29/2022 10/7/2022 10/14/2022 11/3/2022 15 10/13/2022 10/26/2022 10/13/2022 10/21/2022 10/28/2022 11/17/2022 16 10/27/2022 11/9/2022 10/27/2022 11/4/2022 11/11/2022 12/1/2022 17 11/10/2022 11/23/2022 11/10/2022 11/18/2022 11/25/2022 12/15/2022 18 11/24/2022 12/7/2022 11/24/2022 12/2/2022 12/9/2022 12/29/2022 19 12/8/2022 12/21/2022 12/8/2022 12/16/2022 12/23/2022 1/12/2023 20* 12/22/2022 1/4/2023 12/22/2022 12/30/2022 12/22/2022* 1/26/2023 21 1/5/2023 1/18/2023 1/5/2023 1/13/2023 1/20/2023 2/9/2023 22 1/19/2023 2/1/2023 1/19/2023 1/27/2023 2/3/2023 2/23/2023 23 2/2/2023 2/15/2023 2/2/2023 2/10/2023 2/17/2023 3/9/2023 24 2/16/2023 3/1/2023 2/16/2023 2/24/2023 3/3/2023 3/23/2023 25 3/2/2023 3/15/2023 3/2/2023 3/10/2023 3/17/2023 4/6/2023 26 3/16/2023 3/29/2023 3/16/2023 3/24/2023 3/31/2023 4/20/2023 1 3/30/2023 4/12/2023 3/30/2023 4/7/2023 4/14/2023 5/4/2023 2 4/13/2023 4/26/2023 4/13/2023 4/21/2023 4/28/2023 5/18/2023 3 4/27/2023 5/10/2023 4/27/2023 5/5/2023 5/12/2023 6/1/2023 4 5/11/2023 5/24/2023 5/11/2023 5/19/2023 5/26/2023 6/15/2023 5 5/25/2023 6/7/2023 5/25/2023 6/2/2023 6/9/2023 6/29/2023 6 6/8/2023 6/21/2023 6/8/2023 6/16/2023 6/23/2023 7/13/2023 7 6/22/2023 7/5/2023 6/22/2023 6/30/2023 7/7/2023 7/27/2023 8 7/6/2023 7/19/2023 7/6/2023 7/14/2023 7/21/2023 8/10/2023 9 7/20/2023 8/2/2023 7/20/2023 7/28/2023 8/4/2023 8/24/2023 10 8/3/2023 8/16/2023 8/3/2023 8/11/2023 8/18/2023 9/7/2023 * Early deadline due to a holiday
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/student-payroll-calendar-23-24/
* New hire paperwork MUST be complete prior to starting work * Main Page Content # Pay Period From Pay Period To Online Referral Due to Student Employment Authorization Due to Payroll Supervisors Must Approve Online Timesheets By.. Check Date 11 08/17/2023 08/30/2023 08/17/2023 08/25/2023 09/01/2023 09/21/2023 12 08/13/2023 09/13/2023 08/13/2023 09/08/2023 09/15/2023 10/05/2023 13 09/04/2023 09/27/2023 09/04/2023 09/22/2023 09/29/2023 10/19/2023 14 09/28/2023 10/11/2023 09/28/2023 10/06/2023 10/13/2023 11/02/2023 15 10/12/2023 10/25/2023 10/12/2023 10/20/2023 10/27/2023 11/16/2023 16 10/26/2023 11/08/2023 10/26/2023 11/03/2023 11/10/2023 11/30/2023 17 11/09/2023 11/22/2023 11/09/2023 11/17/2023 11/24/2023 12/14/2023 18 11/23/2023 12/06/2023 11/23/2023 12/01/2023 12/08/2023 12/28/2023 19* 12/07/2023 12/20/2023 12/07/2023 12/15/2023 12/21/2023* 01/11/2024 20* 12/21/2023 01/03/2024 12/21/2023 12/29/2023 01/04/2024* 01/25/2024 21 01/04/2024 01/17/2024 01/04/2024 01/12/2024 01/19/2024 02/08/2024 22 01/18/2024 01/31/2024 01/18/2024 01/26/2024 02/02/2024 02/22/2024 23 02/01/2024 02/14/2024 02/01/2024 02/09/2024 02/16/2024 03/07/2024 24 02/15/2024 02/28/2024 02/15/2024 02/23/2024 03/01/2024 03/21/2024 25 02/29/2024 03/13/2024 02/29/2024 03/08/2024 03/15/2024 04/04/2024 26 03/14/2024 03/27/2024 03/14/2024 03/22/2024 03/29/2024 04/18/2024 1 03/28/2024 04/10/2024 03/28/2024 04/05/2024 04/12/2024 05/02/2024 2 04/11/2024 04/24/2024 04/11/2024 04/19/2024 04/26/2024 05/16/2024 3 04/25/2024 05/08/2024 04/25/2024 05/03/2024 05/10/2024 05/30/2024 4 05/09/2024 05/22/2024 05/09/2024 05/17/2024 05/24/2024 06/13/2024 5 05/23/2024 06/05/2024 05/23/2024 05/31/2024 06/07/2024 06/27/2024 6 06/06/2024 06/19/2024 06/06/2024 06/14/2024 06/21/2024 07/11/2024 7 06/20/2024 07/03/2024 06/20/2024 06/28/2024 07/05/2024 07/25/2024 8 07/04/2024 07/17/2024 07/04/2024 07/12/2024 07/19/2024 08/08/2024 9 07/18/2024 07/31/2024 07/18/2024 07/26/2024 08/02/2024 08/22/2024 10 08/01/2024 08/14/2024 08/01/2024 08/09/2024 08/16/2024 09/05/2024 * Early deadline due to a holiday
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/timesheets/
Downloadable Timesheets For those employees that do not use the SUNY Self-Service Portal to submit a timesheet, please use the appropriate listed form: - Graduate/Teaching Assistant Attendance Form - Classified Timesheet - Auto-calculate (form auto-calculates hours) When filling out this form, either enter AM/PM or use military time for accuracy. - Classified Timesheet - Manual (employee calculates hours) - Hourly Timesheet - Coach Timesheet - UUP Non-exempt Time Record False Timesheets Employees must accurately report hours worked on timesheets. Supervisors must certify that the hours worked are correct. Our policy is to immediately and permanently terminate employees who falsify timesheets. This violates State and federal law. The employee may be charged with forgery and petit larceny, one count for each timesheet. These are misdemeanor charges. If the pay illegally obtained is large enough, a felony charge of grand larceny may also be made. Supervisors should keep in mind that their signature on the timesheet attests to their knowledge of and confirmation of hours worked.
support
human-resources
https://www2.brockport.edu/support/human-resources/payroll/useful-links/
Payroll Links: Benefit Sites: - Flex Spending Account - Employees’ Retirement System - MetLife - Teachers’ Retirement System - TIAA-CREF - VALIC - NYS College Savings Plan SUNY System Administration Sites: State and Federal Government Sites: - Governor’s Office of Employee Relations—Homepage - IRS - New York State Home Page - New York State Office of the State Comptroller - New York State Civil Service - New York State Taxation and Finance - Social Security
support
human-resources
https://www2.brockport.edu/support/human-resources/policies/
Affirmative Action Policies - Affirmative Action Recruitment Policy - Equal Employment Opportunity - Discrimination Complaint Procedures - Non-Discrimination of Persons with Disabilities The Guide to Appointment/Position Policies - Associate Faculty Hiring Guidelines - Consulting Policy - Extra Service Policy - Extra Service Compensation Guidelines for Faculty - Interview/Travel Expenses Incurred by Candidate for Staff Appointment - Moving Expenses for New Appointees - Outside Employment Policy - Pre-employment Background Investigation Policy - Pre-employment Background Investigation Procedures - Prior Service - Professional Promotion Program Policy - Professional Staff Recruitment - Minimum Qualifications - Re-Employment of Retirees - Search Waiver Policy - Volunteer Policy Benefits Related Policies - B-140 Tuition Assistance Program - HIPPA - PEF Tuition Assistance Program - Phased Retirement Program for Academic Employees - UUP Tuition Assistance - Tuition Assistance FAQ’s UUP Professional Request for Promotion or Salary Increase - UUP Professional Request for Promotion or Salary Increase Policy - UUP Request for Promotion or Salary Increase Application - UUP Salary Increase and Promotion Appeal Form Workplace Policies - Cell Phone/Texting Policy - Commercial Enterprise Policy - Closing State Offices/Directing Early Departures and Attendance Guidelines - Domestic Violence in the Workplace Policy - Drug and Alcohol Use in the Workplace - E-mail and Network Policy - Employee Organization Leave (EOL) - Excessive Heat Policy - Freedom of Information Requests - Honorarium Reporting - Indemnification for Legal Liability - Immigration Petitions: Legal and Financial Support - Maintaining the Security, Confidentiality & Integrity of Personal Information - Nursing Mothers Policy - Oath of Office - Overtime Policy - Separation from Employment Policy - Sick Leave Abuse - Smoking Policy - SUNY Trustees Policies - Workers’ Compensation/Accident Reporting - Workplace Violence Prevention Policy - Workplace Visitor Policy - SUNY Gender-Based Violence and the Workplace Policy
support
human-resources
https://www2.brockport.edu/support/human-resources/who-to-contact/
Human Resources Staff Contact Information Subject Contact Affirmative Action, EEO Christiana Ortiz Americans with Disabilities (ADA) - Accommodation Requests Tammy Gouger Appointments (Full-time Faculty, Professional and Classified) Sonya Flynn Appointments (Part-time Faculty & Graduate/Teaching Assistants) Holly Cunningham Background Checks Nick Leone: Professional & Faculty Nick Leone: Classified Nick Leone: Part-time faculty & Graduate/ Teaching AssistantsMarc Gummerson: Volunteers Benefits Serena StarrMichelle DeMonte Benefits Orientation Michelle DeMonte Classified Staffing (Appointment & Recruitment) Kallee Quill Classification & Compensation (Faculty & Professional) Alyse Wenzel Classification & Compensation (Classified Staffing) Kallee Quill Direct Deposit Michelle DeMonte, Debbie Looney, Karen Simpson Directory of Faculty & Staff Sonya Flynn Discipline/Grievance Procedures Sue Clase, Becky Gagne Discrimination Complaints/Sexual Harassment/Bias Complaints Tammy Gouger Drug Testing Sonya Flynn Employee Relations/Labor Relations Becky Gagne, Tammy Gouger, Sue Clase Employment/Salary Verifications - State/Students Michelle DeMonte, Karen Simpson, Debbie Looney Ethics Becky Gagne, Jackie Clark Exit Interviews Faculty Professional: Christiana Ortiz Classified: Kallee Quill Extra Service Holly Cunningham Graduate/Teaching Assistant Appointments Holly Cunningham Immigration Tammy Gouger, Nick Leone License Event Notification System (LENS) Marc Gummerson Leaves Serena Starr: Professional, Faculty & Classified StaffingSonya Flynn: Sabbatical Leaves Letters (Contract Letters for Appointments) Tina Bieber Orientation - NEST Program Christiana Ortiz, Nick Leone PageUp/Applicant Tracking System Nick Leone Performance Evaluations & Programs Sue Clase Policies & Procedures Becky Gagne, Tammy Gouger, Sue Clase Prior Service for Permanency Sonya Flynn, Becky Gagne Recruitment (Classified Staffing) Kallee Quill Recruitment (Faculty & Professional) Kristin Hartway, Christiana Ortiz Reports, Surveys, Labels Alyse Wenzel Retirement Serena StarrMichelle DeMonte Search Waivers Kristin Hartway, Christiana Ortiz Student Payroll Debbie Looney: Work StudyKaren Simpson: Temp Service Succession and Career Planning Tammy Gouger, Becky Gagne Summer Session/Winter Session Michelle DeMonte Timesheets and Accruals Debbie Looney Tuition Waivers Tina Bieber Training Tammy Gouger Volunteers Marc Gummerson Website Alyse Wenzel Worker’s Compensation Serena Starr
support
information-security
https://www2.brockport.edu/support/information-security/
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 Information Security Information Security Information Security at SUNY Brockport PCI-DSS Compliance Login
support
information-security
https://www2.brockport.edu/support/information-security/pci/
The Payment Card Industry (PCI) Security Standards Council has developed a set of financial and information technology standards, called Payment Card Information Data Security Standards (PCI-DSS), to protect credit cardholders’ data. Main Page Content These standards govern all merchants and organizations that collect, process, store, or transmit credit card information. Learn more at www.pcisecuritystandards.org. Effective July 1, 2010, banks are required to ensure that their credit card merchants (including SUNY Brockport) use only payment applications that are compliant and that the use of these applications follow strict requirements. In addition, SUNY Brockport itself must be PCI compliant, which includes stringent standards regarding manual and electronic handling and processing of credit cards. Failure to comply with the standards may result in fines and/or penalties being assessed against an organization. In the event of a credit data compromise, the credit card association may levy fines of as much as $500,000 and $25 per card compromised. In addition, there would be a number of other costs associated with such an information breach. In certain cases, an organization could have its ability to process credit cards terminated. In an effort to ensure the University incurs the lowest level of potential risk in this realm, several initiatives are underway, including standardization of payment processing, establishment of a Payment Card Oversight Committee, and more. The Committee acts as a resource for campus departments, coordinates ongoing reviews of the University’s current credit card systems and processes, develops credit card policy and procedures, and retains a consultant to assist with the University’s required PCI certification. The Director of Student Accounts and Accounting is the primary functional contact for the University’s credit card processing and services. If you have questions or need additional information about credit card processing in your department, please contact the Director at [email protected]. Last Reviewed: 11/2019 Last Reviewed by: PCI Oversight Committee
support
information-security
https://www2.brockport.edu/support/information-security/pci/committee/
SUNY Brockport PCI Oversight Committee coordinates ongoing reviews of the University current credit card systems and day-to-day processes, develops and implements PCI-compliant credit card transaction- and cardholder data-related policies and procedures, and is responsible for administration of annual PCI-related training for appropriate staff. Main Page Content The group is also responsible for ensuring the annual completion of the appropriate PCI DSS Self- Assessment Questionnaire (SAQ). SUNY Brockport’s Payment Card Oversight (PCI) Committee includes staff from several key areas of University operations, including: - Assistant Vice President Finance & Management - Associate Provost and Chief Information Officer - IT Systems Security Administrator - Director Student Accounts & Accounting - Director IT Systems - Banner Programming Manager - Manager of Systems & Networking - Web Manager - Director Advancement Services Last Reviewed: 11/2019 Last Reviewed by: PCI Oversight Committee
support
information-security
https://www2.brockport.edu/support/information-security/pci/faqs/
What is cardholder data? Cardholder data includes credit/debit card number, cardholder name, cardholder address, expiration date, and security (CVC) code How should papers/printouts that contain cardholder data be handled? Any document containing cardholder data should be stored in a locked fipng cabinet or drawer at all times. Access must be pmited to those employees with a position-related need for the information. Cardholder data must be destroyed appropriately (per PCI standards found at pcisecuritystandards.org) as soon as it is no longer needed, or according to the PCI-comppant retention schedule, whichever comes first. Departments should avoid writing cardholder information whenever possible; instead, cardholder data should be entered immediately into the transaction terminal without being written down. May I create a departmental deposit or other document(s) containing cardholder data on my computer? No. Creating a document, even though it may not be saved on the computer, will create temporary copies of the cardholder data on the computer. Any paper document used for processing credit cards or handpng cardholder data must remain in that form for creation, storage, and transmission. Cardholder information may not be stored - or received - electronically on any device (including, but not pmited to, computer hard drives, scanning devices, multi-function copiers and/or faxes, CDs, disks, and other external storage media). May I use my work computer to store or transmit cardholder data for someone other than myself as a part of my SUNY Brockport work? No. SUNY Brockport computers may not be used to store or transmit cardholder data, even if the objective is to purchase University products or services. May I use my work computer to enter cardholder data into SUNY Brockport web/onpne form for someone other than myself as a part of my University work? No. SUNY Brockport computers may not be used to enter cardholder data into a University web/onpne form for another person. Note: For information regarding acceptable use of campus purchasing cards (“p-cards”), please contact SUNY Brockport Procurement and Payment Services Office (http://www.brockport.edu/pps/) May I take cardholder data via email for a campus service or event? No. Cardholder data should never be sent, received, or stored via email systems due to security concerns. See http://www.brockport.edu/support/information_security/pci/guidelines for approved credit card processing methods. My department needs a new onpne web form created to accept credit card numbers as payment for an event or service. What is the process to request this? The University maintains multiple mechanisms to support certain kinds of onpne credit card transactions. Please contact the Director of Student Accounts and Accounting ([email protected]), to review possible options. My department is considering a new software apppcation that will accept credit cards as payment for an event or service. How should I proceed? Please contact the Director of Student Accounts and Accounting ([email protected]), and/or the Associate Provost and CIO ([email protected]), to review possible options. My department wants to accept credit card payments for merchandise or products for a conference, event or fundraiser. What is the process for this? The University does not currently have an approved solution for order fulfillment functionapty specific to individual departments/events. The department may wish to contact Brockport Auxipary Services Corp. ([email protected] ) to determine if they can offer a viable, PCI-comppant solution. Last Reviewed: 11/2019 Last Reviewed by: PCI Oversight Committee
support
information-security
https://www2.brockport.edu/support/information-security/pci/glossary/
Account Number Payment card number (credit or debit) that identifies the issuer and the particular cardholder account. Also called Primary Account Number (PAN) Application Includes all purchased and custom software programs or groups of programs designed for end users, including both internal and external (web) applications Approved Scanning Vendor (ASV) An organization that validates adherence to the PCI DSS by performing vulnerability scans of Internet facing environments or merchants and service providers Attestation of Compliance (AOC) A form for merchants and service providers to attest to the results of a PCI DSS assessment, as documented in the Self-Assessment Questionnaire or Report on Compliance Audit Log Also referred to as “audit trail.” Chronological record of system activities. Provides an independently verifiable trail sufficient to permit reconstruction, review, and examination of sequence of environments and activities surrounding or leading to operation, procedure, or event in a transaction from inception to final results Card Validation Value (CVV) Also known as Card Verification Code (CVC) or Value, or Card Security Code (CSC). Refers to either: (1) magnetic-stripe data, or (2) printed security features Cardholder Non-consumer or consumer customer to whom a payment card is issued to or any individual authorized to use the payment card Cardholder Data (CHD) At a minimum, cardholder data consists of the full PAN (Primary Account Number). Cardholder data may also appear in the form of the full PAN plus any of the following: cardholder name, expiration date and/or service code See Sensitive Authentication Data for additional data elements that may be transmitted or processed (but not stored) as part of a payment transaction Cardholder Data Environment (CDE) Area of computer system network that possesses cardholder data or sensitive authentication data and those systems and segments that directly attach or support cardholder processing, storage, or transmission. Adequate network segmentation, which isolates systems that store, process, or transmit cardholder data from those that do not, may reduce the scope of the cardholder data environment and thus the scope of the PCI assessment Cellular Technologies Mobile communications through wireless telephone networks, including but not limited to Global System for Mobile communications (GSM), code division multiple access (CDMA), and General Packet Radio Service (GPRS) Compensating Controls Compensating controls may be considered when an entity cannot meet a requirement explicitly as stated, due to legitimate technical or documented business constraints, but has sufficiently mitigated the risk associated with the requirement through implementation of other controls. Compensating controls must: (1) Meet the intent and rigor of the original PCI DSS requirement; (2) Provide a similar level of defense as the original PCI DSS requirement; (3) Be “above and beyond” other PCI DSS requirements (not simply in compliance with other PCI DSS requirements); and (4) Be commensurate with the additional risk imposed by not adhering to the PCI DSS requirement Compromise Also referred to as “data compromise,” or “data breach.” Intrusion into a computer system where unauthorized disclosure/theft, modification, or destruction of cardholder data is suspected Console Screen and keyboard which permits access and control of a server, mainframe computer or other system type in a networked environment Consumer Individual purchasing goods, services, or both Egress Traffic exiting a network across a communications link and into the customer’s network Egress Filtering Method of filtering outbound network traffic such that only explicitly allowed traffic is permitted to leave the network Firewall Hardware and/or software technology that protects network resources from unauthorized access. A firewall permits or denies computer traffic between networks with different security levels based upon a set of rules and other criteria Host Main computer hardware on which computer software is resident Hosting Provider Offers various services to merchants and other service providers. Services range from simple to complex; from shared space on a server to a whole range of “shopping cart” options; from payment applications to connections to payment gateways and processors; and for hosting dedicated to just one customer per server. A hosting provider may be a shared hosting provider, who hosts multiple entities on a single server Intrusion Detection System (IDS) Software or hardware used to identify and alert on network or system anomalies or intrusion attempts. Composed of: sensors that generate security events; a console to monitor events and alerts and control the sensors; and a central engine that records events logged by the sensors in a database. Uses system of rules to generate alerts in response to detected security events. See “Intrusion Prevention System” Intrusion Prevention System (IPS) Beyond an IDS, an IPS takes the additional step of blocking the attempted intrusion Magnetic Stripe Data Also referred to as “full track data” or “track data.” Data encoded in the magnetic stripe or chip used for authentication and/or authorization during payment transactions. Can be the magnetic-stripe image on a chip or the data on the track 1 and/or track 2 portion of the magnetic stripe Malware/Malicious Software Software or firmware designed to infiltrate or damage a computer system without the owner’s knowledge or consent, with the intent of compromising the confidentiality, integrity, or availability of the owner’s data, applications, or operating system. Such software typically enters a network during many business-approved activities, which results in the exploitation of system vulnerabilities. Examples include viruses, worms, Trojans (or Trojan horses), spyware, adware, and rootkits Masking A method of concealing a segment of data when displayed or printed. Masking is used when there is no business requirement to view the entire PAN. Masking relates to protection of PAN when displayed or printed. See Truncation for protection of PAN when stored in files, databases, etc. Merchant For the purposes of the PCI DSS, a merchant is defined as any entity that accepts payment cards bearing the logos of any of the five members of PCI SSC (American Express, Discover, JCB, MasterCard or Visa) as payment for goods and/or services. Note that a merchant that accepts payment cards as payment for goods and/or services can also be a service provider, if the services sold result in storing, processing, or transmitting cardholder data on behalf of other merchants or service providers. For example, an ISP is a merchant that accepts payment cards for monthly billing, but also is a service provider if it hosts merchants as customers Monitoring Use of systems or processes that constantly oversee computer or network resources for the purpose of alerting personnel in case of outages, alarms, or other predefined events Network Two or more computers connected together via physical or wireless means Network Security Scan Process by which an entity’s systems are remotely checked for vulnerabilities through use of manual or automated tools. Security scans that include probing internal and external systems and reporting on services exposed to the network. Scans may identify vulnerabilities in operating systems, services, and devices that could be used by malicious individuals. PAN See “Primary Account Number” Payment Cards For purposes of PCI DSS, any payment card/device that bears the logo of the founding members of PCI SSC, which are American Express, Discover Financial Services, JCB International, MasterCard, or Visa, Inc PCI Payment Card Industry PCI DSS Payment Card Industry Data Security Standard PCI Security Standards Council Global organization responsible for the administration of the PCI DSS. Certifies Qualified Security Assessors (QSA) and Approved Scanning Vendors (ASV). Founded by American Express, Discover Financial Services, JCB International, MasterCard Worldwide, and VISA, Inc. Point of Interaction (POI) Acronym for “Point of Interaction,” the initial point where data is read from a card. An electronic transaction-acceptance product, a POI consists of hardware and software and is hosted in acceptance equipment to enable a cardholder to perform a card transaction. The POI may be attended or unattended. Point of Sale (POS) Hardware and/or software used to process payment card transactions at merchant locations Public Network Network established and operated by a telecommunications provider, for specific purpose of providing data transmission services for the public. Data over public networks can be intercepted, modified, and/or diverted while in transit. Examples of public networks in scope of the PCI DSS include, but are not limited to, the Internet, wireless, and mobile technologies Qualified Security Assessor (QSA) Person qualified by PCI SSC to perform PCI DSS on-site assessments Removable Electronic Media Media that store digitized data and which can be easily removed and/or transported from one computer system to another. Examples of removable electronic media include CD-ROM, DVD-ROM, USB flash drives and removable hard drives Report on Compliance (ROC) Form completed by a Qualified Security Assessor (QSA). Used to validate a merchant/service provider’s compliance with PCI DSS Rootkit Type of malicious software that when installed without authorization, is able to conceal its presence and gain administrative control of a computer system Self-Assessment Questionnaire (SAQ) Reporting tool used to document self-assessment results from an entity’s PCI DSS assessment Security Event An occurrence considered by an organization to have potential security implications to a system or its environment. In the context of PCI DSS, security events identify suspicious or anomalous activity Sensitive Authentication Data Security-related information (including but not limited to card validation codes/values, full track data (from the magnetic stripe or equivalent on a chip), PINs, and PIN blocks) used to authenticate cardholders and/or authorize payment card transactions Spyware Type of malicious software that when installed, intercepts or takes partial control of the user’s computer without the user’s consent Track Data Also referred to as “full track data” or “magnetic-stripe data.” Data encoded in the magnetic stripe or chip used for authentication and/or authorization during payment transactions. Can be the magnetic-stripe image on a chip or the data on the track 1 and/or track 2 portion of the magnetic stripe Truncation Method of rendering the full PAN unreadable by permanently removing a segment of PAN data. Truncation relates to protection of PAN when stored in files, databases, etc. See Masking for protection of PAN when displayed on screens, paper receipts, etc. Vulnerability Flaw or weakness which, if exploited, may result in an intentional or unintentional compromise of a system Web Application An application that is generally accessed via a web browser or through web services. Web applications may be available via the Internet or a private, internal network Web Server Computer that contains a program that accepts HTTP requests from web clients and serves the HTTP responses (usually web pages) Wide Area Network (WAN) Computer network covering a large area, often a regional or company-wide computer system Wireless Network Network that connects computers without a physical connection to wires Special thanks to the PCI Security Standards Council (www.pcisecuritystandards.org) for glossary information Last Reviewed: 11/2019 Last Reviewed by: PCI Oversight Committee
support
information-security
https://www2.brockport.edu/support/information-security/pci/guidelines/
The purpose of this document is to describe the general responsibilities inherent with the collection, processing, storage, or dissemination of credit card data. Main Page Content The document is intended as an overview only, and may not address all facets of PCI compliance. Questions remaining unanswered following a thorough review of these guidelines should be directed to [email protected]. - All credit card processing is subject to review by the Payment Card Oversight Committee. This includes credit card payments received via: - web forms - walk-in - phone calls - off-site events - Cardholder information cannot be accepted/processed via e-mail. If a student/family member/customer should send his/her credit card information to a University department/individual email, the following steps should be taken: - DO NOT PROCESS THE TRANSACTION! - Click “Reply” on the email - Delete the credit card number from the original portion of the email. - In your response, Copy and paste the following: - “Thank you for contacting (insert department or name). We appreciate your business, however as part of our compliance effort with the Payment Card Data Security Standard and our commitment to protecting our students and their families, we are unable to process the credit card information that you sent through email. We ask that you use one of the accepted methods of processing the sale. Those methods are: - (List here, e.g., mail to xxx, phone via extension xxx) - “Thank you for contacting (insert department or name). We appreciate your business, however as part of our compliance effort with the Payment Card Data Security Standard and our commitment to protecting our students and their families, we are unable to process the credit card information that you sent through email. We ask that you use one of the accepted methods of processing the sale. Those methods are: - Then promptly delete the original email from your “in-box” AND empty the item from your “Deleted” email folder. ***NEVER PROCESS THE CREDIT CARD TRANSACTION USING THE INFORMATION FROM THE EMAIL! Doing so violates PCI compliance/brings the computer via which the card information was received “into scope”. Call the person and relay the alternate ways in which s/he can provide you with secure payment card information. Cardholder information can only be accepted/processed via FAX if ALL of the following conditions are met: - Fax machine is stand-alone, land-line paper fax ( cannot be connected to the network) located in an area not accessible to the public, - Documents are immediately distributed to the individual responsible for key-entering the information into a swipe terminal, - The payment card information is removed and cross-cut shredded after the transaction has been processed - The merchant copy is attached to the fax and filed in an appropriate place - The customer copy is faxed/mailed/emailed back to the customer (optional). If ALL the above conditions are NOT met, you cannot process the credit card payment. If your office uses a network-connected fax (e.g., a multi-function network copier with fax capability) and a customer sends his/her credit card information to the department, DO NOT PROCESS THE TRANSACTION ! Instead, the following steps must be taken: - IMMEDIATELY SHRED the fax - Contact the payer via phone or email and let them know the PCI-compliant mechanisms by which credit card information can be received/processed. - (List options here, e.g., mail to xxx, phone via extension xxx) - Contact LITS and ask that the fax be deleted/”scraped” from the multi-function device’s hard drive so that no electronic record of the secure cardholder data exists - Contact the payer via phone or email and let them know the PCI-compliant mechanisms by which credit card information can be received/processed. ***NEVER PROCESS THE CREDIT CARD TRANSACTION USING THE INFORMATION FROM A FAX CONNECTED TO THE NETWORK!Doing so violates PCI compliance. Call the person and relay the alternate ways in which s/he can provide you with secure payment card information - Cardholder information may not be stored electronically on any device (e.g. computer hard drives, CDs, disks, and other external storage media). This includes reports from hosted credit card processing vendors. - The PIN and CVV2 or card verification code (on the back of the card) are NEVER allowed to be stored. - POS (point of sale) or card swipe terminals must be approved by the Payment Card Oversight Committee prior to implementation/use. - Access to cardholder information (in any form) must be limited to those individuals whose job responsibilities require it (e.g., accepting credit cards at a service counter). - Any media, including paper copies that contain cardholder information, must be treated as secure, privileged and confidential, and should be appropriately protected as such. - All pre-existing cardholder information must be deleted from electronic databases, including computer hard drives, CDs, disks, and other external storage media, using mechanism(s) approved by the Payment Card Oversight Committee. - Manual credit card payment slips or other form(s) that include credit card processing data must be transported via Campus Police to the Office of Student Accounts and Accounting; remittance of those forms should occur on a daily basis using a secure (sealed or locked) bag. - Any paper copies of cardholder information must be securely stored in a locked location prior to processing. Cardholder information must be destroyed according to PCI guidelines immediately after processing. - Cardholder information (in any form) must never be displayed publically or left unattended; cardholder information should never be disclosed to others. - Employees, including student workers, handling cardholder information are subject to a background check and must acknowledge understanding of these SUNY Brockport Credit Card Processing Guidelines. Generally, student employees should not have access to cardholder information unless their job requires it. All employees, including student workers, handling cardholder information (including credit cards) are required to attend PCI compliance training on an annual basis. - Workstations, including “general purpose” and/or laptop devices, may not be used to process credit/debit cards and/or cardholder information; this ban includes input to online web forms. Last Reviewed: 11/2019 Last Reviewed by: PCI Oversight Committee
support
information-security
https://www2.brockport.edu/support/information-security/pci/policy/
PCI Compliance - SUNY Brockport Payment Card Policy Main Page Content Purpose The purpose of this policy is to help assure that SUNY Brockport is: - Acting as good stewards of personal information entrusted to it by its constituents - Making ongoing efforts to protect the privacy of its constituents - Complying with Payment Card Industry Data Security Standards - Minimizing the potential for a security breach resulting from unauthorized and inappropriate use of cardholder information. Policy The University prohibits employees, including student workers, from processing any credit card transactions on behalf of customers using the Brockport IT network (both wired and wireless connections). This restriction also applies to all 3rd party organizations, vendors, and service providers operating on SUNY Brockport campus. Credit card transactions on behalf of customers using any University-issued workstations (desktop, laptop, tablet, mobile device) are prohibited. The approved mechanisms for University departments that need to process credit card transactions electronically are: - Enable patrons to use Self-Service options so department is not processing credit card transactions on their behalf: - Utilize the University’s payment gateway (NelNet) where appropriate - Utilize an alternate PCI-compliant payment gateway that doesn’t utilize the campus network and is approved by the Payment Card Oversight Committee - Utilize a Payment Card Oversight Committee authorized POS device that connects to the University’s traditional phone lines or over an authorized cellular network Faculty, staff, students, and visitors should use University workstations and the IT network only for purposes approved by SUNY Brockport. Unless specifically noted, the transmission of an individual’s personal information including credit card information for non-business reasons using University workstations is done at the user’s own risk. - Compliance with the Payment Card Industry Data Security Standards (PCI DSS) is required of all SUNY Brockport employees and departments that accept, process, transmit, or store payment cardholder information. - Only SUNY Brockport employees, including student workers, who are properly trained may accept and/or access cardholder information, devices, or systems which store or access cardholder information. - Only PCI DSS compliant equipment, systems, and methods may be utilized to process, transmit, and/or store cardholder information. Similarly, all 3rd party vendors utilized by the University must provide evidence of annual PCI compliance both prior to entering into a contract, and on an annual basis thereafter. - Each SUNY Brockport employee, including student workers, with access to cardholder information is responsible for protecting that information in accordance with PCI DSS and University policy and procedures. - The events and circumstances of a suspected security breach which could negatively affect cardholder information or the University’s compliance with PCI DSS must be immediately reported and investigated in accordance with University policy. - Vendors and service providers operating on SUNY Brockport campus that accept credit cards must execute a contract addendum affirming evidence of their annual compliance with PCI DSS. Non-SUNY Brockport employees who are acting on SUNY Brockport’s behalf must comply with PCI DSS, and provide annual evidence therein. Because of the substantial penalties and fines that can be levied against SUNY Brockport, as well as the ethical obligation of the University to protect customer information, PCI compliance is of the utmost importance. Please refer to the PCI website, http://www.brockport.edu/support/information_security/pci/, for PCI contact and other information. Last Reviewed: 11/2019 Last Reviewed by: PCI Oversight Committee
support
institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/
About Us The Office of Accountability and Assessment supports and sustains the continuous improvement of the institution by assisting all University units in the development and implementation of assessment plans and methodologies. Faculty and administrators use the information gained with the support of the OAA to enhance and improve programs and services. Our Responsibilities - Providing leadership and support for continuous improvement. - Coordinating, communicating, and supporting the implementation of Brockport’s Institutional Assessment Plan. - Facilitating academic and administrative units in defining, implementing, and documenting goals and outcomes of assessment and the resulting actions. - Ensuring compliance with external accreditation agencies. - Providing student placement testing services for foreign language placement exams.
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/administrative-review/
Assessment Framework for Administrative Units The Office of Accountability and Assessment has created the Periodic Administrative Unit Assessment (PAUA) process to assure that the appropriate review and assessment of the administrative functions at SUNY Brockport are undertaken in accordance with the various accrediting agency requirements, in particular the Middle States Commission on Higher Education. This process enables non-academic units in the divisions of Academic Affairs, Administration and Finance, and Advancement to assess the effectiveness of their operations on a five-year schedule. Middle States Expectations for Assessment The Middle States Commission on Higher Education (MSCHE) expects a clear sense of how effectively an institution is accomplishing its mission, goals and objectives at unit levels. This includes a documented, organized, and sustained assessment process in place that is linked to planning and resource allocation. Standard Six – Planning, Resources, and Institutional Improvement An accredited institution possesses and demonstrates the following characteristics: Institutional objectives (institution-wide AND for individual units), that are - Clearly stated - Assessed appropriately - Linked to goal and mission attainment - Reflect conclusions obtained from assessment results - Used in planning and resource allocation Links & Documents - Administrative Unit Review 5-year Calendar AY 2020-2025 - Administrative Unit Assessment Template 2021-22 (PDF) - PAUA Summary of Unit Outcomes Assessed Template 2021-2022 (PDF) - PAUA Joint Action Plan template 2020-21 (PDF) - PAUA Unit Review Feedback template (PDF) - Executive Summary - University Communications - Executive Summary - Finance & Advancement - Executive Summary - Facilities Maintenance & Operations)
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/administrative-review/paua-5-year-calendar-cycle-ay-2020-2025/
Academic Year 2020 – 2021 (Reintroduced) Academic Year 2021 – 2022 Academic Year 2022 – 2023 Academic Year 2023 – 2024 Academic Year 2024 – 2025 Additional Units to Evaluate ACADEMIC AFFAIRS - Academic Success Center/Student Accessibility Services - Center for Excellence in Learning and Teaching - McNair and Trio Programs - Military Science - Scholar and Grant Development Office - Special Sessions & Online Programs - Completion Project - Office of Accountability & Assessment ADMINISTRATION AND FINANCE - Brockport Auxiliary Service Corporation (BASC) (including Bookstore & Dining Services) - Facilities Planning and Construction - Finance and Management – Research Foundation & Post Award Activities - Human Resources & Payroll - Information and Technology Services
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/administrative-review/paua-exec-coll-comm/
Executive Summary The Communications side of University Communications seeks to achieve an environment conducive to accomplishing the following: distributing clear and consistent messaging; articulating the University’s mission, values, and strategic goals; representing and celebrating the diversity found within our university community; and adopting a culture of transparent communications as viewed by internal and external audiences. All communication processes and initiatives should be aligned with “Building a Better Brockport: A Strategic Plan for the Future 2017-2022,” the University’s current strategic plan. The unit is responsible for the public relations, writing, social media, video/photography, and content/design for much of the University’s website. The team has benefitted the campus during COVID through general campus communication updates, educational videos, website updates, and social media outreach. We promote the accomplishments of students, faculty, and staff to the SUNY Brockport community through such vehicles as the university website, the Daily Eagle, the Port, Brockport Today, YouTube and several social media outlets. The look and navigation of the University’s homepage and numerous underlying pages was redesigned in spring 2021. The launch of a new communication vehicle – Brockport Today – and campus events calendar was launched at the same time. The event calendar is a function long requested by the campus community. The Daily Eagle also underwent a facelift after hearing from the campus what they wanted to see. On the social media front, the team always monitors trends regarding new platforms and ways to engage the community, so from year to year, and even with academic years, we are agile. For example, during the upcoming year we will be using Tik Tok to reach Gen Z prospective students while decreasing our usage of Facebook and Twitter. Challenges we face include a changing media landscape resulting in fewer opportunities to promote the University through earned media; a lack of personnel depth in several areas, including social media; demands from campus for our services over and above what we can provide; and maintaining adequate equipment. Potentially the biggest challenge we, and everyone on campus will face is the budget and ensuring we are able to do what the University needs us to do. The unit restructured in 2018 and is now more efficient, versatile, collegial, and collaborates well with campus partners. We have regular creative content meetings to better plan workflow and projects. This allows team members to better understand the overall needs of the unit and to be more aware of what others are working on. EDI is top of mind when determining who/what to profile, to feature in news stories or videos, to highlight/promote on social media. The team is cognizant of representing the breadth of the campus community, and also works to ensure everything produced is accessible.
support
institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/administrative-review/paua-exec-summ-fin-advance/
Executive Summary Historically, the Finance and Advancement Services unit in the Division of Advancement worked as two separate units. The units worked together closely but were always managed separately. When the previous Director of Finance retired in November 2018, the units were combined under one umbrella and led by the newly created position of Director of Finance and Advancement Services. Combining the units helped to increase efficiencies and prevent overlap. The Director of Finance and Advancement Services reports directly to the VP of Advancement. Including the Director, the unit consists of a team of five, is fully staffed, and works well together. Each brings a unique skill set to the team. Together, the team has 70 years of experience working in higher education Advancement. The team oversees Advancement’s State, Foundation and BASC budgets; manages all accounts receivable and payable; processes all donor gifts/pledges/acknowledgments; and maintains over 100,000 alumni records in the University’s Banner database. Finance and Advancement Services supports the work of Advancement as we all work to Build a Better Brockport. We engage our alumni and surrounding community though events; continually work to improve our processes; are fiscally responsible with our budgets; and good stewards of donated dollars. Our work helps senior leadership make well-informed decisions and because of good records management, our gift-officers are better prepared to go out and solicit donations. In the fall 2020 semester, the Finance and Advancement Services unit in the Division of Advancement began prepping for the Administrative Review Process. The team started by reviewing its internal processes and reviewing and editing SWOT Analysis questions provided by the Office of Accountability and Assessment. Jenny Green from Assessment moderated the SWOT on November 20, 2020. The assessment covers the fiscal year July 1, 2020 to June 30, 2021. Overall, the unit works well together and with the other units within Advancement. These strong working relationships help contribute to its success. Throughout 2020-21, the team has focused on improving its processes to make its work more efficient. As efficient as the unit tries to be, sometimes the volume of work and requests received can overextend the team. With that being said, there are many opportunities available to the unit going forward. Streamlining processes and converting more documents to paperless are major goals and continuous opportunities. The potential to implement new software to improve productivity and eliminate some manual processes is a great opportunity as well. While there is always the threat of limited resources or potential budget cuts, with the current staff and operational plans in place, the unit is well positioned to thrive and have great success in 2021-22 and beyond.
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https://www2.brockport.edu/support/institutional-assessment/administrative-review/paua-exec-summ-fmo/
Executive Summary The Administrative Unit Assessment was an engaging experience for the Office of Facilities Maintenance and Operations. It has allowed for closer examination of all our sub-units. Many important ideas and updates came out of this experience, especially through the self-examination within the SWOT Analysis. A major theme emerged - the need for improved use of data and data informed outcomes. We have become a more data-centric institution and the Office of Facilities Maintenance and Operations is committed to providing the information needed to inform data driven decisions by University administration. One weakness noted and in the planning stages to correct, is that Facilities Management does not have a training plan or policy for its preventive maintenance staff. The University has addressed, in varying degrees, each of our effective preventive maintenance practices. However, some improvements have been identified, most importantly regarding how the University measures the timeliness of our preventive maintenance activities and the extent to which it ensures that all buildings are covered by preventive maintenance plans. Our assessment results show a significant need for a new work order tracking system. This new system will allow for a much increased ability to collect and analyze data on all work requests. Such as the average time to start work on a request from the time it was submitted, how long it takes to close out the request, and other data to track timeliness and analyze for patterns of issues. This system (AIM) will also us to provide timely feedback to our staff. The data collected will also be used in our Preventative Maintenance programs to track issues such as recurrent problems with individual pieces of equipment. Recent APPA survey results reveals the top 3 issues for SUNY Brockport facilities as: - Space (remote/hybrid learning and workplace needs; the “right” space/better utilization; programmatic requirements, repurposing); - Aging infrastructure, deferred renewal/backlog, and the need for infrastructure master planning; - Diminishing financial and budgetary resources The physical condition of the grounds, buildings and other facilities at SUNY Brockport changes continuously, often in unplanned ways. Changing from a reactive to proactive division is not an easy task, but one we are committed to achieving. We can see this occurring through the progress we have made in our goals (15% waste diversion and 10% reduction in water and energy consumption), the increase in planned work order activity, and the development of our people through professional developmental training and activities. The maintenance and housekeeping staff is very experienced, which is a huge asset to the University. However some of the staff will be approaching retirement age within the next few years and plans need to be developed to capture and document the institutional knowledge of these staff members prior to leaving. Our assessment results, as shown in the body of this paper, reflects that we currently have a very positive view of our housekeeping efforts as reported by students and staff. We will need to closely monitor our survey results for early warning signs of any decline based on staff turnover. These assessment results will have significant impact on our staffing and budget models. This assessment tool has also shown us that current financial headwinds will likely have much more impact on the department in both the near and long-term future. We will need to adjust quickly to any further decline in enrollment and increased inflationary costs. We will also have the added pressure of the aging infrastructure of the campus. This will cause more resources to be directed towards issues that have been mostly hidden from view in the past. One part of our infrastructure that we won’t be hiding from the public’s view is our exciting new Meadows Restoration Project (Appendix I) on New Campus Drive, across from parking lot X. This project reflects the ongoing commitment of the Office of Facilities Maintenance and Operations to continue to seek out and develop new ways to promote both fiscal and environmental sustainability, which is reflected in SUNY Brockport’s Goal 3 - To be a sustainable Institution for the 21st Century. We are extremely proud of the progress this office has made over the past few years and feel that as a result of this assessment process, we are much better poised to continue forward with additional opportunities for improvement in our campus facilities. OVERVIEW OF ASSESSMENT PLANNING PROCESS The assessment process for the Office of Facilities Maintenance and Operations (M&O) started during the summer of 2020. The initial task was the gathering of pertinent information that would be needed for the assessment process, most notably an updated SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis. The previous SWOT analysis was completed in 2015. A copy of both are in the appendix for reference. Using a template provided by the University’s Office of Accountability and Assessment, the information below was gathered, reviewed and updated as necessary over the course of several months.
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/assessment-ordering-instructions/
Ordering a Language Assessment Online Registration Instructions To register for your online assessment, please follow the directions below: - Go to Language Testing Internationals website to purchase your test and set up your account. - On the left side of your screen, select the language in which you will be testing and click the Get Certified button - On the next screen, direct your attention to the right-hand column labeled Students/Teachers and choose the following option: Programs with ACTFL Requirements. Select Choose Test. - In the blank under “What school or institution are you looking for?” start typing “Brockport”. SUNY Brockport should pop up automatically (if it doesn’t, contact Jenny Green ([email protected]). Click Continue. - On the next page, select your test(s) – choose “Select Test” so that you see it turn blue, and click Continue to Schedule. - You will come to a proctoring page — select Web-Based Proctoring (or your institution if you will be going to campus for testing). - Select your time zone and choose the date and time you’d like to take the test. You’ll be asked to log in if you have an existing LTI account or create one if you do not, and you’ll make your payment. - You’ll get to a page that allows you to review your order; you can order an additional test from this page as well before final checkout. - You’ll be emailed with instructions once you have ordered your test(s). - Select your Certificate Format and Delivery method. For Customer Support: 800-486-8444, Option 1
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/directory/
Frances Dearing - Director of Assessment - (585) 395-5954 [email protected] Office: Allen Admin 216 Jenny Green - Accountability and Assessment Coordinator - (585) 395-5916 [email protected] Office: Allen Admin 216 Heather Raczkowski - Administrative Assistant 1 - (585) 395-5972 [email protected] Office: Allen Admin 216
support
institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/edtpa-resources/
Getting Started Candidate Reflections on the edTPA 10 Tips for edTPA Success - Education Week Teacher (pdf) Permission Forms PEU edTPA Video Permission Letter (pdf) PEU edTPA Video Permission Letter in Spanish (pdf) Adult Permission Letter (word document) Borrowed Equipment Agreement Form (pdf) Guidelines for Candidate Use of edTPA Videos (word document) edTPA Planning Tools PHYSICAL EDUCATION CANDIDATES Check-off List for Submitting to your College Supervisor (pdf) Check-off List for Submitting to Pearson (pdf) EDUCATION AND HUMAN DEVELOPMENT CANDIDATES Brockport edTPA Lesson Plan Template (word document) IRIS Evidence-Based Practice Summaries Resource Labeling, Configuring and Uploading edTPA files for Tk20 (pdf) Checklist for Getting Ready to Submit edTPA to Pearson (word document) Resources for Evidence-Based Practice (pdf) CHECKLISTS edTPA Elementary Education (word document) edTPA Secondary English (word document) edTPA Secondary History (word document) edTPA Secondary Math (word document) edTPA Secondary Science (word document edTPA World Language (word document) Academic Language Guidance Academic Language Functions Chart (pdf) Academic Language Function Toolkit (pdf) Bloom’s Taxonomy Expanded Chart (pdf) edTPA Resources for School-Based Teacher Educators The edTPA and Your Student Teaching Candidate (word document) edTPA Teachers who Support (pdf)
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/edtpa-technology-help/
Camera Use and Recording Teacher candidates will have the opportunity to check out a camera kit through Drake Library. Teacher candidates will need a Brockport ID card and will also be required to sign a Borrowed Equipment Agreement Form. Watch this video to learn what items are included in your camera kit. HOW TO USE THE CAMERA Video Recording Tips - Be careful with backlighting - do not have a bright light source in the background if the subject is in the foreground. It will be difficult to see the subject. - Both you and your students should be visible and audible - Before you start, make sure you have enough available space on your SD card Click this link to watch another video on some useful tips on recording yourself in the classroom from the Teaching Channel website. Transferring Video to a Computer Students will need to transfer video files off of their video capture device. Students are recommended to transfer video files onto a portable storage device that will provide them access to modify and save the file during video trimming, video compressions, and for preserving backup copies. The following storage devices are recommended: - SD Card (32GB or larger) - USB Flash Drives (32GB or larger) - External Portable Hard Drive - Google Drive (Accessed through your student Google Account) Students are also highly recommended to work off of a copy of the original video, do not save over the original file. Transferring the video file to a computer Trimming the video If the recorded video files are longer than the required length specified by edTPA, the video will need to be trimmed. Windows Movie Maker is the recommended software for Windows 7 and 8 users. Microsoft’s Photos App is recommend for Windows 10 users. iMovie is recommended for Mac users. Windows Movie Maker software is available on all PCs in Drake Library. Click the link below for step by step instructions on how to trim your video file using the appropriate software: How to Trim Videos using Windows Movie Maker (pdf guide) How to Trim Videos using Windows Movie Maker (YouTube video) How to Trim Videos Using Windows Photos App (pdf guide) How to Trim Videos using iMovie (word document) Converting and Compressing the video The target file size for video artifacts is 100MB. Students will not be able to upload a video artifact larger than 100MB. Handbrake is the recommended compression software. This software is available on all campus lab PCs. Click the links below for step by step instructions on how to compress your video file to an appropriate size. How to Compress a video file using Handbrake On Campus (pdf guide) How to Compress a video file using Handbrake (YouTube video) How to Compress a video file using Handbrake Off Campus (pdf guide) Additional Resources WHERE TO FIND HELP The Brockport help desk provides in-person support in Drake Library, at the information desk. You may also contact them by calling (585) 395-5151, or by opening a help desk ticket online here: Brockport IT Portal. You may contact the Professional Education Unit for help by emailing Keith Nobles at [email protected]. Useful links EDTPA American Association of Colleges for Teacher Education
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/edtpa/
What is the Teacher Performance Assessment? edTPA is a nationally available performance assessment of readiness to teach. The portfolio assessment is designed with a focus on student learning and principles from research and theory. As a performance-based assessment, edTPA is designed to engage teacher candidates in demonstrating their understanding of teaching and student learning in authentic ways. Candidates will be required to complete tasks and commentaries within a portfolio relevant to their program as evidence of planned and implemented instruction. Performance Measures for Teacher Candidates in the edTPA Subject-specific learning segments of 3-5 lessons from an instructional unit will be used as evidence of a teacher candidate’s ability to teach. Materials that will be included in the edTPA are video clips of instruction, lesson plans, student work samples, analysis of student learning, and reflective commentaries. edTPA Scoring Process Portfolios are reviewed by trained scorers. Scorers include teacher educators from programs that that are participating in edTPA, as well as other qualified teacher education faculty, clinical supervisors of student teachers, K-12 teachers, administrators, and National Board Certified Teachers. More information regarding the edTPA can be found on Pearson’s edTPA webpage. For assistance, please call the Help Desk at (585) 395-5151 (option 1) and a Tk20 team member will contact you.
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/foreign-language-exam/
Students seeking to waive the General Education Foreign Language requirement (Beginning Foreign Language I) have the following options: Credit by Examination The Department of Modern Languages and Cultures offers credit for prior learning in French and Spanish. Credit earned in this way is recorded on your permanent transcript as “credit by examination,” but grades are not entered, so this does not affect your cumulative index. Departmental examinations require a $295 fee, payable to the Bursar before the examination is taken. Contact Jenna Boring, Administrative Assistant for the Department or Modern Languages and Cultures, at [email protected] or (585) 395-2269 for further information. Oral Proficiency Interview Computer version (OPIc) This internet-delivered test offered by Language Testing International (LTI) is the exclusive licensee of the American Council on the Teaching of Foreign Languages (ACTFL). This internet-delivered assessment emulates a “live” oral interview, but delivery of questions is through a carefully designed program and via a virtual avatar, allowing the test to be taken on demand and at a time convenient to the candidate. The OPIc fee is $108 (including remote proctoring service) payable by credit and debit cards directly to LTI and it is available in the following languages: - Arabic - Mandarin Chinese - English - French - German - Italian - Japanese - Korean - Pashto - Persian Farsi - European Portuguese - Brazilian Portuguese - Russian - Spanish Students must receive a score equal to Novice High or higher to waive the Foreign Language General Education requirement. Instructions on How to Order Assessments Tests Online
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/institutional-learning-outcomes/
Course Selection Process for Institutional Student Learning Outcomes Assessment - All programs across the three schools prepared curriculum maps in which they have identified courses with program student learning outcomes (PSLOs) that align to specific institutional student learning outcomes (ISLOs). - The co-chairs of the Institutional Student Learning Outcomes Assessment Committee consult these curriculum maps to identify courses at the upper-division, summative level in which data can be collected to measure student achievement of ISLOs. - The list of options is cross-referenced with the fall schedule and courses for data collection are selected. The ISLO assessment committee approves of this list and a draft rubric for faculty to use for the assessment. - The Deans of the three schools and OAA send out letters and guidelines to department chairs, who determine which faculty will participate when more than one option is available and communicate with faculty about the process. The ISLOAC works directly with EMSA for the selection of co-curricular experiences. General Guidance for ISLO Assessment Instructors collecting data from program courses aligned to ISLOs can be prepared to collect data at any time by designing appropriate assessment measures (i.e., assignments that are well-aligned to both program and institutional student learning outcomes) and administering them each time they teach these courses. Data collection happens every fall, reporting happens every spring.
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/program-review/
What is Periodic Program Review (PPR)? The University’s five-year cycle of Periodic Academic Program Review provides academic programs the opportunity to assess curricula, learning outcomes (qualitatively and quantitatively), student demographic and enrollment trends, and other critical academic components, for the purpose of evaluating program effectiveness and identifying possible improvements. SUNY Brockport is actively engaged in assessing its academic programs as part of a comprehensive self-study and review process. This program review process has been developed to serve four major purposes: - To help the University’s academic programs better support Brockport’s overarching mission to be “an inclusive learning community that inspires excellence through growth, engagement, and transformation.” - To assist in creating a strong academic culture that embraces continuous improvement for all academic programs and promotes the use of best practices. - To comply with SUNY’s guidelines for periodic review of all academic programs. - To ensure compliance with the Middle States Commission on Higher Education’s accreditation standards, which require confirmation of academic quality through assessment. Program Review Procedure All program reviews will begin with a Self-Study written by the program faculty and staff. The Self-Study will also be subject to review by a team of two external reviewers who will come to campus to visit the program. Recommendations for improvement by program personnel and external reviewers will be evaluated for inclusion in a Joint Action Plan developed between the program personnel and the school Dean and, ultimately, presented to the Provost for approval. Some departments house multiple academic programs. The focus of the Self-Study should be at the program level, and all the programs (majors only) offered by a department must receive individual attention in the Self-Study and in the external reviewers’ report. The Office of Accountability and Assessment welcomes feedback, as this process continues to be refined to better achieve the goals of the University’s assessment program. EXTERNAL REVIEWERS Once the program’s Self-Study is completed, two external reviewers will examine the document and visit the campus. The program faculty and staff will identify potential reviewers no later than the end of the fall semester and forward their recommendations for approval by the school Dean at the beginning of the spring semester. Once the external reviewers have been approved by the school Dean, the Department Chair is responsible for inviting the approved individuals to be reviewers, arranging travel, and providing copies of the external reviewers’ curriculum vitaes to the Provost and Director of Assessment. The Office of Accountability and Assessment will pay for the external reviewers’ food, lodging, transportation, and honorarium. During the external reviewers’ visit to campus, they will meet with program administrators, faculty, staff, and students, and observe a class. The administrators who are to be included in the initial and closing meetings are the Provost, Vice-Provost, and Director of Assessment. After the external reviewers have visited campus, they will file a written report commenting on the program with the school Dean for his/her approval/comments. The external reviewers’ report, with the school Dean’s comments, is provided to the program Department Chair. Resources for Periodic Program Review For more information on program review and further resources, refer to the links below. - Periodic Program Review Schedule - Accredited Majors and Students Services - Glossary - Joint Action Plan Template (word document) - External Review Guidelines (word document) - PPR Guidelines (word document) PPR EXECUTIVE SUMMARIES 2018-2019 - Anthropology (pdf) - English (pdf) - Graduate English (pdf) - Modern Languages and Cultures (pdf) - Psychology (pdf) - Sociology (pdf) 2019-2020 - Biology (pdf) - Graduate Biology (pdf) - History (pdf) - Graduate History (pdf) - Mathematics (pdf) - Medical Technology (pdf) - Philosophy (pdf) - Women & Gender Studies (pdf) 2020-2021 - African & African American Studies - Communication - Criminal Justice - Environmental Science BS & Environmental Science MS - Honors College - Political Science & International Studies - Kinesiology and Sport Management
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/program-review/accredited-programs/
Accredited Academic Majors Undergraduate Majors Program Accreditor (Dates Accredited) Accounting (BS) The Association to Advance Collegiate Schools of Business (2023–2027) Finance (BS) The Association to Advance Collegiate Schools of Business (2023–2027) Business Administration (BS) The Association to Advance Collegiate Schools of Business (2023–2027) International Business (BA) The Association to Advance Collegiate Schools of Business (2023–2027) Marketing (BS) The Association to Advance Collegiate Schools of Business (2023–2027) Computer Information Systems (BS) Accreditation Board for Engineering and Technology (2021–2027) Computer Science (BS) Accreditation Board for Engineering and Technology (2021–2027) Chemistry with ACS Certification (BA, BS) American Chemical Society (2018–2023) Exercise Science (BS) Commission on Accreditation of Allied Health Education Programs (2018–2028) Athletic Training (BS) Commission on Accreditation of Athletic Training Education (2017–2028) Adolescence Education (English, Foreign Language, Mathematics, Science, and Social Studies), Grades 5-12 Council for the Accreditation of Educator Preparation (2023–2029) Childhood Inclusive Education Program, Grades 1-6 Council for the Accreditation of Educator Preparation (2023-2029) Early Childhood Inclusive Education Council for the Accreditation of Educator Preparation (2023-2029) Physical Education Teacher Education Major (BS) Council for the Accreditation of Educator Preparation (2023–2029) Nursing (BSN) Commission on Collegiate Nursing Education (2014–2024) Nursing (Second Degree BS to BSN Program) Commission on Collegiate Nursing Education (2014–2024) Nursing (RN-BSN Fast Track Completion) Commission on Collegiate Nursing Education (2014–2024) Recreation, Therapeutic Recreation & Tourism (BS) The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (2028) Social Work (BS) Council on Social Work Education (2018-2026) Addictions and Behavioral Health (BS) Association for Addiction Professionals (NAADAC) (2022-2024) Dance (BA, BS) National Association of Schools of Dance (2015–2024) Dance (BFA) National Association of Schools of Dance (2015–2024) Theatre (BA, BS) National Association of Schools of Theatre (2012–2024) Graduate Programs & Certificates Program Accreditor (Dates Accredited) Counselor Education Bridge Programs (CAS) The Council for Accreditation of Counseling and Related Educational Programs (2016–2024) Mental Health Counseling (MS) The Council for Accreditation of Counseling and Related Educational Programs (2016–2024) School Counseling (CAS) The Council for Accreditation of Counseling and Related Educational Programs (2016–2024) School Counselor Supervision (CAS) The Council for Accreditation of Counseling and Related Educational Programs (2016–2024) School or College Counseling (MSEd) The Council for Accreditation of Counseling and Related Educational Programs (2016–2024) Dance (MA) with Initial Pre-K–12 Teacher Certificate Option Council for the Accreditation of Educator Preparation (2016–2023) Bilingual Education Program (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Biology Education Inclusive Generalist Program, Grades 5-12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence Biology Grades 7–12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Chemistry Education Inclusive Generalist, Grades 5–12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence Education Chemistry, Grades 7-12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Earth Science Education Inclusive Generalist, Grades 5–12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence Education Earth Science, Grades 7-12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) English Education Inclusive Generalist, Grades 5–12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence English Education Program, Grades 7-12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Literacy Education Program (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Mathematics Education Inclusive Generalist, Grades 5–12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence Mathematics, Grades 7–12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Physical Education Teacher Education (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Physics Education Inclusive Generalist, Grades 5–12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence Physics Grades 7–12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) School Building Leader (CAS) Council for the Accreditation of Educator Preparation (2016–2023) School District Business Leader (CAS & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) School District Leader (CAS) Council for the Accreditation of Educator Preparation (2016–2023) School Health Education Pre K-12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Social Studies Education Inclusive Generalist Program, Grades 5-12 (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Adolescence Education Social Studies, Grades 7-12 (MSEd) Council for the Accreditation of Educator Preparation (2016–2023) Teacher Leader (Certificate) Council for the Accreditation of Educator Preparation (2023) Teaching English to Speakers of Other Languages (Advanced Certificate & MSEd) Council for the Accreditation of Educator Preparation (2023) Family Nurse Practitioner (CAS & MS) Commission on Collegiate Nursing Education (2019-2024) Doctor of Nursing Practice (PhD) (pending approval of the NYS governor’s office) Commission on Collegiate Nursing Education (Pending) Social Work (MSW) Council on Social Work Education (2020-2024) Public Administration (MPA) Network of Schools of Public Policy, Affairs, and Administration Master of Business Administration (MBA) The Association to Advance Collegiate Schools of Business (2018–2023) Accounting (MS) The Association to Advance Collegiate Schools of Business (2018–2023) Total Accredited Undergraduate and Graduate Majors: 72 Professionally Accredited Student Services Service Accreditor Hazen Center for Integrated Care Accreditation for Ambulatory Health Care University Police Division of Criminal Justice Services Athletics National Collegiate Athletic Association Total Accredited Services: 3
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institutional-assessment
https://www2.brockport.edu/support/institutional-assessment/program-review/developing-program-learning-outcomes/
Writing PSLOs & Examples Program-level learning outcomes are clear statements that describe the competencies that students should possess upon completion of a program (Anderson et al., 2001; Harden, 2002; Kennedy, 2007; Simon & Taylor, 2009). At Brockport, program-level learning outcomes are written for each Undergraduate, Graduate, and Doctoral program. Writing and refining learning outcomes at the program level is a faculty-led and collaborative process and should include opportunities for all faculty members to be involved. (adapted with permission from: Centre for Teaching and Learning, Western University. (2022). Curriculum Planning.) Program level student learning outcomes should be informed where appropriate by: - the discipline-related skill set - accreditation or other external accountability expectations, and - program goals Learning outcomes can 1) communicate instructional intent and expectations to students, 2) increase awareness of learning for students by helping them realize “what” they know, and 3) can assist the advising process or attract students to help them understand “why” they are taking a program (or why they should enroll in it). Drafting Program Learning Outcome Statements Learning outcomes complete a phrase describing what students should know, value and/ or be able to do by the end of the program (e.g., “By the end of this program, successful students will be able to…”). After this stem, choose an action verb that specifies the depth of learning expected, followed by a statement describing the knowledge/abilities/attitudes to be demonstrated. Finish the outcome with a statement to provide context within the discipline. (used with permission from: Centre for Teaching and Learning, Western University. (2022). Curriculum Planning.) Consider “An Expanded Taxonomy of Learning” (based on Bloom’s Taxonomy) or “Fink’s Taxonomy of Significant Learning” for action verbs that might be used. By the end of this program, successful students will be able to… action verb to identify the depth of learning expected (e.g., identify, explain, apply, analyze, evaluate, create). learning to be demonstrated statement specifying learning to be demonstrated (e.g., what?) learning context statement(s) to give the disciplinary context or state how the learning will be achieved (e.g., about what? why? how?). (used with permission from: Centre for Teaching and Learning, Western University. (2022). Curriculum Planning.) action verb Example 1: This example is taken from: Program Assessment Handbook, University of Central Florida. (February 2008 edition). Guidelines for Planning and Implementing Quality Enhancing Efforts of Program and Student Learning Outcomes. Poor: Students completing the undergraduate program in Hypothetical Engineering will have knowledge of engineering principles. This is a weak statement because it does not specify which engineering principles a graduate from the program should know. Also, it does not define what is meant by “have knowledge”. Are they supposed to be able to simply define the principles, or be able to apply the principles, etc? Better: Graduates will be competent in the principles of engineering design, formulating requirements and constraints, following an open-ended decision process involving tradeoffs, and completing a design addressing a hypothetical engineering need. This statement is better because it lists the specific areas in hypothetical engineering that a student must be competent in. However, it is still vague, as the level of competency is not stated. Are they expected to understand these concepts and how will they apply them? Best: Graduates will be able to apply and demonstrate the principles of engineering design, formulating requirements and constraints, following an open-ended decision process involving tradeoffs, and completing a design addressing a hypothetical engineering need. This is a much better learning outcome statement for two reasons. First, the specific requirements are listed and second, the level of competency is also stated. A student must be able to apply and to demonstrate the listed engineering principles. Example 2: This example is taken from: A Program Guide for Outcomes Assessment, Geneva College. (April, 2000). Poor: Students should know the historically important systems of psychology. This is poor because it says neither what systems nor what information about each system students should know. Are they supposed to know everything about them or just names? Should students be able recognize the names, recite the central ideas, or criticize the assumptions? Better: Students should understand the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology. This is better because it says what theories students should know, but it still does not detail exactly what they should know about each theory, or how deeply they should understand whatever it is they should understand. Best: Students should be able to recognize and articulate the foundational assumptions, central ideas, and dominant criticisms of the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology. This is the clearest and most specific statement of the three examples. It provides even beginning students an understandable and very specific target to aim for. It provides faculty with a reasonable standard against which they can compare actual student performance. Program Learning Outcomes should be: - Concise, direct, and clearly stated. Terms such as know, understand, learn, appreciate, and be aware of should be avoided, and the specific level of achievement should be clearly identified. - Observable and measurable. Learning outcomes must be capable of being assessed, based on clearly defined criteria associated with the teaching/learning activities and assessment strategies contained within the curriculum. It is often helpful to add the preposition “by” or “through” followed by a statement that clearly states how the learning outcome will be assessed. - Balanced. If the learning outcome is too broad, it will be difficult to If the learning outcome is long and detailed, it will limit flexibility and adaptability in the curriculum. - Grounded within the discipline and consistent with disciplinary language, norms and standards (used with permission from: Centre for Teaching and Learning, Western University. (2022). Curriculum Planning.) Refining Program Learning Outcomes Program learning outcomes should be viewed as living and organic, and the process of collaboratively articulating and clarifying learning outcomes as promoting reflection and informing program delivery and development; they provide the basis for department priorities. When reviewing and refining program-level learning outcomes, consider the following questions to guide the process: - Do the learning outcomes accurately describe what a graduate should know, value and be able to do upon finishing the program? Do they describe adequately the unique strengths that a graduate of the program should possess? Are there any specific statements that should be added, consolidated and/or removed? - Do the action verbs adequately convey an appropriate level of understanding for each learning outcome? - Are the learning outcomes concise and specific? Are they written from the students’ perspective, focused on what students can expect to achieve if they have learned successfully? Could multiple audiences (e.g., students, instructors, employers, administrators, across institutions) understand the learning outcomes? - If not, how could the clarity of the learning outcome be improved? - Would the disciplinary context of the statement be clear if read in isolation? - If not, what additional detail could be added to provide additional disciplinary context? - Are they specific, observable, and measurable qualities? Could you appropriately assess each outcome? - If not, how should they be revised? What additional detail/ context is required? (adapted with permission from: Centre for Teaching and Learning, Western University. (2022). Curriculum Planning.) Exemplary PLOs are stated with clarity and specificity and include precise verbs, rich description of the content, skill, or attitudinal domain in the disciplinary context, and are stated in student-centered terms. (PSU Program Learning Outcome Handbook) Below are “before and after” examples as suggestions for refining program-level learning outcomes. Sources Consulted - https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Expanded_Taxonomy_of_Learning_ed.pdf - https://www.buffalo.edu/catt/develop/design/learning-outcomes/finks.html - https://www.uoguelph.ca/vpacademic/iqap/questions-reviewing-los - https://teaching.uwo.ca/curriculum/innovation-review/planning.html - https://oeas.ucf.edu/doc/acad_assess_handbook.pdf
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Developing Program Student Learning Outcomes The main components of a program learning outcome are (1) the measurable verb selected from Bloom’s taxonomy, and (2) the specific knowledge, skills, or attitudes you want students to demonstrate. The general structure is: By the end of the program, students will be able to (measurable verb) + (the knowledge, skill, or attitude you expect them to acquire) by (how they will apply their knowledge or skill/how you will assess their learning). Example Upon completion of this program, students will be able to critically assess the factors influencing physical activity and nutrition (environment, community, habits, underlying thinking, lifestyle, and time allocation), and analyze how these factors shape their current choices. STEM By the end of the program, student will be able to: Measureable Verb Assess and analyze Specific knowledge, skill, or attitude you expect them to acquire - the factors (environment, community, habits, underlying thinking, lifestyle, and time allocation) - how these factors shape their current choices related to physical activity and nutrition Step 1: Select a Meaningful Action Verb - The student learning outcome verb is an action word that identifies the performance to be demonstrated. - The student learning outcome verb denotes the expected level of learning. - Verbs can be aligned with pedagogical and/or philosophical commitments. Use concrete verbs such as define, classify, operate, formulate, rather than passive verbs such as be exposed to or vague verbs such understand, know. (used with permission from: Office of the Vice Provost for Academic Affairs, Ball State University. (2023). Program-Level Student Learning Outcomes. ) Step 2: Learning Statement - The statement should clearly indicate the type of competence that is required of graduates in the program, and include: - Knowledge, abilities, values and attitudes that a student in your program is expected to have within that area / field. - Areas / fields that are the focus of the assessment. How will students apply their knowledge or skill/how will you assess their learning? - For example: Graduates of the program will apply technical skills in a diverse IT landscape to recognize and mitigate the potential negative impacts created by the introduction of new IT-based solutions on individuals, communities, and society as a whole. Step 3: Reflect Questions to guide the process: - Do the learning outcomes accurately describe what a graduate should know, value and be able to do upon finishing the program? Do they describe adequately the unique strengths that a graduate of the program should possess? Are there any specific statements that should be added, consolidated and/or removed? - Do the action verbs adequately convey an appropriate level of understanding for each learning outcome? - Are the learning outcomes concise and specific? Are they written from the students’ perspective, focused on what students can expect to achieve if they have learned successfully? Could multiple audiences (e.g., students, instructors, employers, administrators, across institutions) understand the learning outcomes? - If not, how could the clarity of the learning outcome be improved? - Would the disciplinary context of the statement be clear if read in isolation? - If not, what additional detail could be added to provide additional disciplinary context? - Are they specific, observable, and measurable qualities? Could you appropriately assess each outcome? - If not, how should they be revised? What additional detail/ context is required? (adapted with permission from: Centre for Teaching and Learning, Western University. (2022). Curriculum Planning.) Step 4: Think Specific, Measurable, and Attainable SPECIFIC - Define learning outcomes that are specific to your program. Include in clear and definite terms the expected abilities, knowledge, values, and attitudes a student who graduates from your program is expected to have. - Focus on intended outcomes that are critical to your program. When the data from the assessment process are known, these outcomes should create an opportunity to make improvements in the program that is being offered to your students. MEASURABLE - The intended outcome should be one for which it is feasible to collect accurate and reliable data. - Learning outcomes should be stated such that the outcome can be measured by more than one assessment method. Can several measures be used to evaluate the knowledge that students have gained as a result of the program? AGGRESSIVE BUT ATTAINABLE - Use learning outcomes and that will move you in the direction of your vision, but do not try to “become perfect” all at once. - How have the students’ experiences in the program contributed to their abilities, knowledge, values, and attitudes? Ask: - Cognitive skills: What does the student know? - Performance skills: What does the student do? - Affective skills: What does the student care about? - What are the knowledge, abilities, values, and attitudes expected of graduates of the program? - What would the “perfect” program look like in terms of outcomes? - What would a “good” program look like in terms of outcomes? (adapted with permission from: Office of the Vice Provost for Academic Affairs, Ball State University. (2023). Program-Level Student Learning Outcomes.) Sources Consulted - https://www.bsu.edu/about/administrativeoffices/vice-provost/administrative-services/student-learning-outcomes - https://oeas.ucf.edu/doc/acad_assess_handbook.pdf - https://taylorinstitute.ucalgary.ca/sites/default/files/Content/Resources/Guides/20-TAY-Curriculum-Review-PLOs.pdf - https://teaching.uwo.ca/curriculum/innovation-review/planning.html
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https://www2.brockport.edu/support/institutional-assessment/program-review/glossary/
Glossary of Terms Assessment: “Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.” (Palomba & Banta, 1999) Benchmark: Point of reference for measurement; a standard of achievement against which to evaluate or judge performance. (adapted from the University of Hawaiʻi at Mānoa Assessment Glossary) Capstone Course/Experience: An upper-division class designed to help students demonstrate comprehensive learning in the major through some type of product or experience. In addition to emphasizing work related to the major, capstone experiences can require students to demonstrate how well they have mastered important learning objectives from the institution’s general studies programs. (Palomba & Banta, 1999) Closing the Loop: Using assessment results for improvement and/or evolution. Course-level Assessment: Methods of assessing student learning within the classroom environment, using course goals, outcomes and content to gauge the extent of learning that is taking place. Curriculum Mapping: An analytical approach that allows faculty to identify important components of program curricula, place them in relation to each other in a visual format, and then capture an overarching curricular structure to support cognitive scaffolding for further analysis. A curriculum map is a visual tool that can be used to introduce new students and faculty to the program, curriculum discussion, accreditation requirements, and provides an approach to systematically study the curriculum. Curriculum mapping is especially helpful in implementing an assessment plan. (Cuevas, Matwev & Feit, 2009) Direct Assessment: Collecting data/evidence on students’ actual behaviors or products. Direct data-collection methods provide evidence in the form of student products or performances. Such evidence demonstrates the actual learning that has occurred relating to a specific content or skill. (Middle States Commission on Higher Education, 2007) e.g. exams, course work, essays, oral performance. External Reviewer: An outside expert — typically, an academic in the discipline — that conducts a comprehensive, independent evaluation of a program. Formative Assessment: Ongoing assessment that takes place during the learning process. It is intended to improve an individual student’s performance, program performance, or overall institutional effectiveness. Formative assessment is used internally, primarily by those responsible for teaching a course or developing and running a program. (Middle States Commission on Higher Education, 2007) Indirect Assessment: Collecting evidence/data through reported perceptions about student mastery of learning outcomes. Indirect methods reveal characteristics associated with learning, but they only imply that learning has occurred. (Middle States Commission on Higher Education) e.g. surveys, interviews, focus groups. Learning Outcomes: Statements that identify the knowledge, skills, or attitudes that students will be able to demonstrate, represent, or produce as a result of a given educational experience. There are three levels of learning outcomes: course, program, and institution. Periodic Review Report: The Periodic Review Report (PRR), due five years after the decennial self-study and reaffirmation of accreditation, is a retrospective, current, and prospective analysis of the institution. As an essential phase of the accreditation cycle, the PRR should demonstrate that the institution meets the standards by which the Commission reaffirms or denies accredited status. Rubrics: Scoring tools that explicitly represent the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both. Summative Assessment: The gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands. When used for improvement, impacts the next cohort of students taking the course or program. Examples: examining student final exams in a course to see if certain specific areas of the curriculum were understood less well than others; analyzing senior projects for the ability to integrate across disciplines.
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Skip to main content Skip to page navigation Periodic Program Review 5-year Schedule AY 2019-2024 2019-2020 School of Arts & Sciences - Biology (BS/MS/Med Tech) - Dance (BFA/BA/BS/MA/MFA) – NASD - History (BA/BS/MA) - Math (BA/BS/MA) - Philosophy (BA/BS) - Women and Gender Studies (BA/BS) School of Education, Health & Human Services - Healthcare Administration (BS) - Adapted Physical Education (MSEd) – CAEP - Athletic Training (BS) – CAAHEP - Exercise Science (BS) CAAHEP - Sport Management (BS) - Family Nurse Practitioner (CAS/MS) – CCNE - Social Work (BS/MSW) – CSWE 2020-2021 School of Arts & Sciences - African and African-American Studies (BA/BS) - Communication Studies (BA/BS) - Computer Information Systems/Computer Science (BS) – ABET - Criminal Justice (BS) - Graduate: Dance with Teacher Certification (MA) – NASD - Environmental Science and Ecology (BS/MS) - Political Science & Int’l Studies (BA/BS) - Theatre (BA/BS) – NAST School of Education, Health & Human Services - Kinesiology (BS) - Physical Education Teacher Education (BS) – CAEP - Recreation & Leisure Studies (BS) – NRPA/COAPRT - Honors College 2021-2022 School of Arts & Sciences - Art-Studio (BFA)/Art-Studio w/Graphic Design (BA/BS) - Biochemistry (BS)/Chemistry (BA/BS) - Earth Science/Geology/ Meteorology/Water Resources (BA/BS) - Physics (BA/BS) School of Education, Health & Human Services - Alcohol & Substance Abuse Studies (BS) NAADAC 2022-2023 School of Arts & Sciences - Liberal Studies (BA/BS) - Liberal Studies (MA) - Journalism and Broadcasting (BA/BS) - Visual Studies (MFA) School of Business & Management - Accounting (BS) – AACSB - Finance (BS) – AACSB - Business Administration (BS) – AACSB - Arts Admin/Nonprofit Mgmt (Grad Certif.)/Public Administration (MPA) – NASPAA School of Education, Health & Human Services All-University Programs 2023-2024 School of Arts & Sciences - Anthropology Major (BA/BS) - Art History (Minor) - Arts For Children (BA/BS) - Community Justice (BS) - English (BA/BS/MA) - French/Spanish (BA/BS) - Psychology (BA/BS/MA) - Sociology (BA/BS) School of Business & Management - International Business (BA) – AACSB - Marketing (BS) – AACSB School of Education, Health & Human Services - Counselor Education (MS/MSEd) – CACREP - Educational Administration (MSEd) – CAEP - Athletic Administration (MSEd) - Social Work (MSW) – CSWE
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Departmental Periodic Program Reviews Academic Year 2020-2021 AFRICAN & AFRICAN-AMERICAN STUDIES African & African American Studies program COMMUNICATION CRIMINAL JUSTICE ENVIRONMENTAL SCIENCE & ECOLOGY Environmental Science BS and Environmental Science MS HONORS COLLEGE POLITICAL SCIENCE & INTERNATIONAL STUDIES Political Science program and International Studies program
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Departmental Periodic Program Review (AY 2020-2021) Executive Summary Founded in 1970 as a consequence of student protests, the Department of African and African American Studies at SUNY-Brockport proudly continues in that tradition of protest and struggle. Knowing that the “weapons of our warfare are not carnal,” we wield cutting edge pedagogical techniques to reorient the student to an epistemology rooted in Africana experiences and worldviews at odds to yet co-existent with the predominantly Euro-centric American epistemes. Our primary goals are to present the learner with a different way of examining the world as a means of expanding her/his intellect and capacity to think beyond the confines of the chauvinistic dominant culture. As such we are a key resource to the University’s commitment to preparing students for success in a diverse and globally interdependent world. Today as our nation reels with the effects of a global pandemic, health care racial/ethnic disparities are laid bare. Also, the continued police’s murder and harassment of people of color with impunity and the subsequent protests coupled with continued divisive and thinly-veiled racist rhetoric from the highest office in the land, the presence of the Department of African and African American Studies is vital to creating a better society through intellectually engaging and defeating the dark forces of White Supremacy that have historically undermined the democratic ideals and continue to threaten the integrity of our nation. Our department currently has 32 majors and 35 minors with four full-time and three current adjunct professors providing approximately 33 credit hours each semester not counting courses from other departments that cross list with our department (Sociology, History, Political Science, and Women and Gender Studies). Our courses impact over 600 students each semester beyond our majors and minors as the major source of courses on Africa, African-American Studies, and civil rights/social justice. As such, we make unique and indispensable contributions to the University’s course offerings. In addition to our important course offerings, our self-study identified several strengths along with glaring yet correctable weaknesses. The strengths are - Faculty Expertise - Demand and need for program - Applied Learning Opportunities offered to students - Strategic internal and external connections - Offering of different perspectives unique to our department - Innovation and forward thinking to prepare students for the global village - Strong student relationships - Unique experiential learning experiences - Active campus community involvement Our weaknesses are cited below. - Lack of curriculum specialization - Undervaluing of the Ghana Study Abroad Program and perceived opposition of the program from Global Education - Lack of and/or challenged decision-making power in the management of the Ghana Study Abroad Program - Inadequate curriculum structure - Not enough time to reflect on higher goals and direction of department - Campus devaluation of program - Lack of resources - Lack of student funding The Department of African and African American Studies Department continues to evolve under the leadership of a young department chair with advice from our senior professors. We have one energetic tenure-track assistant professor who provides cogent and needed advice and has taken the lead in recruiting majors and minors to the program. As of now we have an increase of ten majors since our last periodic program review. The current University administration has made visible efforts to reach out and be more inclusive of the department in all things pertaining to diversity and inclusion. President McPherson has met twice with the department in the past academic year as has Provost Heyning. These increased lines of candid communication are promising as we continue to press for more resources and the expansion of our program. We remain proud that the University has maintained the independence and integrity of our department while most area post-secondary institutions have combined comparable departments.
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https://www2.brockport.edu/support/institutional-assessment/program-review/summaries/alcohol-substance-abuse-studies/
Departmental Periodic Program Review AY 2021-2022 Alcohol and Substance Abuse Studies EXECUTIVE SUMMARY The Alcohol and Substance Abuse Studies program utilizes a rigorous assessment plan that examines student competency in nine areas that reflect the ICRC (International Certification and Reciprocity Consortium) Addiction Counseling Competencies, which the New York State Office of Addiction Services and Supports (OASAS) utilizes to create the required curriculum knowledge areas for the Credentialed Alcoholism and Substance Abuse Counselor (CASAC) certification. Our students demonstrate consistently high performance in competency areas associated with the program SLOs. The faculty engage in continuous examination of, and response to, areas in which students are struggling. Additionally, the program curriculum is routinely updated based on modifications to credentialing and/or accreditation requirements, resulting in coursework that consistently incorporates the requisite information, knowledge, and skills for students to succeed in the profession. The ASAP is certified by the New York State Office of Addiction Services and Supports (OASAS) as an education and training provider for the full 350 Hour CASAC-T Certificate. This certification process occurs every three years. The Association for Addiction Professionals (NAADAC) also reviews our program for their accreditation approval every two years. The ASAP is also the recipient of the New York State Award of Program Excellence in Addiction Education and was nationally ranked 6th Best Addiction and Substance Abuse Bachelor’s Degree Program by College Choice and 9th Best Colleges for Bachelor’s Degree in Addiction Counseling by Addiction Counselor. Both rankings are for 2020-2021. The SUNY Brockport ASAP was the first collegiate alcohol and substance abuse education program offering a bachelor’s degree in New York State. We were second in the Nation. Our program started in 1983. We have been certified by the NYS Office of Addiction Services and Supports (OASAS) as an education and training provider since June 25, 1999 and accredited by the Association of Addiction Professionals (NAADAC) since June 9, 2010. The Alcohol and Substance Abuse Studies program is the only baccalaureate program in NYS other than SUNY Empire College (which is fully online). The SUNY Empire curriculum draws heavily from other disciplines (human services, psychology, etc.); Brockport students get training specific to addictions, which is a significant advantage. Our curriculum has a strong emphasis on skill building and personal development. All program faculty at Brockport are trained, credentialed, experienced clinicians. In addition, acquiring a bachelor’s degree provides substantial opportunities for career advancement in the professional field, beyond what they can attain by completing a community college program. The ASAP faculty have also received numerous awards in the years preceding this review. One faculty member received both a Chancellor’s Award for Excellence in Teaching and the Outstanding Academic Advising Award in 2017. Another received the Chancellor’s Award for Excellence in Faculty Service in 2006 and the New York State Office of Alcoholism and Substance Abuse Services (OASAS) Distinguished Addictions Professional award in 2012. The ASAP is designed to meet the needs of the local and broader community and by its nature, serves others. The ASAP produces highly trained addiction therapists who are prepared to lead in their field, particularly during an opioid epidemic that has been worsened by a COVID pandemic. As the rates of addiction continue to rise during these challenging times, ASAP students are getting experience practicing clinical skills in virtual formats, preparing them to work in telehealth, a growing platform in healthcare. Students are also trained to respond to specific needs related to addiction including: Narcan administration, assessing lethality including suicide, assessing intoxication and withdrawal symptoms, and implementing effective communication skills, including de-escalation and motivational interviewing. The ASAP club prepares students to give back to the community, specifically those impacted by addiction, through school presentations, clothing drives, advocacy, etc. Faculty also engage with the community through presentations, publications, and participation in community groups such as the Greater Brockport Prevention Coalition. Since the ASAP is dedicated to progress, there is specific attention to areas where the program can expand and improve. The ASAP is dedicated to staying current with trends in addiction treatment and offering opportunities within the curriculum to address timely issues, such as treatment of gambling disorder and intervention strategies involving peer specialists. Many recently implemented programmatic changes, such as the minor and Non-Clinical major, and initiatives, such as recent marketing efforts, are likely to result in increased programmatic outputs. The ASAP is also working to expand the program to meet the demand for prevention professionals and is working to focus more on advocacy for addiction services and policy. The strategic plan for the ASAP includes four main objectives including course development, collaboration with other departments, community involvement, and marketing. The ASAP strives to provide quality, relevant courses to both students and professionals within the community. Electives are opportunities for students to explore important, relevant topics and offering continuing education opportunities helps serve alumni and maintain relationships with treatment facilities. The ASAP is also creating opportunities for education tracks serving specific professional tracks within the addiction profession, including Certified Recovery Peer Advocates (CRPA) and Credentialed Prevention Specialist (CPP). The ASAP takes advantage of opportunities to collaborate with other departments at Brockport to further these goals, such as, building a double major with Social Work. ASAP faculty serve the community, which actualizes our values and increases awareness of the program. Faculty are involved in campus-wide service including the Committee on Accessibility, EAP, and the Greater Brockport Prevention Coalition to name a few. ASAP faculty continue to increase their scholarly involvement through publications, presentations and obtaining grants. These efforts will continue in coming years. The ASAP is committed to broadening its reach across campus and within the community. Faculty are currently creating a marketing plan with students in a marketing class and working with College Communications to increase awareness of the ASAP for prospective students. The ASAP plans to target high school students, as well as, addiction professionals in entry level positions searching for more opportunities. Marketing for the new non-clinical major and minor is also a component of the program’s strategic plan, and will likely result in higher program enrollment. The ASAP pushes students out of their comfort zone in many ways resulting in great personal, academic, and professional development. Because class sizes remain small, students are known to the faculty and therefore encouraged to take risks and have a voice in class discussions. They are asked to challenge some of their belief systems by learning and empathizing with others in courses like Diversity, Ethics and Trauma. Students are asked to take risks and practice skills with, and in front of, their peers while in clinical courses like Group, Individual and Evaluation. Their discomfort with this process is validated, however they are still asked to take the risk providing them an opportunity to make mistakes, be supported and hone their skills. They are also afforded the opportunity to give and receive feedback in a supportive environment that allows them to learn from both instructors and peers. The ASAP would benefit from more resources related to marketing. While faculty are working hard toward the constant evolution of the program, they are unable to devote the necessary time to ensure potential students know about it. Although faculty have many ideas of how the program could be shared with a wider audience, they require support from marketing professionals to appropriately and efficiently share this information. Since the last PPR a new full-time Lecturer has been hired. This has allowed for some consistency, particularly with clinical courses, so that students are able to learn and build these necessary skills. There have been new electives added to the curriculum allowing a broader knowledge base for students that remains current and relevant with the addiction field today. We have expanded the curriculum to include in-depth content in family treatment (HCS 441 Families and Addiction elective), dual diagnosis (HCS 437 Dual Diagnosis for Alcohol and Other Drugs [AOD] required course), grief (HCS 439 Grief and Loss for AOD elective course), criminal justice and addictions (HCS 404 Criminal Justice and Addictions), and trauma-informed care (HCS 440 Trauma-Informed Care for AOD). Additionally, we have successfully developed and implemented an academic minor, as well as a Non-Clinical track in the major. The ASAP is committed to an inclusive and equitable approach and have made efforts to improve in this area. HCS 424/524 Counseling Diverse Populations focuses specifically on training students to work with diverse populations in their personal and professional lives. Course materials have been updated and modified to meet accessibility standards. Jessica Sniatecki is the current Vice Chair of the campus-wide Committee on Accessibility (after having served as committee chair for several years) and has led the way in offering guidance to meet the needs of students with disabilities. Faculty have recently engaged in conversation with experts and independent exploration to expand understanding and knowledge related to the needs of students from different racial backgrounds. This has resulted in some important additions to curriculum; for example, the HCS 440 (Trauma-Informed Care for AOD) course now includes a module on racial trauma.
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Departmental Periodic Program Review AY 2021-2022 BA/BS Studio Art Program and BFA Studio Art Program EXECUTIVE SUMMARY Reflecting on our accomplishments over the last five years, we are most proud of our work in nurturing and mentoring students who have become multi-faceted artists and designers prepared to be active global citizens in the creative economy. Our success in working together to promote well-rounded critical artists and designers is borne out by the accomplishments of many of our recent alumni, who have gone on to graduate programs in fine art, graphic design, industrial design, and arts education, and to employment in art fields such as fabrication, graphic design, museum work, and K-12 art education. The level of faculty engagement with students is one of the program’s greatest assets. In exit surveys given to seniors in the capstone course, ART 401/Senior Seminar, the factor most commented upon by students when asked about perceived program strengths is the enthusiasm and dedication of the faculty, and the level at which they truly care about the success of their students. Additionally, a majority of students reported feeling well prepared to work independently as artists, pursue an entry-level art career, or apply to graduate school upon completion of the program. The program’s strength in providing students with a learning environment that impacts their personal, academic, and professional development can be exemplified by BS Art/Graphic Design graduate Erik Edelman. In his final semester, Erik applied for a nationally competitive, paid internship at SYPartners, a management consultancy and design firm in NYC, NY. Competing with students from programs at RISD, Yale, and Harvard, Erik was hired as an intern, and was hired six months later full time as a production designer, working with clients such as the Obama Foundation, Opah Winfrey, and Starbucks. In his time at Brockport, Erik took full advantage of the opportunities our department provides. Under the guidance of Professor Christensen, Erik took a lead role in designing a marketing campaign for Brockport’s 5th Annual Purple Run, a 4K domestic violence awareness event. The resulting design work was submitted for consideration in an AIGA community design competition, and Erik was accepted to give a presentation on the project at the NCUR (National Conference for Undergraduate Research). Erik also served as the president of the Art Student Association, and learned additional skills as a teaching assistant in an introductory graphic design course under the tutelage of adjunct lecturer Jen Osborne. Erik stands as a representative example of the kind of mentoring that takes place on a continual basis in the department. Our faculty work collaboratively to create an environment that allows this type of synergy to happen. During this period the department completed program learning outcome assessments and made improvements based on these and the previous program review action plan. A full explanation of the assessment results and resulting conclusions can be found in Part 2: Assessment Documentation (Section I., part F), and a full detailing of actions based on 2016-17 action plan is included in self-study page 9. Some of those improvements were: - a) classroom technology and classroom space improvements, - b) purchase of laser cutter and development of makerspace, - c) improvements to assessment processes, - d) improvements to BFA program management and processes, - e) hired new faculty with expertise in digital media and Illustration, - f) infused digital literacy throughout curriculum with creation of digital foundations course, - g) expanded digital media course offerings, h) expanded co-curricular activities. In order to continue to provide our students with an excellent education in art and design, the following is a list of selected departmental needs and potential plans for the next five-year period: 1) Brockport is in unique position to provide students in Western NY and beyond with an excellent education in graphic design at a cost substantially lower than other local institutions such as RIT and Nazareth College. However, in order to grow this area and to be able to maintain relevancy by offering courses in time-based media and design, we will need to continue the faculty search for an interactive designer that was cut short during the COVID hiring freeze, 2) Within the next five-year period, we predict that there will be additional faculty retirements. It is essential that the department make plans to replace these lines so that students continue to be provided a comprehensive art and design curriculum, 3) Create BA/BS and BFA Graphic Design major and Illustration track in order to attract and retain more students, 4) Expand co-curricular activities such as field trips, visiting artists, and other activities to improve retention and recruitment, 5) Continue the work of Web and Marketing Committee to improve department website to improve recruitment. We look forward to gaining a wider perspective on our programs from reviewers Szilvia Kadas and Mitch Messina, and also to talking with them about how they have navigated similar challenges at their institutions. It has been invigorating for us to reflect on our accomplishments and challenges over the last five years, and to begin to envision changes and adaptations for the future of our department and the continued success of our students.
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https://www2.brockport.edu/support/institutional-assessment/program-review/summaries/chemistry-biochemistry/
Departmental Periodic Program Review AY 2021-2022 Undergraduate Chemistry and Biochemistry B.S. Programs EXECUTIVE SUMMARY The Chemistry and Biochemistry degrees have continued to prepare our students well for post-graduation. Feedback from alumni confirms the high quality of faculty student interactions in and outside the classroom, fostered through small class sizes in many of our upper division courses, as well as the breath of undergraduate research activities in which all our faculty actively engage. Scholarly output from undergraduate research activities in our department is impressive for a principally undergraduate institution. Our faculty and staff also contribute significantly to service at the department, College and professional level. These strengths were maintained despite significant turnover of faculty and staff in our department since the 2016 PPR. Staffing challenges continue as we have lost both of our organic chemists, first Dr. Logan who retired effective fall 2020, and now Dr. Kortman who resigned effective Jan. 5, 2022. Our department continues to serve many other programs. Courses in which students from other majors enroll have seen significant decrease in enrollments since the past PPR especially during the pandemic. While smaller class sizes are beneficial for the students, they do cause pressure on the College’s budget and may lead to not offering courses for non-majors such as CHM121, Chemistry and Scientists. In this regard, the new, interdisciplinary neuroscience program, which finally is now offered to students as of fall 2021, is a welcome opportunity to attract new pools of students to Brockport. Our department has also been very engaged since the 2016 PPR to improve recruitment as well as retention of our current students. These efforts include the increased fostering of our alumni relationships, which increases opportunities of our students to connect with alumni and is opening doors to internship and job opportunities. The pandemic has clearly counteracted many of our efforts, as many students struggled through the forced drastic changes in the delivery of our curriculum as well as own personal hardships they endured during the pandemic. Our assessment results obtained during the pandemic academic year confirm how important at least three key elements are for student success for our majors: weekly (not biweekly) hands-on laboratory experiences, face-to-face interactions with faculty, and the ability for students to study together and work in groups. Therefore, our programs will strive to support these key elements. Our department has also continued to seek programmatic opportunities. We were fortunate to host Emmanuel Nsengiyumva as a PRODiG fellow during the 2020/21 academic year (and current 2021/22 academic year). The PRODiG program is a new SUNY wide initiative with the goal to diversify SUNY faculty. Emmanuel, as a foreign-born individual, has not only culturally diversified our faculty but his expertise and training allowed us to advance our curriculum in the direction of materials. Specifically, Emmanuel developed a new course, CHM 440, Introduction to Polymers that we will offer every other year in the spring moving forward. We have also started an inter-institutional relationship with the Materials Design and Innovation Department at SUNY Buffalo where we are envisioning becoming a feeder pipeline for their graduate programs. We are seeing opportunities to establish a pre-materials science profession concentration, where we have already come up with a proposed curriculum. We also see the opportunity to establish two more concentrations, a concentration in chemical synthesis and one in chemical analysis as we already have begun advising our chemistry students to take two different 4-year paths depending on their interest. We hope the PPR process and in particular the reviewer feedback will help us to further discern these plans. With respect to facilities and instrumentation, some progress has been made in replacing aging instrumentation through external and internal resources. The department is particularly thankful for the 2018 investment fund support of >$40,000 that allowed us to bring key departmental instrumentation compatible with Windows’s 10 through soft- and hardware upgrades. Most importantly, we have since the hiring of Michelle Friedman one staff member who as part of her responsibilities supports the maintenance and repair of the department’s instrumentation. These changes since the last PPR have set us on a good path we hope to be able to continue during the next five-year period. With respect to departmental assessment outcomes, we are in the fourth year of assessing our SLO’s with our newest assessment plan (began A.Y. 2018-19) established during the prior PPR (2016). One important revelation from assessment activities has been that the course load for second year students has been too demanding for most of our students. To address this problem, we have intentionally advised students not to take three or four 4-credit lab courses in their second year. Another aspect of assessment is related to studying course to course retention. We have undertaken efforts to check content coverage as recommended by ACS, and then are checking our curriculum mappings. Considerable efforts are underway to increase student retention, which is now more important as students cope with after-effects from the pandemic. On the positive side, the pandemic has shown the importance of maintaining face-to-face instruction, and in particular the inclusion of hands-on lab instruction. In addition to these regular course bases assessment activities, our survey instruments used to obtain feedback from our alumni as well as our current students on advisement have helped us to further improve and refine our advisement efforts. In that regard, we are also obtaining helpful comments from our alumni. We have already tracked placement after graduation of our alumni for decades, but our recently increased alumni interactions are providing us with real-time insights on current trends in the workforce and career opportunities. Overall, the strengths of our programs continue to impact positively our majors as evidence by the continuation of our graduating students’ impressive first placement record, including an increasing number of students seeking an advanced medical degree. As a particular strength, undergraduate research experiences have continued to be a vital contribution for the professional growth and development of our students. With respect to present needs, currently having no organic chemist among our department faculty requires immediate attention. The presence of a faculty member in our department who is trained in organic chemistry is critical to adequately fulfill our mission and serve our students, as well as stay compliant with American Chemical Society certification standards, which state that “the faculty of an approved program should have a range of educational backgrounds and the expertise to provide a sustainable, robust, and engaging environment in which to educate students”, and that the “collective expertise of the faculty should reflect the breadth of the major areas of modern chemistry.” We are pleased with the Dean’s recommendation to put our department in the augmentation category in recognition of the broader picture of the nation’s need to shore up STEM programs to address major societal challenges and the local picture of the new neuroscience program, which appears to be growing quickly. The hiring of two organic chemists to replace Drs. Logan and Kortman offers a strategic opportunity to make further inroads to recruit expertise relevant for (organic) materials as well as neuroscience. We would like to invest in a targeted retention effort by introducing a quarter-semester preparatory chemistry course, offering failing CHM205 students a recovery path to support their educational goals. We also recommend an increased effort with the Academic Success Center, to provide student tutors with content training (like training we use with our student TAs). Finally, we must have a dedicated and continued effort to support mission-critical instrument repairs/replacements. To summarize the major improvements that have been made since the last PPR: - Revised departmental mission statement - Revised departmental bylaws - Improved departmental web page - Submitted revised Advancement, Promotion, and Tenure (APT) document - Neuroscience program started - Chemistry Adolescence teaching programs started - Department personnel includes a lecturer and an instrument technician/organic chemistry manager - Successful professional growth of four faculty members who earned promotion, three to Associate Professors, one to Professor - Significant advances were made with regard to recruitment and retention efforts (see section IV.A.2) - Significant gains with instrument replacement and up-keep. Over $40,000 was granted by the institution to purchase hardware and software upgrades to bring resources up to the required Windows10 campus standard. Purchases included the infrared (IR) instrument, electrochemistry instrument, separations software, NMR instrument computer upgrade, UV-vis and Fluorescence software. - Successful searches that were conducted in cooperation with HR and resulted in hiring three women and two men in faculty/staff positions. We also were able to host one of the first PRODiG fellows on campus.
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Departmental Periodic Program Review AY 2020-21 Executive Summary This section should be written last and will be no more than one-two pages in length. It should be an accurate summary (including briefly: program strengths, weaknesses and opportunities; curriculum improvements/opportunities and assessment of student learning information). These executive summaries are used in the Operation Plan, therefore, they should be a comprehensive program overview. - What are the assessment results, descriptively? How have these results supported continuous improvement in student learning? - Illustrate how the strengths of the program have had an impact on students’ personal, academic, and professional development? - Provide a brief statement on potential needs or resources, and impact on the effectiveness (and potentially, the innovation) of the program? How will these help meet the program’s goals? - What improvements have been made since the last PPR? - How is the program’s strategy/approach inclusive and equity-oriented? This is the first self-study the department has completed since splitting from the Journalism and Broadcasting department in 2018. Therefore, it has been valuable in enabling the department to identify its key strengths and opportunities, as well as weaknesses and threats. This summary will outline some of the key findings, as well as address the above questions. Program Improvements Since the Last PPR The main improvement is that the program has split from the Journalism and Broadcasting department. This departmental split took place for a variety of reasons. First, the different ways faculty in each department approached scholarship led to a considerable amount of conflict. For example, members of the current Communication department typically publish written work in books and journals, while most members of the JRB department conduct scholarship that involves video and or journalistic work. It was difficult to reconcile divergent views on these issues. Second, it was difficult for both programs to have their own singular identity when paired together. Third, when housed together, resources were more scarce. For example, though both programs might need additional full-time faculty, it can be more difficult for a single large department to get multiple new faculty searches in a given year than for two separate and still robust departments to each get a single search in a particular year. Once freed from the conflicts and other struggles that came from being paired with that department, the new standalone Communication department flourished in a number of ways. It instantly became more distinctive and began to develop its own identity and culture. In a very short period, faculty embraced and nurtured a collegial culture, revised the department’s APT document and constitution, completed a major curriculum revision, and began developing a Public Speaking Lab that will serve the entire campus. These all are significant accomplishments. The changed culture enables the department to embrace feedback and examine problematic issues without the additional stress of conflict. It also enables faculty to move quickly together to address new challenges. The revised APT document improved the department in a number of ways: - it reduced pressure on junior faculty to complete a number of leadership activities prior to applying for tenure; - it enabled the department to clarify its teaching values; - it provided a more holistic focus on evaluating teaching (as opposed to over-relying on IAS teacher evaluation scores; - the creation of a Teacher Evaluation Committee enabled to department to prioritize excellent teaching and to better evaluate and mentor the teaching of new faculty members. The curriculum revision helped counter “silos” within the curriculum by recognizing common interests and themes between different areas of the curriculum. In further recognition of common student interests, the department also developed a dual-major program with Recreation and Leisure. The department believes these changes will help students become more well-rounded. And more practically, it should provide a smooth pathway to enable students to graduate on time. The department also weathered the departure of two full-time faculty and hired three full-time faculty. It also proactively suspended its graduate program so it could focus resources more on the undergraduate program. Given that the department only has seven full-time faculty, these are ambitious accomplishments, especially when considering that the department has maintained its quality teaching, advisement, and scholarship. These major changes all took place fairly recently, so it is difficult to provide concrete documentation on their impact. The department now is poised to build on all of this progress by further enhancing the program in ways that are detailed throughout the self-study. Strengths & Opportunities Faculty are the main strength of the department. First, based on anecdotal evidence and alumni survey data (provided later in the report) they are strong and engaging teachers who care a great deal about students’ welfare. As a result, classes feature relevant and challenging material, and students have access to quality advisement and mentoring. Second, faculty are highly productive scholars, and their output compares very favorably with departments of similar size whose primary focus is teaching. Third, faculty are collegial and work very well together. Another strength is the way diversity and inclusion are woven into many communication courses. Rather than covering these issues as a standalone unit, several instructors embed them into the fabric of a course by considering these issues when teaching each unit, focusing on texts/perspectives/theories/etc. that come from underrepresented individuals, raising challenging discussion topics, and creating classroom environments in which a variety of opinions are welcome. A third strength is the relevance of the department. Some courses teach very practical skills that employers value or that will benefit students in the future (public speaking, debate, listening, interviewing, networking, conflict management, training) while other courses cover humanistic topics that are at the core of engaged citizenship (argument, deliberation, critical thinking and evaluation of messages, social issues and movements, relationships, environmental communication, freedom of expression). Therefore, the department is well-suited to adapt to changing trends by focusing on qualities that will continue to be valued in students’ personal and professional lives. As a result of the above strengths, the department has an abundance of opportunities it might pursue. In the near term, this includes a Public Speaking center, to be referred to as the Speech Lab, which will serve the campus, an internship program, and curriculum revisions that would enable the department to better capitalize on the strengths of current faculty. Weaknesses & Threats The department could improve by further articulating its identity and then making that identity more visible across campus. The development of the Speech Lab will help, as will further developing the department’s website and Facebook page. But in general, the department will need a continued focus on this issue. The department’s facilities are currently a challenge. This includes classrooms (lack of AC, sometimes a lack of seats, insufficient technology), offices, and also involves a general lack of space to meet with students (such as lounges), labs for research, or a common kitchen area. There are plans to renovate Holmes Hall (where the department is housed), and the department is looking forward to seeing the proposed changes come to fruition. The department, university, and profession, in general face the threat of declining enrollments. Indeed, the national decline in Humanities-related majors is a persistent issue. Still, while the department is doing a number of things to minimize these losses (see the strengths section above), this appears likely to be a challenge for years to come. Conclusion As the following self-study illustrates, the department has a number of successes to be proud of, as well as a number of challenges to weather. In the coming years, the department will pursue a number of initiatives. It will open the Speech Lab to campus within the next 1-2 years. This will give current students experience in mentoring students from across campus in public speaking and other communication skills. It also will further develop extracurricular learning activities, such as its clubs (via recruitment in classes) and internships. A faculty member recently was appointed to coordinate internships and work with Career Services and employers to identify opportunities for Communication majors. The department also will continue to pursue opportunities related to diversity and inclusion. This includes adding a Student Learning Outcome related to diversity and inclusion, holding faculty meetings that completely center around diversity and inclusion, and trying to diversify faculty in the department. The department also looks to create or change some courses within the curriculum to provide more of a special topic focus, so that some courses can better fit the expertise of faculty and quickly adapt to focus on relevant social issues. Fortunately, the department is comprised of dedicated and capable faculty who work very well together, and therefore the department is poised to build on the strong foundation it has established.
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Departmental Periodic Program Review AY 2020-21 Executive Summary The Department of Criminal Justice oversees the B.S. in Criminal Justice, a minor in Criminal Justice, and a minor in Forensic Science. The major in Criminal Justice (B.S Degree) was established in 1979 and has been a most popular and robust program in the University. Aligned with university mission and strategic plans, the program successfully provides students knowledge and skills in the field of criminal justice along with liberal arts components of critical thinking and communication skills. Curriculum: Our curriculum is comprehensive and met, even exceeded the minimum standards for Criminal Justice education as outlined by ACJS, the national accreditation organization. Since our last PPR (AY2015-2016), we further reviewed our curriculum based on JAP (Joint Action Plan) recommendations and enhanced curriculum features (e.g. a sequential course taking, rearrangement of core- and elective- courses, requirement of C or higher grade in CRJ courses, reassignment of course numbers, correction of course catalog, and the addition/revival of new/dormant elective courses). Student Enrollment Criminal justice major represents about 7% of Brockport undergraduates, about three times larger than average undergraduate majors, which brings tremendous amount of money to the University. Since 2015, The program has experienced the overall reduction of student enrollment, especially in transfer student population. From Fall 2015 to Fall 2019, total enrollment changed by - 11.7% (463 to 409). Although freshmen enrollment increased by 4.5% (244 to 255), there was a considerable decrease in transfer students by -31.8% (211 to 144) due to both internal- and external variables. We may not control outside variables (e.g. a lower community college enrollment, new CRJ programs in local colleges, and online CRJ degree programs). The University, however, in order to recruit prospectus students and to retain current students, needs to support the department to develop attractive opportunities (e.g. innovative courses, online program, combined degree, and certificates… etc.) with more qualified fulltime faculty/staff and facilities (e.g. computer labs, forensic labs). Faculty CRJ faculty have served as good soldiers to nurture the best students in the field. All faculty are highly committed to their teaching, scholarship, and service. As of Fall 2020, we have nine fulltime faculty including one lecturer, who are serving for over 400 major and 150 minors (Forensic science minor & Criminal Justice minor). Having all Ph.D. degree, CRJ faculty have their own specialties in sub- areas of criminal justice and actively involved in teaching, scholarship, and service activities. We are so proud of our faculty who produced three dozen of peer review publications since our previous PPR even under the serious pressure of service and advisement load. Because of frequent faculty turnover in last decades, the department kept searching new faculty which creates the department unstable and the composition of faculty very young (i.e., five of nine faculty have less than three year fulltime teaching experience in higher education). Our goal is to stabilize the current incredible team to make the program even stronger. To educate more than 500 major/minor students, our department highly relies on associate faculty (i.e. 9-10 adjuncts are assigned in teaching courses every semester). All adjuncts are current/previous criminal justice professionals who bring their career experiences into our classrooms. Staffing Previous PPRs, recent external reviewers (2011 & 2017) and Academy of Criminal Justice Services (ACJS) Standards kept recommending that our CRJ program must have sufficient full-time faculty to provide effective teaching, advising, and scholarly activity; no more than 20% of major courses be delivered by part-time faculty; all core courses be delivered by full-time faculty. Institutional data show that CRJ fulltime faculty and student ratio is about 45:1(not including minors), which is about three times higher than Brockport undergraduate average (17:1). AY2019-2020 data further show that 36-38% of major courses are delivered by associate faculty. Our CRJ program maintains subpar levels of staffing, compared to national standards and even compared to other similar sized programs (e.g. Psychology, KSSPE, Public Health & Health Education, or Nursing) at the University. Great Opportunities: The program has maintained its high quality and reputation for more than four decades. Student satisfaction on the program/faculty is high. Job market after graduation is bright. As a home of more than 400 majors and 150 minors, an inter-disciplinary program, and an applied social science, our CRJ program has a great potential to incorporate innovative courses, to develop relationship with community, and to expand programs with graduate degree, inter-disciplinary degree, more minors, specialized certificates, online degree, and combined degree. The realization of these opportunities highly relies on the support from the University. Contact Information MoonSun Kim, Ph.D. Associate Professor and Chair
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Departmental Periodic Program Review AY 2021-2022 Earth Science/Geology/Meteorology/Water Resources B.S. Program EXECUTIVE SUMMARY The Earth Science degree program sees students who are interested in teaching, as well as newer career fields, or into fields related to the discipline. With regard to teacher certification, we have worked with the Education and Human Development department to repackage the teacher certification program with the intent of making it somewhat more streamlined, and recognizable to prospective students. The end product was two majors: a general education major and one with training in inclusive education. With an impending upswing in high school populations and continued retirements, we anticipate some renewed interest in the certification program. Overall, the program is healthy, and easily supported across all of the Earth Science disciplines due to the integrated nature of the department. This provides us with the ability to offer students a customizable curriculum that will best suit their career goals. Along those lines, a change in the curriculum expanded the options for students in the program to complete their capstone experience. Previously, they were required to complete the two-semester senior research-seminar sequence. Now, they have the option of completing this sequence, or a one-semester capstone that include a range of experiences, including internships. The issues that face the department in supporting the program are common to all of our programs. Primarily, maintaining enrollments department wide during a time of lower high school graduation numbers. Secondarily, the issue of maintaining department infrastructure to ensure students the opportunity to gain valuable hands-on experience and engage in related high impact practices. The geology program has seen steady enrollments over the last two decades with some minor variations. Program numbers climbed in the early to mid-2000s when College-wide enrollments grew, as did the overall quality of students. Although number in the geology major may seem small, this is a result of our breaking out students into different majors that might otherwise comprise a BS and BA in geology at other institutions. The strength of the geology program, like our other programs, is largely due to the capstone senior research-seminar sequence, and the preparation of students to successfully complete it in prior coursework. The sequence, covering two semesters, pairs students with a faculty mentor to complete a research project of their own design. This has been shown to provide our graduates with an advantage in either the workforce or graduate school. We place students in some of the top graduate programs, and many excel, becoming top students at these institutions. Recent changes to the program will not only maintain the quality for those going on to graduate school, but will better prepare those seeking employment to pursue professional licensure after graduation. Overall, the program is strong when measured by the success of our graduates. Maintenance of the program, however, is contingent on replacing the senior geologist positions that will be vacated by the retirement of Dr. Mark Noll. The meteorology program has long been a standout program at the College. Many of our graduates have gone on to top-tier graduate programs including Penn State, Oklahoma, NC State and Illinois. Furthermore, the majority have gone on to productive careers in the diverse array of professions that deal with the atmosphere and meteorology. The strength of the meteorology program, like our other programs, is largely due to the capstone senior research-seminar sequence (see above), and the preparation of students to successfully complete it in prior coursework. Student and faculty research is supported by modern equipment and Mr. Tom McDermott, our systems administrator, who oversees much of the computational facilities and is the primary person responsible for the maintenance of our part of the NOAA datastream that allows us to access and archive data from around the U.S. Additionally, the program stresses internships, and we are supported in those efforts by alumni in the Rochester area and western NY. Many of the regional meteorologists are alumni and are very generous in providing opportunities to our students. Finally, students in the program have been providing a service to our athletics department for the past three years. Golden Eagle Forecasting is a service that produces game-time forecasts for all home and away athletic events, giving our students another opportunity for applied learning. Overall, the program has a strong foundation as measured by the success of our graduates. Continuing efforts are needed to maintain enrollments, and to continue to build regional support for the program beyond alumni. Historically, the water resources program, which has been around for over 30 years, has always had small numbers of majors. This raises two questions: why are enrollments low, and is it cost effective? Enrollments are low because water resources is not a program that many high school students think about when deciding on a college major. In fact, it is uncommon for us to have a first-time full-time student enroll directly into the major. Rather, students find the major once they are at Brockport, with many coming from other earth science or environmental science programs. With regard to cost effectiveness, the integrated nature of the department, where students bridge the traditional disciplines of geology and meteorology, and the offering of an integrated earth science major, allows for us to offer the water resources program at no added cost for instruction. Overall, we see that the program is forward thinking, with the focus on water resources, either quality or quantity, growing, even in areas with abundant natural resources.
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Departmental Periodic Program Review AY 2020-21 Environmental Science (BS) EXECUTIVE SUMMARY The Department of Environmental Science and Ecology at the University, composed of a vibrant group of teacher-scholars, offers a Bachelor of Science degree in Environmental Science and minors in Environmental Science and Environmental Studies. Our excellent and rigorous undergraduate environmental science major is designed to provide students with the skills necessary to understand and solve environmental problems, think critically and creatively, and communicate effectively. The fields of study encompassed by the undergraduate environmental science program include: aquatic ecology and biology, terrestrial ecology and biology, aquatic and terrestrial ecology and biology, wetland ecology, earth sciences, and environmental chemical analysis. Regardless of the chosen field of study, students are challenged to develop technical and practical skills as well as the intellectual depth and breadth necessary to obtain jobs in the environmental field and/or to pursue further educational opportunities. Our faculty and staff are active scholars and over the last five years have secured ~$2.5 million of external funding, published 66 articles in peer-reviewed media, and presented scores of papers at scientific conferences. They promote active, hands-on learning activities in a variety of settings, from the classroom and laboratory to the field. In addition, students are provided many opportunities to conduct independent study projects, pursue their own research, participate in internships, obtain paid research technician positions on externally-funded projects, and volunteer to help faculty and graduate students with their research. For example, during the 2019-2020 academic year, 19 of our students conducted independent studies and 41 of our students were employed on research grants or contracts. Faculty and staff often accompany undergraduate students to regional, national, and international conferences where they can present their research work, interact with specialists in their field, and establish contacts for future jobs. In 2019-2020, our students presented 38 communications at professional meetings. Since our last PPR, seven of our undergraduate students have also been first or co-author of scientific papers published in peer-reviewed journals. Many of our alumni have been successful in securing admission to graduate programs or positions as environmental professionals. Our Department was able to address several recommendations of the Joint Action Plan from our last PPR (2015-2016). The name of our Department was changed to the Department of Environmental Science and Ecology to better reflect the nature of our program. Faculty and staff created a curriculum map for our undergraduate and graduate programs and revised their assessment plans. Although new classes are now offered in our undergraduate and graduate programs, we have not yet investigated the opportunity to offer a greater diversity of general education and public policy courses. Finally, the creation of a lounge in Lennon Hall room 136 was not addressed by the University administration, although several requests have been made by our Department and the departments of Biology and Earth Sciences. The lounge could serve as a multipurpose room and enrich students professionally and personally. The SWOT analysis conducted as part of the current PPR revealed well-known strengths of our Department such as its active and engaged learning and its record of productivity (e.g., research grants, publications, presentations). Our dependence on other departments to teach courses within our core undergraduate curriculum, the lack of maintenance and facilities support, and the lack of a common area for faculty and student interactions were identified as three primary weaknesses. Opportunities could arise from the hiring of new active, young, dynamic, diverse faculty, which could teach courses in new subfields of our major (e.g., environmental justice and environmental ethics or policy). Finally, the Department of Environmental Science and Ecology is facing two existential threats: - the recent or impending departure of two faculty members, which will greatly weaken our program if these positions are not refilled immediately, and - a possible decline in undergraduate enrollment due to demographic changes in western and central New York State. Our Department has developed several recruiting strategies to address the second threat and strongly urges the University administration to allow timely searches to replace the two open faculty positions. Failure to fill these open positions could cause long-lasting damage to one of the most productive, successful, and vibrant departments at the University. Environmental Science (MS) EXECUTIVE SUMMARY The Department of Environmental Science and Ecology at the University, composed of a vibrant group of teacher-scholars, offers a Master of Science in Environmental Science and Ecology and a combined BS/MS degree program. The Master of Science is a thesis-based program that spans a broad array of subjects focused on organisms and their environment. Our rigorous graduate program is designed to provide students with the skills necessary to analyze and understand environmental systems, predict environmental change, and participate in environmental management. Students develop depth in specific areas (aquatic ecology, terrestrial ecology, wetland ecology, environmental chemistry, or earth science) through focused course work. In addition, graduate students under the direction of a faculty member conduct original research and complete a high-quality thesis suitable for submission to a peer-reviewed journal. Most of the program’s graduate students are at least partially supported by external funding, in addition to resources provided by the Department and University. Once the thesis is ready for approval, an oral defense is required, in which students present their major findings to members of their advisory committee. Our faculty and staff are active scholars and, over the last five years, have brought in ~$2.5 million of external funding, published 66 articles in peer-reviewed media, and presented scores of papers at scientific conferences. They promote active hands-on learning activities in a variety of settings, from the classroom and laboratory to the field. In addition, students are given opportunities to conduct independent study projects and pursue their own research or internships. Faculty and staff accompany graduate students to regional, national, and international conferences where they present their research work, interact with researchers in their field, and establish contacts for future jobs. Over the last five years, 14 of our graduate students authored or coauthored scientific papers in peer-reviewed journals and our alumni have been successful in securing admission to PhD programs or positions as environmental professionals. Our combined BS/MS degree enables highly qualified students to complete their Bachelor of Science and Master of Science in environmental science and ecology in an accelerated fashion, in as little as five years. Students normally apply to this combined degree at the end of their junior year. The requirements for these graduate students are identical to those for our Master of Science degree. Our Department was able to address several recommendations of the Joint Action Plan from our last PPR (2015-2016). The name of our Department was changed to the Department of Environmental Science and Ecology to better reflect the nature of our program. Faculty and staff created a curriculum map for our graduate program, revised its assessment plan, and added several new courses in the program. However, the creation of a lounge in Lennon Hall room 136 was not addressed by the University administration, although several requests have been made by our Department and the departments of Biology and Earth Sciences. The lounge could serve as a multipurpose room and enrich students professionally and personally. The SWOT analysis conducted as part of the current PPR revealed well-known strengths of our Department such as the many opportunities it provides for active and engaged learning and its record of scholarly productivity (e.g., research grants, publications, presentations). The three main weaknesses identified by the SWOT analysis were our dependence on other departments for teaching courses in the core curriculum of our undergraduate program (where many of our graduate students originate), the lack of maintenance and facilities support, and the lack of a common area for faculty and student interactions. New opportunities could arise by hiring new active, young, dynamic, and diverse faculty members, who could teach courses in new subfields of our major such as environmental justice, environmental ethics, or environmental policy. The Department of Environmental Science and Ecology is facing two existential threats: - the recent or impending departure of two faculty members, which will greatly weaken our program if these positions are not refilled immediately, and - a possible decline in undergraduate and graduate enrollment due to demographic changes in western and central New York State. Our Department has developed several recruiting strategies to address the second threat and strongly urges the University administration to allow timely searches to replace the two open faculty positions. Failure to fill these open positions could cause long-lasting damage to one of the most productive, successful, and vibrant departments at the University.
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Periodic Program Review AY 2020-21 Executive Summary The Honors College benefits SUNY Brockport in important ways. From 2015 to 2019, the median size of our first-year class has been 81 students, averaging about seven per cent of Brockport’s incoming first-years. The academic credentials of our entering first-year classes are strong (averaging 1310 SAT/28 ACT; 95.51 HS GPA). This positions us among the most academically rigorous of SUNY’s Honors Colleges and programs. As this data suggests, the Honors College faculty, staff, and student volunteers play a major role in Brockport’s larger recruitment efforts; many of Brockport’s first-year students would not choose SUNY Brockport were it not for the unique opportunities the Honors College offers them, including our enhanced GE curriculum, peer-mentoring program, and extensive opportunities for advanced undergraduate research. The Honors Scholarship (offered from 2012-2017 and covering full tuition, including an iPad) led to significantly increased enrollments over previous years. Since 2018, Honors students have received the Prometheus Scholarship instead, valued at only $4000 a year (just $1000 more than the less competitive Gold), and upon this reduction enrollments immediately declined to pre-Honors Scholarship levels. We work closely with Admissions and know that many of the students whom we recruited during the Honors Scholarship era came to Brockport not only because of the Honors College’s excellence and that of the university at large, but also because of the value a SUNY Brockport Honors education offered. We understand that the Excelsior Scholarship and temporary financial crisis occasioned by COVID make it unnecessary and inadvisable to revive the Honors Scholarship as previously constituted. But the data nonetheless suggests that there is room to grow our enrollments significantly by providing to prospective students a somewhat more enticing financial aid package than the Prometheus scholarship currently represents. Perhaps as many as 30 students per year may be immediately in play. Of course, depending on the exact scholarship package and how effectively it is leveraged in complementary recruitment strategies, that number could be higher. The students the Honors College brings to Brockport tend to stay. Our institution graduation rate is quite high relevant to the Brockport population at large (84%), while our second-year retention rate is much better than the national average (96% vs. 86%). Our Honors graduation rate is aligned with the national average for programs at institutions of our type (53% vs. 58%).1 These numbers paint the picture of a solid Honors College at a regional master’s comprehensive university with a strong platform for continuing improvement. We want to become even better. As things currently stand, the Honors College brings great value to Brockport, and we believe it can offer much more, in terms of the number, quality, and persistent engagement of students in high impact educational experiences, including faculty-mentored undergraduate research. Honors students are not segregated from the rest of the SUNY Brockport population; on the contrary, they take all but a handful of their classes outside of Honors. These excellent students, distributed throughout all departments and majors on campus, raise everybody’s game. For example, in the most recent campus-wide Scholars Day and Fall Symposium programs, Honors students accounted for just over 30% of all presentations. In the most recent Honors and Awards Ceremony, Honors students received about 25% of all awards, most of them distributed at the school or departmental level. Finally, although it is sometimes assumed that the Honors College student population is much less ethnically diverse and much wealthier than the Brockport population at large, the reality is different. According to the most recent data made available (Fall 2019), the percentage of minority students in the Honors College stands at 23%, which makes us only about seven per cent less diverse than the broader Brockport student population. Moreover, currently enrolled Honors students have a median financial need only slightly lower than that of the student population at large (~$15,000 vs. ~$17,400 per year). The Honors College is committed to increasing the diversity of our student body by recruiting excellent and ambitious students from a wide variety of backgrounds and experiences. We view ourselves as a key part of the solution to Brockport’s diversity challenges and have introduced initiatives to that end. The Honors College fosters a culture of sustained improvement, having acted decisively on all of the significant issues identified in the last Joint Action Plan, including instituting major revisions to our curriculum. We have introduced a new one-credit course of which all first-year students are required to take two sections: HON 380, Interdisciplinary Colloquium. We have instituted a new curricular initiative: the Honors-wide first-year common read (recent examples include Mary Shelley’s Frankenstein, Nathan Englander’s What We Talk about when We Talk about Anne Frank, and Edith Wharton’s Age of Innocence), and we have tied our revised first-year Honors House LLC curriculum closely to it. We have made significant alterations to HON 112, Introduction to Honors, our first- year seminar. We have recruited an increasingly diverse faculty body to teach a wider range of Honors GE and specialized classes, including sections of African American Literature (ENG 235), Migration Experience (ANT 315), African American History, 1865-present (AAS 114), and Psychology, Prejudice, and Discrimination (HON 380). Beyond that, we have made adjustments to our thriving peer mentor program (HON 397, integrated within HON 112) and to the most extensive program of undergraduate student research on campus, the Honors Thesis (HON 395, Thesis Practicum; and HON 490, Senior Honors Thesis). In the 2019-2020 AY, 80 students were enrolled in HON 490, with 72 completing it. While proud of our positive impact on the academic life of SUNY Brockport, we realize there is more we could do, and much we could do better. - We must continue improving our curriculum, especially HON 395, Thesis Practicum, which requires significant revision. Beyond that, we want to exercise more control over the Honors sections of GE courses we require our students to take, in order to assure quality and consistency. (At this point, we rely on academic departments even to assess most Honors GE courses, and even scheduling these courses is difficult.) This is a pressing concern since Honors students report in the NSSE that their coursework in the first year (when most take the majority of their Honors GE courses) emphasizes higher order learning at a rate significantly lower than that of the rest of the student population. That is a problem. We also anticipate that by raising the quality of our Honors GE courses, we could raise our honors graduation numbers even higher. - Over the last year, we have instituted a more holistic review of all Honors College applications (which are now SAT/ACT test-optional), even while maintaining the high standards reflected in the statistics mentioned above. This has been a difficult and time-consuming endeavor (we evaluate hundreds of applications every year), which we want not only to continue but to expand by inviting a more diverse array of faculty to evaluate Honors applications. - We must build on the work we have done during the last year especially to continue and increase our outreach to alumni, encouraging them to support the Honors College with their time and treasure, including inviting them into mentoring relationships with our students. - We must provide Honors students and associated faculty with more opportunities to share their research, both by supporting (financially and otherwise) external conference presentations and publication, and by creating informal opportunities for presentations and discussion of research here at Brockport. - Though HON 395 and 490 provide a sound structure that prepares our students for advanced undergraduate research, we must do better at promoting and incentivizing faculty to mentor the many Honors students who rely on close relationships with them in order to succeed in writing their theses. At this point, we rely on informal processes to match students with mentors and they are not always sufficient, especially for less-connected transfer students and for students in majors where mentored undergraduate research is not the norm. Part of this plan might involve financially or otherwise incentivizing the extraordinary and time-consuming work thesis advisement entails. - As mentioned above, we believe the Honors College should play a more central role in Brockport’s strategy to stabilize the University’s admissions numbers. The Honors College has a very attractive educational product on offer, and we would welcome the opportunity and appropriate support to reach out to local high school populations that might not always give SUNY Brockport due consideration, including the diverse eastside suburbs and RCSD schools such as School of the Arts and Rochester Early College High School. We have independently begun to play a larger role in recruiting from neighboring community colleges, attracting their most talented students to Brockport. Frankly, the Honors College does not have the resources to pursue all these daunting tasks. The Honors College has only two faculty associated with it on a contractual basis, both of whom have primary teaching and research responsibilities in their home departments. The Honors Director receives two course releases per semester and a small stipend; the associate director receives one course release and a smaller stipend. We also have an immensely valuable administrative assistant, without whom the Honors College would cease to function. However, for one of the years under review, that position was split between the Honors College and an academic department on campus, and this is only one among several examples of the lack of resource stability we have recently faced. Our human resources are stretched especially thin for, in addition to the standard work of running not a department but a college within SUNY Brockport (including responsibilities of recruitment, admissions, curriculum planning, course scheduling, assessment, coordinating with Residential Life, and so on), the Honors directors virtually alone advise all Honors students (300-400 at any given time). The Honors College will only thrive and continue to enhance academic excellence at Brockport with a solution to these staffing challenges in place. Our staffing plan is modest: a rotating cohort of faculty from various disciplines shared between home departments and the Honors College over a discrete period of time (two or three years). These faculty would regularly teach Honors courses (perhaps one a semester, combining three-credit GE courses in their home departments and one-credit HON overloads) over the period of their assignment and would be required to do some of their service within the HC, which would also count for their university-wide service commitment. They might receive an extra-service stipend and/or an annual course release, though other arrangements are possible (for example, a temporary reassignment of service from the home department to the Honors College). A rotating cohort of two or three Honors faculty (called Honors fellows?) on this basis would provide myriad benefits to the Honors College, as the report will make clear. With such an arrangement in place, we anticipate being able to implement a robust joint action plan emerging from this PPR, involving further curriculum revision, improvement of Honors GE courses, expanded recruitment (outside Brockport and among current students) and alumni relations (including the cultivation of alumni giving). Since the Honors College has recently installed a new leadership team, this would seem to be a good to invest in its continued and expanded academic success. 1 Brockport data averages the 2015 and 2016 AYs, the relevant years reported later in the PPR. The national data comes from 2014 and 2015, the most recent years reported by the NCHC.
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Departmental Periodic Program Review AY 2020-2021 Kinesiology Program EXECUTIVE SUMMARY - What are the assessment results, descriptively? How have these results supported continuous improvement in student learning? - Illustrate how the strengths of the program have had an impact on students’ personal, academic, and professional development? - Provide a brief statement on potential needs or resources, and impact on the effectiveness (and potentially, the innovation) of the program? How will these help meet the program’s goals? - What improvements have been made since the last PPR? - How is the program’s strategy/approach inclusive and equity-oriented? The Kinesiology major is an excellent program offering a multidisciplinary, balanced, and comprehensive curriculum that focuses on the study of physical activity and human movement across the lifespan. It is intended for students who desire greater flexibility in choosing courses related to the study of physical activity and human movement, but are not interested in a specific professional major. The Kinesiology major prepares students for graduate work in a specific discipline or degree program associated with the natural sciences, social sciences, humanities of physical activity and human movement, or allied health fields, or to pursue careers in fitness or sport development. In addition to its cutting- edge curriculum, the Kinesiology major is delivered by outstanding faculty who are passionate about teaching, have active research agendas, and are strong service providers to their Department, School, University, profession, and communities. Through their zeal, commitment, and loyalty, the Kinesiology major faculty contribute vigorously to the mission, vision, and goals of the Department of Kinesiology, Sport Studies and Physical Education (KSSPE); the School of Education, Health and Human Services; and the University. Relevant student learning is a paramount concern for the Kinesiology major. To that end, its faculty keep the knowledge and skills content of the curriculum in line with the latest disciplinary trends as well as with the changing global employment requirements. Furthermore, the experiential learning required in the Kinesiology major curriculum represents another of its strengths. Such learning provides practical and individualized experience to students prior to pursuing graduate work or entering the job market. Examples of experiential learning include, research and laboratory work in many courses, and the involvement in advance practice in different forms of physical activity. Of note is the requirement of a practicum (a recent development in the Kinesiology major), a culminating experience consisting of a minimum of 90 hours in a setting chosen by students in consultation with the Kinesiology practicum coordinator. The Kinesiology major has shown steady progress since the previous Periodic Program Review (PPR), submitted in March 2014. Students benefit from experienced faculty with a broad range of expertise and interests. The Kinesiology major offers diversified learning experiences in the classroom, as highlighted by Collaborative Online International Learning (COIL) course offerings. Meanwhile, necessary teaching adjustments brought on by the COVID-19 pandemic have shown that the faculty is able to quickly adjust and teach in both online and hybrid formats. New courses such as PES 300 Introduction to Kinesiology have been introduced while other core courses such as PES 305 Significance of Physical Activity, PES 439 Motor Learning, and PES 420 Biomechanics have been further developed and mastered as cornerstones for the major. In general, the Kinesiology major does not have much room to grow unless additional faculty are added. There is a possibility that a sport psychology master’s degree could be added as a program at the graduate level that would further strain faculty workload. Enrollment in the program has been consistent over a five-year span with a slight peak in 2017. Retention and graduation rates began to stabilize toward the end of the period under review, with applications on the upswing, suggesting that the Kinesiology major has solidified itself as a worthy option in the KSSPE department. The major does not have special requirements for incoming students, making it an attractive option for students who are interested in a career involving physical activity and human movement, but unsure of the exact direction they wish to head. The Kinesiology major’s data on graduation placement among students is incomplete and inconclusive, but anecdotal evidence suggests that it gives graduates the tools needed to successfully pursue graduate work or gain employment in a broad range of kinesiology-related fields. In the previous PPR, the Kinesiology major faculty indicated that it intended to add rigor to the curriculum and that a major improvement would be the addition of a culminating experience. The numerous changes to the curriculum implemented in the period under review demonstrate that these aims were accomplished. It is worth noting that in order to enroll in the newly implemented practicum, students are required a prerequisite 2.5 GPA in the major. The previous PPR also highlighted that there was no lab space for the motor behavior and sport psychology faculty. In the ensuing time, the old exercise physiology lab was renovated and repurposed to serve as the motor behavior and sport psychology lab. While this a welcome development, the facilities in the Tuttle Complex, which house the Kinesiology major, are outdated and need renovation. The Kinesiology major faculty will need to continue to have space in order to retain the major’s gained progress should a building renovation occur. Keeping in mind its strengths and challenges, the Kinesiology major should continue to collect data on program satisfaction to ensure that its curriculum remains both current and pertinent in changing local, national, and global environments. It would also be helpful to renew efforts to connect with alumni to understand how well the program prepared them for their careers. Likewise, efforts to assess student learning should continue to be a priority. With changes to the delivery of higher education coursework being accelerated by the COVID-19 pandemic, specific questions as to the effectiveness of any online learning provided by the major would also have to be included in any assessment. In short, the Kinesiology major should continue endeavoring to contribute to the University’s goal to be a great institution at which to learn by providing “an excellent educational experience to both graduate and undergraduate students that is relevant and rigorous.” Sport Management Program EXECUTIVE SUMMARY The SUNY Brockport Department of Kinesiology, Sport Studies, and Physical Education offers an all-encompassing curriculum in Sport Management at the undergraduate level that prepares students for entry-level positions in any number of Sport Management organizations and businesses as sport managers in a wide range of professional settings. The program provides students with opportunities to combine the formal classroom study in the management of sport, with a wealth of practical field experiences, both pre-internship and internship experiences. The underlying principle of Brockport’s Sport Management major is that future professionals in the management of sport must be knowledgeable in the theory of management of sport and must have meaningful and productive experiences in actually performing those myriad of tasks that are associated with the management of sport organizations and business. Knowledge (educational perspective) and experience (pragmatic perspective) are essential to the Sport Management program and are also the keys to being successful as managers and administrators in the real world of sport and sport business. The strengths of the Sport Management major are many, and include its cutting edge curriculum that incorporates a second program of study as chosen by each student, multiple practicum and internships, and a study abroad option that numerous students exercise. The Sport Management major includes internationally known faculty, whose expertise is reinforced by invitations to review programs across the world, publications including textbooks, and extraordinary teaching that includes the conscientious delivery of the curriculum to students. The SUNY Brockport Sport Management program, as one of the first in the world, was conceptualized in 1972 and continues its storied tradition with current rankings of 14th in the USA by College Choice and 9th nationally as the most affordable selective colleges for sport management. Long ahead of the current trend of experiential learning in sport management, Brockport’s Sport Management major is unique in that it requires three, sixty-hour practicums within sport organizations, and one full semester off-campus internships. Drawing from multiple pools of students, (native students, transfer students, on-campus transfers/college retention, Athletics), the Brockport Sport Management major is financially healthy as it retains nearly all of its approximately 100 new students per year. In addition to financial support available to all students, three scholarships are earmarked exclusively for sport management majors; two are fully endowed and one is two-thirds endowed. The Sport Management major is cost-effective to the college, considering 280 students are enrolled in the Sport Management major, (based on fall, 2018). An area of opportunity that has brought optimism and excitement to the Sport Management major are the plans for renovating the Tuttle Complex, which includes, an expanded Sport Management Lab. Once operational, these expanded facilities and equipment can promote student success by providing opportunities for students that may include but are not limited to networking, gaining practical communications experiences, engaging in valuable research experiences with their peers and faculty members, and supporting guest speakers. The Sport Management Club offers another opportunity, and has been reactivated by Mr. Nate Bull, a recently hired lecturer in the major. However, the Sport Management Club will require additional resources to grow. Although slowed a bit by COVID, this opportunity will help connect sport management majors to one another, their major, the department and the University. The expanded 21st century bandwidth provides the infrastructure for the advancement of on-line courses. Student demand for on-line courses will determine their growth rate. Regardless, consideration should be given to offering an online course or two during the summer for ambitious students. The unfortunate arrival of COVID, may have involuntarily expedited this opportunity, as all of our classes have increased on-line related experiences. The post-COVID future calls for us to identify current on-line teaching methods that are considered best teaching practices. Our current curriculum is only three years old and for now it is prospering and we are satisfied with it. An on-going awareness of trends taking place in the field as well as continuous assessment of the major is always prudent. It should be noted, that our program is ranked 9th and 14th in the USA in two different rankings and is a trendsetter. Our current curriculum has the ability to encompass all new areas of sport management by incorporating new content into already existing courses. Adding a course means eliminating a course, as credit creep should be prevented, and should only take place under unanimously supported circumstances. Opportunities to teach new classes in the form of electives, could be an option for content related to the following: sport analytics, media communications, entertainment sports, sport law, risk management in sport, and esports. The opportunity to expand internal and external outreach may take place by creating additional partnerships across campus, which could further cultivate and sustain relationships necessary for long-term growth. There is sufficient opportunity for the sport management major to engage in interdisciplinary collaboration with other departments, which may include the Academic Success Center, Advancement, Career Services, Department of Journalism, Broadcasting and Public Relations, Division of Enrollment Management & Student Affairs, Event Management, and the School of Business and Management. The Sport Management major welcomes all students who represent a diverse student body with a variety of career goals and objectives. We accept students “as they are.” Our Sport Management Major consists of a curriculum that supports multiple options, which allows students to select options which can meet a diverse range of individual needs. Such diverse interests can be operationalized in the required second program of study (chosen by the student), multiple field experiences, elective classes, and study abroad opportunities. Since the last PPR, the Sport Management Major has performed well based on its assessment criteria. The student learning outcomes reflect the strong experiential learning emphasis in the Sport Management Major. At a rate nearing 100% our student learning outcomes are consistently achieved, which are predominately embedded in required experiential components of our major, e.g., practicums and internships. Future assessments will continue to measure sport management SLOs through experiential learning activities, through site supervisor assessments and exit interview questions, yet also begin to include additional theory based assessments, e.g., tests and assignments. Best teaching practices of our sport management faculty members have, and will continue to, support the successful achievement of Sport Management Major learning outcomes. Partly based on the recommendations of the last PPR, three major changes took place to the Sport Management Major: (a) one full-time tenure-track faculty member was hired, (b) one full-time instructor was hired, and (c) a new curriculum was created and implemented. The primary need of the program is to maintain its three current full-time faculty and its additional part-time faculty members who deliver the curriculum. An equally important need is the continued support of the upper administration, which over the past 7 years has been outstanding, from the chair to the president, who has publicly acknowledged our number 14 ranking in the nation. The new sport management lab that will also serve as a high technology area, is scheduled to take place in the newly renovated Tuttle Complex. This lab will support the 21st century technological advances that our program needs to implement. Our program also requests a $3000.00 annual sport management fund that will be used to support outside guest speakers and study abroad opportunities for our sport management students.
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Departmental Periodic Program Review AY 2021-2022 EXECUTIVE SUMMARY The Department of Physics at SUNY Brockport is committed to delivering a high-quality Physics program in the context of a comprehensive undergraduate institution. This Program Review Self-Study is an articulation of the mission and goals of the Department, how we have pursued them, and the current status of our efforts. It is also an opportunity to reflect on the changes of the last few years and consider our next steps. While our goal of a high-quality program remains constant, our approach to realizing that goal continues to evolve in response to internal and external forces: the needs of our students, the decline in enrollment across campus, and the skills in demand in the labor market. The Department has experienced an enormous amount of change since the previous (2015-2016) Program Review. Two faculty members retired in 2019, and two new faculty have brought renewed energy and a fresh perspective to our efforts in teaching, scholarship, and service. A Laboratory Supervisor was hired to coordinate the functioning of the introductory lab sequences and the organization of those spaces. The aging opto-mechanical planetarium projector was replaced by a digital, full dome projector installed in an updated space. The BS Physics major underwent large-scale changes for the first time in forty years to introduce flexibility, promote sustainability, and emphasize computer literacy and technical competence. Finally, two paths to a Physics Adolescent Education degree (not included in this review) have been implemented, leading to an initial certification to teach high school physics upon graduation. To develop an objective picture of the department, we undertook a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis with the assistance of the Office of Accountability and Assessment. The small size of our program looms large in this analysis. Small class sizes benefit students with the individualized attention they allow and we have been able to offer all interested students research opportunities, but at the same time declining campus enrollment, shrinking budgets, and an ongoing Academic Strategic Plan evaluation of all programs have all emphasized the risks to small programs. Growing our enrollment remains our most important priority, and we are hopeful the recent changes to our curriculum will help by appealing to students with a wider variety of aspirational goals. Despite our small size, we have a large influence on campus. The SWOT analysis and other data in this report show that the Physics faculty are committed teachers, successful researchers, and active participants in the activities of the College. We have modernized our teaching at all levels, based on assessment and current best practices. The full-time faculty are published researchers who have been awarded time on telescopes and funding from NSF, NASA, and the Naval Research Lab. Our facilities are in good shape, with state-or-the-art equipment in our teaching and research labs, although there is less support and funding should things break or need to be replaced. The planetarium allows us to reach a variety of campus and community groups and to support the efforts of Undergraduate Admissions to recruit more students to campus. Ultimately, the success of our students is the most important measure of the success of our program. Physics is a challenging subject, requiring highly developed math and problem-solving skills, technological competence, and self-discipline. Our graduates get into – and succeed at – excellent graduate and professional schools in a variety of fields. Or, they are hired upon graduation as engineers and technicians, often because of specific skills they gained while working on research projects. They also find jobs teaching high school physics to the next generation of students. Our alumni support us by returning to give talks on their research and careers for the benefit of our current students. They are our best advertisement. The Department of Physics does not, of course, exist or function in a vacuum; College-wide budget, recruiting, and enrollment issues affect us profoundly. These challenges aside, we believe that the future holds promise. Despite the current ebb in the number of our majors and students in our service courses, we teach Physics (and Astronomy) successfully to them and to the general science population, and we continue to do good science. With the help of this review, we expect our program to become even stronger in the days ahead.
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Departmental Periodic Program Review AY 2020-2021 Political Science Undergraduate Program EXECUTIVE SUMMARY This section should be written last and will be no more than one-two pages in length. It should be an accurate summary (including briefly: program strengths, weaknesses and opportunities; curriculum improvements/opportunities and assessment of student learning information). These executive summaries are used in the Operation Plan, therefore, they should be a comprehensive program overview. WHAT ARE THE ASSESSMENT RESULTS, DESCRIPTIVELY? HOW HAVE THESE RESULTS SUPPORTED CONTINUOUS IMPROVEMENT IN STUDENT LEARNING? We overhauled our assessment approach in fall 2018, both in terms of how we do our assessment, and in terms of the PSLOs we use. We used to have seven PSLOs, we now have four. Additionally, we are now using our pilot Capstone course as the means for collecting our data which we only began in fall 2019. As everyone is well aware, that means that Covid interrupted the process for spring 2020 as well as the full 2020-2021 academic year. However, we have been able to glean a few patterns: - Students struggle with writing. We have known that long before we shifted how we do assessment, but the Capstone course really identified just how much that is the case. - Likewise, students struggle with developing a question and subsequent hypothesis. As a result of our limited results, we are fundamentally changing the Capstone course to make it work better for the students. Those who want to write lengthy research papers, but those who are less interested in that will work on smaller projects that will better fit their career objectives. The bottom line is that we are trying to make the Capstone course one that will benefit our students as well as help them with fundamental skills for success. ILLUSTRATE HOW THE STRENGTHS OF THE PROGRAM HAVE HAD AN IMPACT ON STUDENTS’ PERSONAL, ACADEMIC, AND PROFESSIONAL DEVELOPMENT? One of the strengths of our program is our extensive array of HIPs (high impact programs). Students have the opportunity to travel with faculty, participate in international simulations (EUROSIM), and complete internships at a variety of different levels (national: Washington, DC; state: Albany; local: legal or public service) to name a few. We have had countless students express to us the benefit these different programs have had on their lives. Many of our students who go to Washington, DC for a semester end up remaining there working before continuing with graduate school. One of our former students who spent a semester in Albany has ended up as a Monroe County legislator. These experiences work, and are some of the best opportunities that we can provide our students. Our classroom teaching provides them the foundation they need, and then they are able to “fly the nest,” so to speak, to test out all they have learned. PROVIDE A BRIEF STATEMENT ON POTENTIAL NEEDS OR RESOURCES, AND IMPACT ON THE EFFECTIVENESS (AND POTENTIALLY, THE INNOVATION) OF THE PROGRAM? HOW WILL THESE HELP MEET THE PROGRAM’S GOALS? Like all departments, we would benefit from more faculty who can add to the breadth of our program, as well as the service burden that we share among a small faculty. In the past, we were able to help faculty with the excessive expense of attending conferences, but that has been taken away from us with a fundamental change in how we are able to use our budget. While we continue to receive FSA money, that does not cover the cost of one domestic conference (with flights, hotel and registration) let alone any international conferences. Participation in conferences is fundamental to how we remain current in the discipline, and that in turn helps us meet program goals. WHAT IMPROVEMENTS HAVE BEEN MADE SINCE THE LAST PPR? We were able to replace a departing faculty member (Nilay Saiya) with an Assistant Professor with expertise in Asian politics to strengthen and expand our existing course offerings. Dr. Erik French now offers PLS 348 Politics of East Asia. Dr. French has also developed a course focused on the comparative and international politics of Latin America and the Middle East to fill this gap in INS course offerings. Dr. Kachiga has developed a class in African politics in order to expand the geographic breadth of the INS program’s course offerings. Additionally, we are currently piloting a capstone course. HOW IS THE PROGRAM’S STRATEGY/APPROACH INCLUSIVE AND EQUITY-ORIENTED? The PLS program emphasizes the importance of inclusivity and equity. Our curriculum encourages students to become acquainted with a diverse array of cultures, perspectives, and the PLS student body is relatively diverse. Our faculty members are also diverse, covering a range of backgrounds, experiences and identities. We will continue to emphasize our program’s commitment to diversity and inclusivity. International Studies Undergraduate Program EXECUTIVE SUMMARY This section should be written last and will be no more than one-two pages in length. It should be an accurate summary (including briefly: program strengths, weaknesses and opportunities; curriculum improvements/opportunities and assessment of student learning information). These executive summaries are used in the Operation Plan, therefore, they should be a comprehensive program overview. WHAT ARE THE ASSESSMENT RESULTS, DESCRIPTIVELY? HOW HAVE THESE RESULTS SUPPORTED CONTINUOUS IMPROVEMENT IN STUDENT LEARNING? The INS program has many existing strengths including its expanding geographic coverage, its global focus, and its high-impact programs and emphasis on active learning. Challenges remain, however, particularly with respect to declining enrollment. The program will continue to seek ways to offset this trend. Illustrate how the strengths of the program have had an impact on students’ personal, academic, and professional development? The INS program has many strengths, including its emphasis on active learning and simulations, its high impact programs, its interdisciplinary content, and its global focus. International Studies, by its very nature, is well suited to being relevant in a changing global environment by enhancing students’ understanding of an increasingly interconnected globe. For this reason, the Department strives to ensure that the courses that are offered are relevant to the ever-changing nature of global politics. Combining a demanding overarching global perspective with language training, study abroad, and thematic, regional and disciplinary focuses, International Studies is useful preparation for virtually any endeavor. INS students can find opportunities in many relevant fields including in education, public service, the non-profit sector, and the private sector. PROVIDE A BRIEF STATEMENT ON POTENTIAL NEEDS OR RESOURCES, AND IMPACT ON THE EFFECTIVENESS (AND POTENTIALLY, THE INNOVATION) OF THE PROGRAM? HOW WILL THESE HELP MEET THE PROGRAM’S GOALS? Our enrollment has, unfortunately, been declining. This has been true for both freshman and transfer students. The department is currently working to bolster its recruitment efforts and its visibility to incoming students. Additional resources and assistance toward this effort would be welcome. WHAT IMPROVEMENTS HAVE BEEN MADE SINCE THE LAST PPR? The INS program has added a tenure track faculty member with expertise in Asian politics to strengthen and expand existing course offerings. Dr. Erik French now offers PLS 348 Politics of East Asia. Dr. French has also developed a course focused on the comparative and international politics of Latin America and the Middle East to fill this gap in INS course offerings. Dr. Kachiga has developed a class in African politics in order to expand the geographic breadth of the INS program’s course offerings. Alongside the PLS program, INS is currently piloting a capstone course. HOW IS THE PROGRAM’S STRATEGY/APPROACH INCLUSIVE AND EQUITY-ORIENTED? The INS program emphasizes the importance of inclusivity and equity. The INS curriculum encourages students to become acquainted with a diverse array of cultures, perspectives, and experiences. The INS student body is relatively diverse with a considerably higher concentration of non-White students than Brockport as a whole. This includes a higher percentage of students identifying as Asian and Hispanic/Latino. Program faculty members are also diverse, covering a range of backgrounds, experiences, and identities. The department will continue to emphasize the program’s commitment to diversity and inclusivity.