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<h1>JPBC Minutes: February 24, 2022</h1>
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<h3>
8:00 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Sarah Boroski
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Linda Delene
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Cathy Houston-Wilson
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>James Spiller
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Bob Cushman
</li>
<li>Eileen Daniel
</li>
<li>Crystal Hallenbeck
</li>
<li>Mike Harrison
</li>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Kevin Rice
</li>
<li>Karen Riotto
</li>
<li>Taneika Thompson
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h4>
Guests
</h4>
<ul>
<li>Lorraine Acker
</li>
<li>George Ballart
</li>
<li>Monica Brasted
</li>
<li>Nathan Bull
</li>
<li>Thomas Chew
</li>
<li>Lynda Cochran
</li>
<li>Brian Dickinson
</li>
<li>Johnna Frosini
</li>
<li>Kerry Gotham
</li>
<li>Scott Haines
</li>
<li>Matthew Hall
</li>
<li>Erick Hart
</li>
<li>Dylan Hill
</li>
<li>Rachael Killion
</li>
<li>Richard Klancer
</li>
<li>Stephanie Learn
</li>
<li>Lynne Maier
</li>
<li>Heather Raczkowski
</li>
<li>Darlene Schmitt
</li>
<li>Rongkun Shen
</li>
<li>Bonnie Walck
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Justine Briggs
</li>
<li>Margaret Lane
</li>
<li>Mark Stacy
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>President Macpherson
</li>
</ul>
<h4>
The meeting was called to order at 8:00 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the January 27, 2022, meeting. Provost Delene motioned to approve the minutes; Ms. Aman seconded the motion. 13 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcements:
</p>
<ul>
<li>There is now an open call for Investment Fund proposals. The due date is March 28, 2022. There is a website dedicated to the Investment Funds. Please share with individuals on campus.
</li>
<li>We are still accepting nominations for JPBC members and tomorrow is the deadline.
</li>
</ul>
<h4>
Fee-Based Budget Presentations
</h4>
<h5>
Brockport ITS – <em>presented by Bob Cushman, Chief Information Officer</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>Appreciation was extended to the BITS staff for all their extraordinary work during the pandemic.
</li>
<li>The question was raised regarding if the print management initiative that is currently in process for the faculty and staff would also include the students to help reduce the costs. It was stated that the manage print services initiative covers all printing on campus. As part of the effort, we are evaluating where we can consolidate printing.
</li>
<li>The question was raised if the savings achieved from the reduced costs would translate into a reduced technology fee or a reallocation of the funds to a deferred project. It was stated that with consulting with the Toshiba team it is expected that the savings will be $400,000-500,000 annually. Some of the savings over time would probably impact the student’s portion of the cost. We need to go through the implementation and then assess if the fee can be reduced while also looking at enrollment numbers.
</li>
<li>The question was raised regarding if examples could be provided of cost escalation of products the campus depends on and the complexity of SUNY-wide agreements. It was stated the Adobe believes that they do not have any competition and it becomes a monopoly. It is very difficult to get any price concessions from Adobe even if it being negotiated for 64 campuses. When we did the RFP for new learning management system it was Brightspace that understood the goal of getting the 64 campuses and they were willing to provide price concessions that ended up cutting our cost in half.
</li>
<li>The question was raised regarding what the current amount is in reserves and if it is consistent with past years or is it building to fund an unmet need. It was stated that the department is acquiring services that were external to the college and there are fees associated with these services and they will become part of the annual operational expenses of the department. In addition, there are plans to do a wireless upgrade for the entire campus. This will improve the WIFI and make the campus compatible with the future devices that students bring on campus. Currently the reserve balance is between $900,000 and a million.
</li>
<li>The question was raised if that level of reserves has been approved by JPBC and Cabinet and will not raise to an excessive level. It was stated that the reserves build up to this level so that funds don’t need to be requested from other areas on campus to maintain services or complete projects. Once projects are completed the reserves are spent down and then build up again to cover the next project. The BITS aims to be good stewards of the technology fee and they are very careful of what projects will be funded. Reserves are important if we must pivot again because those funds were used to get remote proctoring software and Zoom. The reserves helped us to respond quickly to the shift to remote learning.
</li>
</ul>
<h5>
Student Health Services – <em>presented by Lynne Maier, Assistant Director of Health Center and Mat Hall, Associate Director of Prevention and Outreach Services</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>Appreciation was extended to the Hazen staff for all their extraordinary work during the pandemic.
</li>
<li>Clarification was provided that the second position in Prevention and Outreach Services is not a new position. It was just moved to be funded by the grant when the College was awarded the grant. When the grant ends, the department will have to begin funding this position again.
</li>
<li>The question was raised if a $10 projected annual increase will be sufficient with the lower enrollment numbers but the health needs increasing. It was stated that it is most likely not enough, but we will have to examine it on a year-to-year basis. It was added that the department is trying not to put so much of the burden of the fee on the students. We know that there are services we need to provide so we are trying to be reasonable. In terms of the mental health work that we need to do, we recognize that the work needs to extend beyond the Counseling Center. We have been reviewing various best practice models from around the country and we can see where there are gaps in our services so we can improve. Increasing training opportunities for not just our mental health counselors, but other front-line staff that typically work with students. This would include residential hall staff and improving our faculty liaison program.
</li>
<li>The question was raised regarding students stating that there are no available counseling appointments. It was stated that there are appointments available in the Counseling Center. In addition, students can go in during walk-in hours that are Monday-Friday 8:00-11:00am.
</li>
<li>The question was raised regarding why Hazen does not bill insurance for services. It was stated that Hazen Center attempted to bill insurances about three to four years ago. They went through the credentialling and application process and they were denied. Excellus is a big player for insurance in the area and stated they have no interest to work with college health. There are very few colleges that can bill insurance in NY. This doesn’t mean that they won’t try again, but this would involve more money to build the staffing infrastructure to bill insurance. It was added that we were the pilot school for a comprehensive to bill insurance and we were denied by SUNY legal as they felt there wasn’t enough security between the various platforms to allow it to happen at that time.
</li>
<li>The question was raised regarding the estimated $500,000 of SUNY funding that is being directed towards mental health and if this is being factored into the budgetary needs and the calculation of the Student Health Fee. It was stated that the $500,000 was for a one-time use and not for ongoing expenses. These funds were federal dollars that had to be used this fiscal year. There is approximately $590,000 in funding available and Dr. Acker has spearheaded the effort of developing the outline of how almost $500,000 of the funding will be utilized. This funding is not alleviating the need of unmet expenses. The programs and their status can be added as an agenda item for a future meeting.
</li>
</ul>
<h5>
Intercollegiate Athletics – <em>presented by Erick Hart, Director of Athletics</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>Appreciation was extended to the Athletics staff for all their extraordinary work during the pandemic.
</li>
<li>The question was raised regarding what the amount in reserves is and how does the amount factor into expenses or deferred expenses. It was stated that Athletics’ 2020-21 budget was in the black for the first time in a while. This was also the year that there was no athletic competition. Athletics is typically underfunded, and the campus has helped with funding for 20 years. The last three budget years does not provide a good gauge of the departmental budget. The fringe relief and the Cares funding is putting the budget in a better spot. This is the first time that the department has had funding in reserves. All of the SUNY schools are in the same position, and we are working together to come up with a plan to change schedules and reduce trips to save money.
</li>
<li>The question was raised regarding how the Athletics Fee has changed for the past five years. It was stated that there has been campus approval for increases the past few years, but SUNY has not allowed increases for Athletics. We were $485 in 2019-20 and about $15 less the prior year.
</li>
</ul>
<h5>
Campus Recreation – <em>presented by Scott Haines, Director of Campus Recreation</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
The following questions and answers occurred during the presentation:
</p>
<ul>
<li>The question was raised regarding if the fee has not increased due to SUNY not approving an increase for Campus Recreation. It was stated that SUNY has not allowed an increase for Campus Recreation during the pandemic.
</li>
<li>The question was raised if the reserves are being depleted due to having to cover operational costs due to not being able to increase the fee. It was stated that it was projected that the reserves would need to be used this year, but HEERF funding helped prevent the need to utilize reserves. The reserves were built up the first few years that SERC was open because we did not have the expenses of replacing or repairing equipment. The department is having difficulty finding business in rentals and therefore they are not seeing an increase in revenue. In addition, students take top priority, and we will not rent out the facility the first quarter of a semester so that the athletes, club sports and classes can use it. On top of that we have lost groups because they are not currently holding events. If enrollment does not increase, we will have to use reserves and possibly look at reducing services.
</li>
<li>The question was raised if it is believed that rentals will increase once covid abates or has the market changed. It was stated that it is believed that groups will return.
</li>
</ul>
<h5>
A Gift to the Fund for Brockport (Alumni) – <em>presented by Kerry Gotham, Director of Alumni Engagement</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
No questions or discussion points at this time.
</p>
<h5>
Career Services – <em>presented by Thomas Chew, Director of Academic Success Center and Stephanie Learn, Associate Director of Career Services</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>The following question was raised regarding the initiative that was developed for Computing Sciences and if it could be utilized in other departments. It was stated that it could be utilized with other departments but there would stipulations. The programs are very people heavy. We could not do this program for 20 departments a semester because we don’t have the personnel. Therefore, the scalability and programmatic to build a system is important to be able to do a program that is as successful and being able to convey the commitment needed from the department and what level of commitment our department can feasibly do. It was added that the program was able to be scaled to be used in Mathematics and there will be a program in the spring called Careers in Math.
</li>
<li>The statement was made that the work being done by faculty in Computing Sciences is not being done for additional cost. The faculty are completing this work because they value the relation with employers that leads to better career opportunities for their students. Appreciation was extended to the faculty for their dedication to their students as well the contacts in the community.
</li>
<li>The suggestion was made to develop the program so that areas that have aligned professional development interests so that career developing can be facilitated by more than one department at a time. It was stated that this design has been discussed and is in a development process.
</li>
<li>The statement was made that 3,000 alumni are ready to assist students through experiential education opportunities. It was added that in the Gift to the Fund for Brockport presentation the system that was referred to, the Graduway and Brockport Alumni Connect, is the program that involves the 3,000 alumni. Our alumni are our best investors and something our students can benefit from. In addition, appreciation was extended to Alumni Engagement staff for all their work in developing the relationships with the alumni to assist with the initiative.
</li>
<li>Congratulations was extended to Career Services for all the work they have accomplished with staffing constraints and appreciation for not increasing their fee even with the declining enrollment.
</li>
</ul>
<h5>
Transportation – <em>presented by Johnna Frosini, Director of Parking and Transportation</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em><br />
No questions or discussion points at this time.
</p>
<h5>
Parking - Transportation – <em>presented by Johnna Frosini, Director of Parking and Transportation</em>
</h5>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>The question was raised regarding if the commuter students pay the same parking price as the residential students. It was stated that they do.
</li>
<li>The question was raised regarding if the price for the unionized employees is collectively bargained. It was stated that it is, and it is factored by the CPI which is 7%, but the price is only being increased by 4%.
</li>
<li>Appreciation was extended to the staff for the extraordinary work with the snow removal on campus.
</li>
<li>The question was raised regarding the need for a fee increase when the ending balance for this year is approximately $760,000 and projected ending balance of $584,000 for next year. It was stated that parking is self-funded and maintenance for parking lots has been deferred for a few years due to the construction. In 2018, it cost $45,000 to do maintenance on the parking lot near SERC. Parking lot repairs will reduce that balance quickly. If we do not complete parking lot maintenance every 2-3 years, it could end up costing over $100,000 to repair a modest size parking lot. The expenses of repairing the parking lots are not included in the presentation because the construction will still be going on. It should be in the following year’s budget.
</li>
</ul>
<h4>
Additional Fee-Based Budget Presentation Questions and Discussion Points
</h4>
<ul>
<li>The question was raised regarding what the overall undergraduate fee expense is on top of tuition. It was stated that with a quick calculation on the high end for an undergraduate student is $68.63 per credit hour. The expense for a 12-credit load semester would be almost $824 and for the academic year $1647. Some of the fees are assessed differently to graduate students. It was added that private schools are almost double what the SUNY schools are charging for fees. In addition, SUNY Geneseo labels the fee as a comprehensive fee and does not break down what the charges are for. Therefore, students do not know where the fee money is going. It was also added that the Campus Based Fee Review Committee has discussed the campus going to a comprehensive fee but the concern over lack of transparency influenced their decision not to proceed with a comprehensive fee.
</li>
<li>The 2020-21 Broad Based Fee by Campus document was provided in the chat for members to see the comparison between SUNY institutions.
</li>
<li>The question was raised regarding the expense spreadsheet for the Technology Fee and where the current year deductions go because you can see where the current year additions come from. It was stated that the sub account is used to fund direct charges from SUNY because they centrally pay for some of the services for the campus. That is why there is a deduction, but you don’t see an addition above.
</li>
<li>The question was raised regarding the reserves in Campus Recreation and why there is a constant reserve amount. It was stated that those reserves were built up during the first few years the SERC was open because there were not equipment replacement or repair expenses. Those funds are there for when we need to replace significant pieces. The second reserve account is for the Zamboni replacement.
</li>
<li>The question was raised regarding if there is a percentage requirement for the campus reserve amount. It was stated that we are required to maintain 15% of our operating budget in reserves. It was added that the reserve amount is critical for Middle States as well.
</li>
<li>The concern was stated regarding several of the ending balances of the fees have a percentage of revenue over 15%. It was stated that SUNY reviews the reserve balances and campuses must provide justification if SUNY believes the individual reserves are too high. For example, Campus Recreation would justify the one reserve for the cost of the Zamboni and the expense amount would be deducted from the reserve total. The same thing could be done in Parking where it is estimated that $200,000 is needed for parking lot repairs. It was added that some of the fee budgets ending balance includes the HEERF funds. The level of the funds was unexpected and looking at this year’s budget in isolation is not a true picture of the area’s budget. We need to think long term for the needs down the line and keep in mind the declining enrollment.
</li>
<li>It was decided that due to time constraints, time would be set aside at the next meeting to continue with the remaining questions.
</li>
</ul>
<h4>
Other Items from the Committee
</h4>
<p>
Provost Delene requested to be added to a future meeting in April or May to provide an update on the Academic Strategic Plan.
</p>
<p>
The meeting was adjourned at 10:35 a.m.
</p>
<p>
DR/JW/mw
</p>
</div>
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<h1>JPBC Minutes: September 23, 2021</h1>
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<h3>
8:30 – 10:30 am, Virtual Meeting via Teams
</h3>
<h4>
Attendees:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Cathy Houston-Wilson
</li>
<li>Margaret Lane
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>James Spiller
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Karen Riotto
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Monica Brasted
</li>
<li>Denise Copelton
</li>
<li>Steve Cook
</li>
<li>Bob Cushman
</li>
<li>Eileen Daniel
</li>
<li>Damita Davis
</li>
<li>Jennifer Green
</li>
<li>Scott Haines
</li>
<li>Mike Harrison
</li>
<li>Mehruz Kamal
</li>
<li>Sara Kelly
</li>
<li>Pamela Kenward
</li>
<li>Rachael Killion
</li>
<li>Dana Laird
</li>
<li>Heather Raczkowski
</li>
<li>Jennifer Ramsey
</li>
<li>Garrett Roe
</li>
<li>Craig Ross
</li>
<li>Rey Sia
</li>
<li>Kevin Tate
</li>
<li>Taneika Thompson
</li>
<li>Cheryl Van Lare
</li>
<li>Robert Wyant
</li>
</ul>
<h4>
REGRETS:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Linda Delene
</li>
<li>Sondra Aman
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck
</li>
<li>President Macpherson
</li>
</ul>
<h3>
The meeting was called to order at 8:30 a.m.
</h3>
<h4>
Announcements & Introductions
</h4>
<ul>
<li>The meeting minutes from the September 9, 2021 meeting are not available yet. They will be shared at our next meeting.
</li>
<li>Dr. Rhodes announced that the meeting format will be in Teams until further notice.
</li>
<li>Hailey Gardner was introduced as one of the Undergraduate Student Representatives.
</li>
</ul>
<h4>
Instructional Technology and Classroom Renovation Subcommittee Vote
</h4>
<p>
Members reviewed the amended charge for the subcommittee. The following question and answer occurred:
</p>
<ul>
<li>The concern was raised regarding responsibilities of the three faculty members being required to obtain input and share ideas from across the schools. This is a large task. It was stated that it was agreed this was a big task and not necessarily the responsibility of the faculty members even though the statement in the charge is vague. It is believed that the responsibility of the faculty members is to ensure that adequate feedback is being sought and shared with the committee. The charge does not specifically define the mechanism that is to be used.
</li>
<li>With no edits, additional questions or discussion points, Dr. Spiller motioned the vote to approve the charge, Ms. Dearing seconded the motion. The following results are from the present voting members:
<ul>
<li>Approve – 14
</li>
<li>Not Approve – 0
</li>
<li>Abstain - 1
</li>
</ul>
</li>
</ul>
<h4>
Middle States Update
</h4>
<p>
Ms. Dearing presented the Middle States update. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>It was stated that areas should review their individual web pages to ensure current information is reflected on the pages. The evaluation team will be looking at web pages to validate that areas are updating web pages and communicating accurate information.
</li>
<li>The question was raised if there are any parts discovered within the self-study that could be potential areas of scrutiny from the evaluation team. It was stated that the team has done a very thorough job with the help with campus area experts. We appear to be in good shape because Dr. Jenkins, Middle States Evaluation Team Chair, seemed very positive when a phone conference occurred in August. In addition, this time we have the evidence listed by criteria and sub-criteria and gives the college an avenue to have better unique evidence to support our initiatives. Some evidence may need to be inserted to support the on-going initiatives taken on by Provost Delene.
</li>
<li>The question was raised if campus stakeholders are aware of the importance of knowing the current processes and such to be prepared if they are called upon to meet with Dr. Jenkins in October and if not, it should be apart of Dr. Guptill’s update at the College Senate meeting. It was stated that the visit in October will not be quite as in-depth as the ones in April. It is something that the Steering Committee should address with campus stakeholders prior to the April meeting. We will also review what the self-study document says and what Middle States might be looking for.
</li>
<li>The question was raised that in the past faculty and staff have be advised to be prepared for drop-ins by the Middle States Evaluation Team and is there potential for a virtual version of the drop ins individuals need to be prepared for. It was stated that there will not be any virtual drop-ins during the October visit. The meeting will be very formal, and Dr. Jenkins has already approved the agenda. In addition, the evaluation team does not do that when they come for an in-person visit. The evaluation team may ask to meet with someone or to visit an area, but arrangements are made for a planned visit or meeting.
</li>
</ul>
<h4>
Undergraduate Admissions Update
</h4>
<p>
Mr. Wyant presented an update on Undergraduate Admissions. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding if there is a projection regarding international student enrollment and how that may ease the enrollment concerns of Brockport in the coming years. It was stated that it is a trickle-down effect from the university centers with the reduction of international enrollment by 23.7% as of March. Colleges will adjust their rubric for acceptance where a student would be accepted at a university center that normally would not and would be an emerging scholar at Brockport.
</li>
<li>The question was raised regarding if the high school enrollment at community colleges has been analyzed to see if the majority is trade or college prep, as this would be telling for future enrollment projections. It was stated that is an analysis that SUNY has never done but there is a way to look at enrollment in majors within a certain community college and break it down by trade, career prep and liberal arts/academic prep. Once the SUNY preliminary enrollment data is updated, Mr. Wyant will research Monroe Community College and report the analysis back to the committee.
</li>
<li>The question was raised regarding if there is any information regarding SUNY Central stepping in with the colleges who are significantly down in their enrollment. It was stated that final census will be coming out in the next couple weeks. Campuses have just received guidance on financials and there are some campuses that are in “financial crisis”. There is a separate approval process for all of the spending for those campuses. We are fortunate we are not one of those campuses. Our spend controls are moving in the right direction even though we are down in enrollment. Also, we have not heard of any conversations regarding consolidation. There are conversations regarding reducing costs by having shared services for administration purposes amongst SUNY schools. It was added that it is difficult for a politician to see a college campus failing because of all of the jobs that would be lost. Brockport is in a good location being so close to Rochester and Buffalo and being surrounded by community colleges. Other SUNY campuses do not have that benefit.
</li>
<li>The question was raised regarding the Open House on October 9 and the new format. The concern is that some of the programs do better with recruiting students by showing off labs, classrooms set-ups and being able to speak one on one with students. This will be lost by the new format and just speaking to a group of students in a big area with the difficulty of being able to be heard with the masks. It was stated that the Open House location is a central location for students to know where to go to talk to someone. Departments have 90 minutes to do what they feel is necessary to showcase their programs. All Undergraduate Admissions requests is that departments designate an individual to stay at the table to answer questions.
</li>
<li>The request was made to discuss further the adult completion programs and the early college high school programs. It was stated that the adult students prefer flexible course offerings due to wanting to work. This population prefers evening and online classes. The online business program is taking off right now. The more online completion programs we can establish allows us to offer our courses to a particular audience. It opens the door for us to be more marketable to adult students. The early college high school program in Greece, the program has 160 students in it. The program started about five years ago. Students are taking Brockport courses as early as 9th grade. They are taking 101 level and they will take other courses once they hit 12th grade. This is a great program with great demographics. This is all free of charge for the students and some of them are graduating high school with 60 credits.
</li>
<li>The question was raised regarding the decrease in Brockport’s yield and if it was due to the university centers recruiting students that would typically be Brockport students away from Brockport. For example, a student who receives acceptance from Brockport and University of Buffalo may choose to go to Buffalo instead because of the prestige factor. It was stated that each student is different, and it could be a factor in the decrease in yield, but it isn’t the sole factor.
</li>
<li>The question was raised if yield can be broken down into groups like emerging scholars and non-emerging scholars to see if there are other reasons for the decrease that are unique to specific groups that could be addressed. It was stated that emerging scholars yield is around 19% so that is similar to traditional students. Breaking down the yield by group is an analysis that Undergraduate Admissions plans to complete to get a better sense of the factors of why students are not choosing Brockport.
</li>
<li>The question was raised if there are any specific majors the students are looking for that Brockport does not offer that could be an opportunity down the road for Brockport to consider offering. It was stated that engineering is the one program that is always asked about at college fairs. In this case admissions staff discusses Physics, but if the student is looking for a specific field in engineering then Brockport does not have it.
</li>
<li>The concern was raised that undeclared is one of the top five majors and we need to ensure we have broad range of majors to retain these students so that they can find a program that interests them. It was added that the yield rate for undeclared students is 15.8% so this means there is a potential to recruit more students out of this group.
</li>
<li>The question was raised if yield is looked at by program to determine if there is more that can be specifically done to create opportunities to recruit more students. It was stated that yield is reviewed by program because yield must be looked at on the micro level. Depending on the program if you shift the yield by 1-2% that could be 20 to 30 more students.
</li>
</ul>
<h4>
Graduate Admissions Update
</h4>
<p>
Mr. Harrison presented an update on Graduate Admissions. The following question, answer and discussion point occurred:
</p>
<ul>
<li>The question was raised regarding the graduate programs at Brockport Downtown and if there are special ways that we need to market to those students and keep them engaged. It was stated that it is recognized that those graduate students are at a different physical location. Some of the programs are online while others do meet in person at Brockport Downtown. At the beginning of the semester, the Center for Graduate Studies partnered with the Academic Success Center, Brockport Downtown and Dean’s office to find additional resources, tutoring and otherwise, to support the students at Brockport Downtown. This is not necessarily a marketing strategy, but it weighs in on how they perceive their education experience.
</li>
<li>Ms. Roy provided a link for members to view some of the graduate recruitment videos.
</li>
</ul>
<h4>
Other Items from the Committee
</h4>
<ul>
<li>Members were encouraged to attend the Middle States Open Forum on October 6.
</li>
<li>Members were encouraged to communicate the information that was shared today with others and to bring any questions they receive back to the committee.
</li>
</ul>
<p>
The meeting was adjourned at 10:25 am.
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Minutes: December 02, 2021</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Linda Delene
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Tom Hernandez
</li>
<li>Cathy Houston-Wilson
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>James Spiller
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck
</li>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Lorraine Acker
</li>
<li>Monica Brasted
</li>
<li>Denine Carr
</li>
<li>Thomas Chew
</li>
<li>Lynda Cochran
</li>
<li>Steve Cook
</li>
<li>Laura Coriddi
</li>
<li>Bob Cushman
</li>
<li>Eileen Daniel
</li>
<li>Peter Dowe
</li>
<li>Deborah Ferris
</li>
<li>Jennifer Green
</li>
<li>Dan Greer
</li>
<li>Kim Haines
</li>
<li>Scott Haines
</li>
<li>Mike Harrison
</li>
<li>Erick Hart
</li>
<li>Anna Hintz
</li>
<li>Mehruz Kamal
</li>
<li>Sara Kelly
</li>
<li>Pamela Kenward
</li>
<li>Rachael Killion
</li>
<li>Dana Laird
</li>
<li>Karen Logsdon
</li>
<li>Sandy Mosher
</li>
<li>Carl O’Connor
</li>
<li>Karen Podsiadly
</li>
<li>Heather Raczkowski
</li>
<li>Craig Ross
</li>
<li>Rey Sia
</li>
<li>Taneika Thompson
</li>
<li>Cheryl Van Lare
</li>
<li>Dana Weiss
</li>
<li>Susan Wielgosz
</li>
<li>Kimberley Willis
</li>
<li>Robert Wyant
</li>
</ul>
<h4>
REGRETS:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Kristin Hartway
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>President Macpherson
</li>
<li>Karen Riotto
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcements:
</p>
<ul>
<li>The meeting minutes from the November 18, 2021 meeting are not available yet. They will be shared at our next meeting.
</li>
<li>On Friday, December 10, 2021 there will be a Recruitment Showcase panel. This will be an open discussion regarding the recruiting and marketing efforts at Brockport. Members were encouraged to attend the event.
</li>
<li>Due to the possibility of time limitations, the update on enrollment and staffing may be presented at our next meeting.
</li>
</ul>
<h4>
Academic Strategic Plan (ASP) and Goal Group 1 Question & Answer Session
</h4>
<p>
The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The request was made to have the ASP presentation shared publicly. It was agreed that the presentation would be attached to the Provost’s weekly report.
</li>
<li>The question was raised regarding obtaining more information on the six student ambassadors for the Intercultural Center and what that opportunity is for students. It was stated that the plan is to employ six students, the center currently does not have that. The six students would assist with carrying out the work involved with the Intercultural Center, but the opportunity includes training and growing the students as ambassadors.
</li>
</ul>
<h4>
DIFR and Residential Life/Learning Communities Update – presented by Carl O’Connor, Assistant Director for Housing and Craig Ross, Cross Divisional Budget and Facility Officer
</h4>
<p>
Mr. O’Connor and Dr. Ross presented the DIFR and Residential Life/Learning Communities update. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised if the financial projections include any cost savings from space management of the dorms. It was stated that the cost savings are not included in the projections. The space management of the dorms is a strategy that is being reviewed, but it is difficult to say right now if it is an option until we know the numbers for fall. If it were to be done, then there would be salary savings achieved.
</li>
<li>The question was raised regarding if the reduced single rate produced more students to be interested in singles or was it the same from the previous year. It was stated that it netted about 100 more students that were interested in singles.
</li>
<li>The question was raised regarding if the reduced single rate will continue. It was stated that the rate is currently being reviewed to determine if it will stay the same or increase.
</li>
<li>The question was raised regarding what the definition of a false start is. It was stated that a false start is a student who starts classes and leaves the College within the first week.
</li>
<li>The question was raised regarding if interest was still being accumulated during the exemption time of the bond payment. It was stated that interest was still being accumulated.
</li>
<li>The question was raised regarding the budget being based on 1850 students and whether this is sustainable and achievable. It was stated that pre-COVID the average of residential students was between 2500-2600. It was stated that it is believed that 1850 is a safe number. There will be marketing of the singles. There is communication being developed geared towards local students on the benefits of on-campus housing. There are more scholarships that will be potentially available. It was added that there would have to be a reduction in expenses to maintain that budget. The reduction in the capital plan should also help.
</li>
<li>The question was raised regarding if the projections include evaluating the increased demand for on-line learning and how it may impact the demand for residence space. It was stated that there is a committee called the DIFR Strategic Team that focuses on five-to-ten-year planning. There are many key players from across campus that are on this committee that include Dana Weiss, Robert Wyant and Sara Kelly to name a few.
</li>
<li>The question was raised regarding the marketing of on-campus housing to graduate students especially when the demand of online courses is so high at the graduate level and how we can compete with off-campus housing. It was stated that the initial marketing for graduate students was geared towards the programs that require an in-person component. The off-campus housing is relatively cheap, but we try to come from the angle of the convenience of on-campus housing and the benefit of having all expenses on one bill. We are currently conducting a market study to see where we are in comparison to the off-campus housing.
</li>
<li>The suggestion was made to consider if there are residential units that could be marketed for a nightly rate for the programs that are mostly online but need to meet in-person for the weekend or a week.<br />
The question was raised regarding which programming in the residential halls is the most popular and is there any programming in higher education that is associated with retaining and attracting students. It was stated that as an example, there is intentional programming that is done for the nursing cohorts that helps develop their connection to each other but also to assist those students who do not get accepted into the Nursing program and what other majors that they can complete at Brockport to give us a better chance of retaining those students.
</li>
</ul>
<h4>
Discussion & Vote on Budget Prioritization Requests
</h4>
<h5>
Goal Group 1
</h5>
<p>
Members reviewed the budget request from Goal Group 1 that involved establishing an operating budget of $47,000 plus $10,000 in College Support funding for the Intercultural Center. The following question and answer occurred:
</p>
<ul>
<li>Clarification was requested regarding if this request was to establish an ongoing budget and wouldn’t involve an annual budget prioritization request. It was stated that the request is for an ongoing budget.<span style="font-family: inherit; font-size: 0.8rem; color: var(--cms-region--primary-black);"></span>
</li>
</ul>
<p>
Dr. Spiller motioned to vote to endorse the budget request, Ms. Roy seconded the motion. The following are the voting results from the present voting members:
</p>
<ul>
<li>
<strong>Endorse</strong> – 14
</li>
<li>
<strong>Not Endorse</strong> – 0
</li>
<li>
<strong>Abstain</strong> – 0
</li>
</ul>
<h5>
Goal Group 2
</h5>
<p>
No requests presented at this time.
</p>
<h5>
Goal Group 3
</h5>
<p>
Mr. Wall updated members regarding the changes to the budget requests:
</p>
<ul>
<li>The Tree Campus USA project is being put on hold until the Facilities and Landscaping Master Plans are complete. In addition, with all the capital planning projects that are happening across campus there are trees being planted and funded by SUCF. With the North Campus Project, we are tripling the number of trees that will be on campus in that area.
</li>
<li>The request for the Budget position has been removed because we believe with filling the vacancy in the Budget Office, we have enough resources in place to continue the work with zero based budgeting.
</li>
<li>The request for developing and establishing Emergency Preparedness has been reduced from $120,000 to $60,000 because it is has decided that it will be phased in over a couple of years.
</li>
</ul>
<p>
Members reviewed the updated budget requests from Goal Group 3. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>Clarification was requested if the $60,000 for Emergency Preparedness included the hardware for the fire and CO2 monitors and training for the systems. It was stated that the hardware was funded by SUCF. About $30,000 will go towards maintenance and monitoring of the fire and CO2 monitors. The rest is for ongoing training programs withing campus but mostly in the Facilities department.
</li>
<li>The question was raised regarding if we do not currently have a sufficient budget to cover the cost of training. It was stated we do not.
</li>
<li>The question was raised regarding if the budget for the training is to cover personnel hours or to purchase online modules for training. It was stated that some funding is for professional instruction and other training is online. So, it is a mix of both.
</li>
<li>The question was raised that it is understood that this training is important for health and safety, but is it required for accreditations and certifications. It was stated that it is.
</li>
<li>Clarification was requested on the items that were originally presented as to be determined and if the committee would be voting on them. It was stated that all items that were listed as to be determined were removed and until they can be fully defined, the committee will not vote on them.
</li>
<li>It was clarified that the seed mix for the Meadow Project is a one-time cost.
</li>
<li>The question was raised regarding how much the campus will save from not moving the area where the meadow will be. It was stated that the estimate is close to $5,000 a year.
</li>
<li>Clarification was requested regarding what the $3,000 for the Earth Day activities would be used for. It was stated that there is a subcommittee on sustainability and every year they look at the Earth Day activities. In the past few years, the campus has had hardly any funding to support the activities. This is to establish some funding to allow the campus to complete some Earth Day Activities. It was requested that the subcommittee connect with Dr. Spiller so he can help coordinate with broader campus teaching and learning experiences.
</li>
<li>The question was raised regarding where the meadow will be and if the area where the frisbee golf course would be impacted. It was stated that it will be located across from X lot and the golf course will not be touched. Also, Kevin Rice has worked with Erick Hart and they will be keeping a running path through there for the cross-country team.
</li>
</ul>
<p>
Dr. Spiller motioned to vote to endorse the budget requests, Ms. Dearing seconded the motion. The following are the voting results from the present voting members:
</p>
<ul>
<li>
<strong>Endorse</strong> – 14
</li>
<li>
<strong>Not Endorse</strong> – 0
</li>
<li>
<strong>Abstain</strong> – 0
</li>
</ul>
<h5>
Goal Group 4
</h5>
<p>
Members reviewed the budget request from Goal Group 4 that involved requesting $65,000 for a Training Manager position in Human Resources. Members will not be voting on the Employee Success Center as the specific amount is unknown. The following questions and answers occurred:
</p>
<ul>
<li>The request was made to explain what the position is, if it has existed in the past, and why it is deemed a necessary expense at this time. It was stated that we did have a Training Manager up until 9-10 years ago. When that individual left, the College did not replace the position. Since the beginning of the current Strategic Plan, employee development has been a major issue that has been discussed. BizLibrary offers wonderful training videos but we are missing out on opportunities of having in-person team training and professional opportunities on campus and that is why this position keeps coming up every year. It was added it would be a dedicated resource to develop programs especially the new supervisor trainings that many individuals have requested.
</li>
<li>The question was raised if this position would require the skills and be tasked with working with the Grants Office on researching federal and state funding that can be used for trainings. It was stated that this requirement could be added to the job description and requirements because it makes sense that the individual would have the expertise to help secure any potential funds.
</li>
<li>The question was raised regarding if this position has presented to JPBC in the past and if so, how is the situation different now than when it wasn’t approved. It was stated that JPBC has recommended in previous years that this position be filled, but Cabinet has determined that it was not a priority because of the available funding. It is brought forward each year by Goal Group 4 because the group feels it is a priority.
</li>
<li>The question was raised regarding if in the future and there is an Employee Success Center, this position would be a keystone figure in the center. It was stated that would be the expectation. A Training Manager would be vital in ensuring the success of the center.
</li>
</ul>
<p>
Ms. Aman motioned to vote to endorse the budget request, Dr. Houston-Wilson seconded the motion. The following are the voting results from the present voting members:
</p>
<ul>
<li>
<strong>Endorse</strong> – 13
</li>
<li>
<strong>Not Endorse</strong> – 2
</li>
<li>
<strong>Abstain</strong> – 0
</li>
</ul>
<h4>
BASC Budget Update – presented by Dana Weiss, Executive Director of BASC, Anna Hintz, Assistant Executive Director of BASC, and Deborah Ferris, Accounting & Finance Director of BASC
</h4>
<p>
Ms. Weiss, Ms. Hintz and Ms. Ferris presented an update on the BASC budget. The following question and answer occurred:
</p>
<ul>
<li>The question was raised regarding comparing the total cost of goods over the past few years and how we are at almost at the same number as 2019-20 but with fewer students and meal plans. It was stated that last year there was a decrease because food was mostly takeout and now, we have more places open on campus and students are dining in. In terms of this year’s number with less students being the same as it was in 2019-20, it is due to inflation.
</li>
<li>Due to time constraints, members were instructed to email any questions to Dr. Rhodes, and they will be sent to the BASC team to be answered.
</li>
</ul>
<h4>
Retention Update – presented by Sara Kelly, Assistant Vice President for Enrollment Management and Taneika Thompson, Interim Director of Institutional Effectiveness
</h4>
<p>
Dr. Kelly and Ms. Thompson presented an update on retention. Due to time constraints, it was requested that Dr. Kelly and Ms. Thompson attend a future meeting to further discuss the information presented. It was agreed that schedules would be reviewed to determine if they could attend the committee’s next meeting.
</p>
<h4>
Other Items from the Committee
</h4>
<ul>
<li>None at this time
</li>
</ul>
<p>
The meeting was adjourned at 10:35 a.m.
</p>
<p>
DR/JW/mw
</p>
</div>
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<h1>JPBC Minutes: September 10, 2020</h1>
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<h3>
Thursday, September 10, 2020<br />
8:30 – 10:30 a.m.<br />
Virtual Meeting via Teams
</h3>
<h3>
Attendees:
</h3>
<p>
<strong>Voting Members:</strong> Sondra Aman, Mike Andriatch, Justine Briggs, James Cordeiro, Frances Dearing, Kandie Gay, Daniel Goebel, Katy Heyning, Cathy Houston-Wilson, Meaghan Irving, Margaret Lane, Jose Maliekal, Dave Mihalyov, Kathy Peterson, Summer Reiner, Craig Ross, Janet Roy, Ed Ryan, Mark Stacy, Elliot Weininger, Katy Wilson
</p>
<p>
<strong>Non-Voting Members:</strong> Denise Copelton: Co-Chair, Crystal Hallenbeck, President Macpherson, Karen Riotto, James Spiller, Jim Wall: Co-Chair, Melissa Wight
</p>
<p>
<strong>Guests:</strong> Steve Cook, Bob Cushman, Richard Dirmyer, Mike Harrison, Darson Rhodes, Kevin Rice
</p>
<h3>
Regrets:
</h3>
<p>
<strong>Voting Members:</strong> Tom Hernandez
</p>
<p>
 
</p>
<p>
The meeting was called to order at 8:32 a.m.
</p>
<p>
<strong>Review Meeting Minutes from May 7, 2020</strong>
</p>
<p>
Dr. Copelton asked the committee to review the minutes from the May 7, 2020 meeting. She<br />
stated since membership has changed since this meeting, members would do a vote of<br />
acknowledgement. Eleven members voted to acknowledge the minutes. Therefore, the minutes<br />
were accepted.
</p>
<p>
<strong>Announcements & Introductions</strong>
</p>
<ul>
<li>The following members were introduced to the committee as new members:
<ul>
<li>Justine Briggs – Professional Staff Representative
</li>
<li>Meghan Irving – Undergraduate Student Representative
</li>
<li>Peggy Lane – Faculty Representative, EHHS
</li>
<li>Janet Roy – Professional Staff Representative
</li>
<li>Jamie Spiller – College Senate President-Elect, ex-officio member
</li>
<li>Mark Stacy – Professional Staff Representative
</li>
</ul>
</li>
<li>Dr. Copelton announced that the JPBC is holding special nominations for Co-Chair Elect.<br />
This is due to the fact that the individual that was originally appointed to serve in that role<br />
has taken a position on the School of Business’s Leadership Team and is therefore not<br />
eligible to serve as Co-Chair Elect or Co-Chair. The role is reserved for faculty members,<br />
including librarians, who are below or equivalent to the department chair level. This role is<br />
a four year commitment as there is one year serving as Co-Chair elect and then a three year<br />
term serving as the Co-Chair. There is a Daily Eagle article announcing this and there is a<br />
MachForm available to complete the nominations. The committee is accepting<br />
nominations and self-nominations through September 16.
</li>
</ul>
<p>
<strong>Review JPBC Charge, Operating Guidelines, Roster & Schedule</strong>
</p>
<ul>
<li>Members reviewed the committee’s operating guidelines. No updates were made at this<br />
time. Dr. Peterson motioned to vote to endorse the operating guidelines, Dr. HoustonWilson seconded the motion. Members agreed to vote to endorse the guidelines. The<br />
voting results were as follows:
<ul>
<li>
<strong>Endorse-21</strong>
</li>
<li>
<strong>Not Endorse-0</strong>
</li>
<li>
<strong>Abstain-0</strong>
</li>
</ul>
</li>
<li>Members reviewed the committee’s charge, roster and schedule. There were no questions<br />
or discussion that occurred.
</li>
</ul>
<p>
<strong>Review Call Letter & Presentation Template for Fall 2020 Goal Group Presentations and</strong><br />
<strong>Budget Prioritization Requests</strong>
</p>
<p>
Members reviewed the PowerPoint and Executive Summary templates. The following discussion<br />
points occurred:
</p>
<ul>
<li>Dr. Copelton expressed her appreciation to Sara Kelly, Frances Dearing and Richard<br />
Dirmyer for their work on developing the templates.
</li>
<li>Clarification was requested regarding if the executive summary is replacing the<br />
spreadsheet that was utilized in the past by the Goal Groups or will it assist the Goal<br />
Groups in updating the spreadsheet as both require the same information. It was stated that<br />
the executive summary was designed in a way so that the information could be pulled from<br />
the spreadsheet. Also, this is similar to presentations that have been done in the past. This<br />
is just a more streamlined version to match the reporting purposes of the strategic plan. In<br />
addition, it will assist with the Middle States review.
</li>
<li>It was stated that due to the College’s financial situation, it is not anticipated that many<br />
budget prioritization requests will be included in the presentations. If budget prioritization<br />
requests are included, they need to be supported by data and assessment and need to<br />
evidence how the requests link to the strategic plan.
</li>
<li>Members did not request any additions or changes to the templates.
</li>
</ul>
<p>
Dr. Peterson motioned to vote to endorse the Call Letter and templates, Ms. Roy seconded the<br />
motion. Members agreed to vote to endorse the Call Letter and templates. The voting results were<br />
as follows:
</p>
<ul>
<li>
<strong>Endorse-16</strong>
</li>
<li>
<strong>Not Endorse-0</strong>
</li>
<li>
<strong>Abstain-0</strong>
</li>
</ul>
<p>
<strong>JPBC Task Force on Budget and Campus Resources Progress Report</strong>
</p>
<p>
Dr. Copelton presented the progress report from the JPBC Task Force on Budget and Campus<br />
Resources. The following discussion points occurred during the presentation:
</p>
<ul>
<li>Clarification was made regarding the increase in enrollment for the RN to BSN program.<br />
It was clarified that the increase in 50 students was over the course of the academic year<br />
and broken down to 25 students in the fall, 15 in the spring and 10 in the summer. Dr.<br />
Copelton added the clarification to the progress report.
</li>
<li>It was stated that some of the subgroups outlined in the report have not met yet, but will be<br />
meeting in the next couple of weeks.
</li>
</ul>
<p>
Dr. Houston-Wilson motioned to vote to endorse the progress report, Ms. Roy seconded the<br />
motion. Members agreed to vote to endorse the progress report. The voting results were are<br />
follows:
</p>
<ul>
<li>
<strong>Endorse-16</strong>
</li>
<li>
<strong>Not Endorse-0</strong>
</li>
<li>
<strong>Abstain-0</strong>
</li>
</ul>
<p>
<strong>Other Items from the Committee:</strong>
</p>
<p>
None at this time.
</p>
<p>
 
</p>
<p>
The meeting was adjourned at 9:47 a.m
</p>
<p>
JW/mw
</p>
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<h1>JPBC Minutes: April 22, 2021</h1>
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<h2>
Thursday, April 22, 2021
</h2>
<h2>
8:30 – 10:30 am, Virtual Meeting via Teams
</h2>
<h3>
Attendees
</h3>
<h4>
Voting Members
</h4>
<ul>
<li>Sondra Aman
</li>
<li>Hannah Arp
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Tom Hernandez
</li>
<li>Katy Heyning
</li>
<li>Cathy Houston-Wilson
</li>
<li>Margaret Lane
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Kathy Peterson
</li>
<li>Craig Ross
</li>
<li>Janet Roy
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h4>
Non-Voting Members
</h4>
<ul>
<li>Denise Copelton: Co-Chair<br />
Crystal Hallenbeck
</li>
<li>President Macpherson
</li>
<li>Darson Rhodes: Co-Chair Elect
</li>
<li>Karen Riotto
</li>
<li>James Spiller
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h4>
Guests
</h4>
<ul>
<li>Various guests in attendance – 87 total guests.
</li>
</ul>
<h3>
Regrets
</h3>
<h4>
Voting Members
</h4>
<ul>
<li>Mike Andriatch
</li>
<li>Kalista Cherry
</li>
<li>Sharon Jaramillo
</li>
</ul>
<p>
The meeting was called to order at 8:31 am.
</p>
<h3>
Announcements
</h3>
<p>
The following announcements were made:
</p>
<ul>
<li>Dr. Copelton thanked Dr. Peterson and Dr. Ross for their service to the committee as their terms will be complete at the end of the semester. The following individuals will be joining the committee in the fall to begin their terms:
<ul>
<li>Austin Busch – Faculty-at-Large Representative (three-year term)
<ul>
<li>Dr. Houston-Wilson will serve as Interim Faculty-at-Large during the Fall 2021 semester while Dr. Busch is on sabbatical.
</li>
</ul>
</li>
<li>Kristin Hartway – Professional Staff Representative (three-year term)
</li>
</ul>
</li>
<li>Ms. Dearing provided an update on the Middle States Self-Study and how individuals can participate. The first town hall for the Middle States self-study was held on Wednesday. The second one will be held on Monday, April 28, 2021, from 1:15-2:15pm. Individuals are encouraged to attend and complete the feedback form. The particular standards that members of JPBC should review are one and six. The form will be available until April 30. Feedback from the form as well as feedback from the President and the Provost will be used by the Steering Committee to revise the report. The updated version will go to Cabinet for review in June. After that, the document will be posted for individuals to provide feedback. Then the document will be sent to the Team Chair, Dr. Anthony Jenkins. He will be doing a virtual visit in September. After he reviews the document and completes the virtual visit, he will provide his updates for the document. The document will then be revised and posted for individuals to view. The document will be finalized in January 2022 and will be sent to the Middle States Team.
</li>
<li>Dr. Copelton stated that the next JPBC meeting will be April 29, 2021. The agenda at this meeting will include the vote on the fee-based budget requests and budget presentations from DIFR, BASC and BSG.
</li>
<li>Dr. Copelton stated that there will be a budget town hall on April 29, 2021 at noon. Details will be emailed from Julie Pruss on how to join the town hall.
</li>
</ul>
<h3>
Approval of the Minutes
</h3>
<p>
Dr. Copelton asked the committee to review the minutes from the March 25, 2021 meeting. Dr. Peterson motioned the minutes to be approved, Ms. Aman seconded the motion and 15 voting members were in favor. Therefore, the minutes were approved.
</p>
<p>
 
</p>
<h3>
Division Presentations on Cost Savings/Open Position Management
</h3>
<h4>
(Presentation is available on Blackboard and Teams)
</h4>
<p>
The following questions and answers occurred during the session:
</p>
<ul>
<li>The question was raised regarding the adding/spreading of tasks and responsibilities to staff across departments in light of the staff reductions, it is critical to determine what people will stop doing. How are these adjustments being addressed and prioritized in order to facilitate employee success and avoid failure/burnout? It was stated that the workload in certain areas will need to be reviewed. A vast majority of the positions are open positions and have been or will be reviewed. The re-engineering of the work flow plays a key role in this as well as implementing the digital work flow should help.
</li>
<li>The question was raised regarding the five percent cut in State funding and whether there is still uncertainty surrounding the cut because the cut was in the Governor’s budget but not the legislature’s approved budget. It was stated that there have been a number of meetings with the SUNY Business Officers and the view is we will be getting the five percent cut which calculates out to $900,000. This was indicated by the SUNY personnel that reviewed all the budget documents.
</li>
<li>The question was raised regarding where the SUNY Business Officers are obtaining the information regarding the five percent cut in State support if it was not included in the legislature’s budget. It was stated that the way information is worded in the budget can cause areas to appear to be receiving more funding or not cuts, when in reality the areas are not receiving more funding, or they are receiving cuts.
</li>
<li>The question was raised regarding the accounting for the reduction of State support. If five percent is $900,000 then why was 20% being calculated as $3 million. The calculation should have been $3.6 million. It was stated that we get $17.6 million is State funding and the 20% calculation wasn’t on the whole $17.6 million. There was a portion of the $17.6 that wasn’t included in the calculation of the cut. The calculation was closer to $17 million, that is why the 20% was calculated to be $3 million.
</li>
<li>The question was raised given the reduced amount of funding cuts to the State support, have there been any discussions about funding for growing programs or other projects. It was stated that as shown in the presentation, we came in with $61 million, but we have $63.8 million in funding. We are hoping to include a line item within the difference of $2.8 million to hope fund revenue generating or cost saving projects. This would allow some contingency to allocate to that.
</li>
<li>The question was raised regarding the payment of the delayed salary increases for UUP, CSEA and M/C and if it is true that the State has not provided campuses with the funding to cover the increases. It was stated that the College will have to provide the funding and we have been planning for that. In the five-year model the contractual salary savings are included as well as in the budget projections for the payout of the retroactive salary increases and promotion plan salary increases that have been worked on over the past year.
</li>
<li>The question was raised regarding using the stimulus funds to cover payroll hours for the individuals that have had their workloads shifted to include working at the testing site and if their salaries will be able to be prorated at the current amount or if there is a federal minimum wage that needs to be used for the calculation. It was stated that the guidelines are being reviewed and we hope to allocate most of the labor cost involved with running the test site and vaccination clinic from the stimulus funding. The only individuals that are not eligible to have their salary factored into the running of both sites are individuals that are M/C.
</li>
<li>Clarification was requested regarding the volunteers’ time that is being used to allocate funds from the stimulus fund and if the volunteers are being compensated with the funds. It was stated that the volunteers are not being compensated, the payroll hours involved with volunteering can be charged against the stimulus funds.
</li>
<li>The question was raised regarding where the stimulus funds will go that are allocated from the volunteer hours for the testing site and vaccination clinic. It was stated that the funds will go back to the reserves.
</li>
<li>The question was raised regarding if an employee’s time is being reimbursed by stimulus funds, then it is no longer considered volunteering and whether it should be added to annual reports as work performed as faculty work obligations were not adjusted. It was stated that in many cases, workload and performance programs were adjusted to take into account significant time spent for the testing and vaccine site. That meant that individuals were performing this work instead of other work and this is the basis on which we hope to be able to note salary costs. It was recommended that faculty who volunteered at pool testing to add it to their annual report under service. It has not been made clear that volunteer hours can be included toward the calculation against the stimulus funds. It has been determined that M/C volunteering cannot be counted.
</li>
<li>The question was raised regarding the impact number listed due to the lack of tuition increase and how the impact number is determined. It was stated that it was determined by calculating the tuition increase of $200 by 7,000 students and equaling out to $1.4 million for year one, year two the impact number is $2.8 million, year three the impact number is $4.2 million. This is not an additional cost; it is an impact to our revenue line. For example, we are paying the contractual salary increases, but we are not getting additional revenue to support that expense.
</li>
<li>The question was raised regarding how much 100 graduate students are worth since we know 100 undergraduate students are worth $1 million. It was stated that the number is not known at the moment but can be reported back to the group.
</li>
<li>The question was raised regarding what the definition of equitable is in terms of the reductions across the divisions. It was stated that each division received a six percent reduction in PSR and nine percent in OTPS from the 2019-20 budget numbers.
</li>
<li>Request for clarification was made regarding what is considered an open position from a time frame standpoint. It was stated that the most recent report that was reviewed was from February 2021, but open positions are reviewed regularly. Quarterly reporting of all open positions within each division is conducted. All the job posting positions that are advertised are reviewed by Cabinet weekly.
</li>
<li>The question was raised regarding the positions that are not approved to be filled by Cabinet, how often are those positions re-examined and how do departments know the status of positions within their area. It was stated that reviews are completed regularly. If a position is determined that it will never be filled, the objective is the remove the line item from the budget. If a position is eligible to be refilled, a posting will be advertised.
</li>
<li>The question was raised if any of the budget cuts are jeopardizing our accreditation’s or similar requirements that we have. It was stated that the Provost is working with the Deans and Directors to review proposed cuts by vacant position. If we were to take all the cuts for vacant positions, we would be jeopardizing our national accreditation in some areas. A hierarchy of the positions is being developed all while trying to balance the budget.
</li>
<li>The question was raised if each accreditation is being reviewed to determine if the accreditation is bringing in revenue or costing the College money. It was stated that reviewing the is part of the position hierarchy and budget balancing project. Just because there is a vacancy within a certain department doesn’t mean that vacancy should remain in that department. With this review process, there will be some shifting around. It is a delicate balance because of all the variables like accreditation, enrollment and revenue.
</li>
<li>The question was raised regarding the rumors that there is going to be some layoffs. It was stated that we are hoping we can achieve the needed savings based off projections of open positions and people in current positions will not be laid off.
</li>
<li>The question was raised if the projected savings that is being factored into the budget model include the current open positions and the expected attrition of the annual 12% turnover. It was stated that 12% has been the actual but that is not what was figured in. If you look at the chart, there are currently 47 open positions factored in that there is no one currently in those positions. For future attrition and retirements, 18 positions were factored in but typically we have 100 attrite and 30 retirements annually. So only a small percentage was factored. It was also stated we do normally get a certain number of individuals that leave or open positions annually and regular budgeting plans for that. This means we are going to have to continue to keep adjusting if we actual remove those open positions and they are gone, then the next year we are not likely to keep the 12% and it is likely to go down because there will be fewer people. We are going to continually focus on this because we will not be able to assume that same level of vacancies going forward. This is something that the Budget Office is aware of and Cabinet has been discussing. It is very hard to project right now but important to recognize it.
</li>
<li>The concern was stated regarding the attrition rate and the open positions being eliminated and how there will still be savings when there is a the need for some positions to be filled due to work that needs to be completed whether it is teaching or other duties. It was stated that there are currently around 47 open positions and assuming we can complete all required tasks without those individuals, we have only projected 18 future attrition when we have 100 annually and retirements on top of that. We have looked at what we know for future attrition and most of those are capturable. Currently, Cabinet reviews position requests at the weekly budget meeting. We hope to achieve the savings on the open positions, but if there is a critical need, we will fill the position. It was also stated that the importance of this meeting today was to see what is going on in the background. Many times you see positions posted in the Daily Eagle but you are not aware of the departments like the ones discussed in EMSA that are going from four positions to two or the review that is occurring in Academic Affairs regarding the vacant positions.
</li>
<li>The question was raised regarding the enrollment projections and when they will be updated based on the meeting with Admissions. It was stated that the current projections are from the updates provided in February. Ms. Hallenbeck works with Mr. Dirmyer and projections are made based on SUNY guidance. There should be an update in the next few months. The updates are typically done twice a year.
</li>
<li>The concern was stated that SUNY’s projections were way off this year, and it could be COVID related and concern over our vulnerability to a downward surprise in the next academic year. It was stated that it why our target is $61 million even though we have funding for $63.8 million. One of the reasons we are holding back the $2.8 million is what if the projected enrollment numbers of 7280 ends up being 7200 or 7150, this funding will help offset the loss in tuition revenue.
</li>
<li>The question was raised if there are any unannounced changes that are factored into the projections for example a change to teaching credit load. It was stated that all the initiatives have been included. It was also stated that a change in teaching credit load has not been added into the mix. There would have to be a lot of discussion at the faculty and staff level before a move in that direction could occur. Right now, the discussion is around the amount of funding that needs to be cut. We can cut only so much using the current vacancies and we must cut a certain amount of the OTPS based on what we can get by without for the year. The credit load may be something that the College would want to discuss over the next year even if it is a temporary change, but we have not made those decisions yet.
</li>
<li>The question was raised regarding the zero-based budget exercise within Academic Affairs and how that helps in determining the budget cuts. It was stated that the zero-based budget exercise for Academic Affairs is still in progress. The work began with looking at what funding it takes to run the departments, majors and programs within Academic Affairs and then building the budget around it. At the same time, we know that our budget isn’t sustainable. Going forward, now that we know that the budget isn’t what we thought it would be in the fall and we have different numbers in the spring, we will have to go back and readjust some of the zero based budget work that was done.
</li>
</ul>
<h3>
Financial Analysis of the Schools
</h3>
<p>
President Macpherson and Ms. Hallenbeck presented the financial analysis of the Schools. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised if there are any plans to replace the Associate Director for the Center for Graduate Studies. It was stated that the current structure in the Center for Graduate Studies is working well and will be the structure going forward.
</li>
<li>The question was raised regarding why Global Studies was covered in the analysis as that was not part of the restructuring. It was stated that the change within Global Studies occurred at the same time of the restructuring of the Schools and the savings were significant, so it was included with the analysis.
</li>
<li>The question was raised regarding if staffing changes would occur after reviewing this analysis, for example staff members that were 10 month that were moved to 12 months, would they be moved back to 10-month contracts. It was stated that it hasn’t been a part of the initial budget discussions because there are some many other things that are being worked on. The associate deans are M/C and are 12-month positions. The assistant deans have maintained UUP status but are on 12-month contracts. The assistant deans are entering into the final year in their position so this is the time where the duties that are performed by the assistant deans should be reviewed and evaluate if the positions are needed by the College and the Schools or do things need to be readjusted. This is not to say anything negative about the assistant deans. They have done a fabulous job in their positions.
</li>
<li>The question was raised if other positions within the Academic Affairs restructuring would be reviewed. It was stated that everyone is reviewed annually to ensure it is the best fit for the College.
</li>
<li>The question was raised regarding if any assessment has been completed to determine if more work has shifted to faculty due to the restructuring in Academic Affairs. It was stated that the restructuring occurred prior to the Provost’s arrival so she doesn’t have the knowledge of what the workload was prior to the restructuring. She is aware that the restructuring in the Center for Graduate Studies has caused more work for the graduate coordinators. A process has been worked through at the department and School level to ensure coordinators are involved where appropriate and released from teaching. In addition, we are trying to develop the Graduate Council so that the coordinators have a space to discuss what their needs are. Also, we are trying to shift some of the work that has been historically done by hand to electronic formats.
</li>
<li>The question was raised if there is an equation that details that amount of time that equals a course release. It was stated that the Provost has been reviewing this question over the past few years as there has been no consistency with the course reassignments that she has received. She has tasked the Deans to try to make sure there are job descriptions that are evaluated every year. Now when she receives course reassignment paperwork there is a job description that is available for her to ensure the it has been evaluated by a Chair or Dean to assess that the work is being done and done well. The Provost does ask how many hours a week the individual spends doing that work and then working backwards figures out if that equates a full course. The same evaluation is done with stipends.
</li>
<li>The question was raised regarding the fact that faculty who have applied for fall course releases for the work that they have already been doing, have not received decisions on whether they will get course releases next year and when should faculty expect to hear the status of their course releases. It was stated that the Associate Deans were tasked with giving the Provost a listing of all the course releases that have been requested and to rank them in order of importance for the School to operate. The listings were due to the Provost on Monday. She is in the process of reviewing and should have answers back to the Associate Deans on Monday.
</li>
<li>The concern was stated regarding the timing for the decisions on the course releases. Schedules have already been determined and there may not be a course available for an individual who was denied a course release and, who does the tasks that the individual was not given a course release to do. It was stated that one of the questions the Provost asked on the course release spreadsheet was if the individual had something else to do if they did not receive the course release, so that information will be taken into consideration.
</li>
<li>The question was raised if there is a feedback process so that the rank ordering process has more than the associate dean discretion taken into account. It was stated that individuals should meet with their associate dean regarding how the decisions were made.
</li>
</ul>
<h3>
Other Items from the Committee
</h3>
<ul>
<li>The question was raised if the yield number of diplomas by major could be incorporated into a report like it is listed in the undergraduate admissions report for deposits. It was stated that this is part of the persistence road map and this question will be addressed in the persistence presentation given next academic year.
</li>
<li>The question was raised if the yield number of deposits by major could be listed for transfer students as well. It was stated that Robert Wyant would be asked if that information could be added to the weekly report.
</li>
<li>The question was raised when Cabinet would notify the Task Force of their decision regarding the FSA recommendations. It was stated that Cabinet was waiting for the report on the Professional Staff travel recommendations but now knowing they can be reported on differently, an official report on Cabinet’s decision will be submitted to the Task Force. It was added that the work group has finished reviewing the Professional Staff travel and professional development information and is ready to make a recommendation to the Task Force
</li>
</ul>
<p>
The meeting was adjourned at 10:23 a.m.
</p>
<p>
DC/JW/mw
</p>
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<h1>JPBC Minutes: September 9, 2021</h1>
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<h3>
8:30 – 10:30 am, Virtual Meeting via Teams
</h3>
<h4>
Attendees:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Linda Delene
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Cathy Houston-Wilson
</li>
<li>Margaret Lane
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>James Spiller
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>President Macpherson
</li>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Karen Riotto
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<p>
Guests
</p>
<ul>
<li>Bob Cushman
</li>
<li>Damita Davis
</li>
<li>Scott Haines
</li>
<li>Mike Harrison
</li>
<li>Rachael Killion
</li>
<li>Tammy Jo Manz
</li>
<li>Jennifer Ramsey
</li>
<li>Rey Sia
</li>
<li>Taneika Thompson
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck
</li>
</ul>
<h3>
The meeting was called to order at 8:30 am
</h3>
<h4>
Review Meeting Minutes from May 20, 2021
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the May 20, 2021 meeting. Dr. Houston-Wilson motioned to approve the minutes, Dr. Weininger seconded the motion. 17 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements & Introductions
</h4>
<ul>
<li>The following individuals were introduced to the committee as new members/roles:
<ul>
<li>Cathy Houston-Wilson – Interim Faculty Representative (Open)
</li>
<li>Kristin Hartway – Professional Staff Representative
</li>
<li>Jason Morris – College Senate President-Elect, ex-officio member
</li>
<li>Taneika Thompson – Technical Consultant (Interim Director of Institutional Effectiveness)
</li>
</ul>
</li>
<li>Dr. Rhodes announced that the meeting format will be in Teams for the month of September and the meeting format will be reassessed at the end of the month to determine if we will continue meeting on Teams or if we will meet in-person.
</li>
<li>Dr. Rhodes stated that Ms. Wight will begin sending to members the weekly admission reports that she receives.
</li>
</ul>
<h4>
Review JPBC Charge, Operating Guidelines, Roster & Schedule
</h4>
<ul>
<li>President Macpherson presented the updated Charge for JPBC. The changes include the role of JPBC being an oversight of other committees and subcommittees without redoing the work that those committees have completed, new committees and subcommittees are Instructional Technology and Classroom Renovation Subcommittee and Strategic Planning Committee, working in partnership with the Middles States Steering Committee, reviewing revenue generating ideas and the importance of communication from JPBC members to constituents and the Co-Chair to the campus via Town Halls. The following questions and answers occurred:
<ul>
<li>The question was raised regarding where the campus was in regard to the Middle States cycle. It was stated that we are having our first virtual visit in October with our chair. We are hoping that we will have a face-to-face visit in April. We have just finished our self-study and it was 115 pages.
</li>
<li>The question was raised regarding where the revenue generating ideas would be coming from and if another task force would be created to review the ideas. It was stated that we want to be more proactive and if ideas emerge from the campus, it would be JPBC’s role to review the project to determine if it was a good revenue generating idea. Some examples are the Bridge Program and the Nursing Program additions.
</li>
</ul>
</li>
<li>Members reviewed the operating guidelines. There were no questions or additions, so Ms. Roy put forward the motion to reaffirm the guidelines and Dr. Spiller seconded the motion. 17 voting members voted to reaffirm the guidelines. Therefore, the operating guidelines were reaffirmed.
</li>
<li>Members reviewed the roster. Dr. Rhodes stated that BSG is working on identifying student representatives.
</li>
<li>Members reviewed the committee’s schedule. There were no questions or discussion that occurred.
</li>
</ul>
<h4>
Review Instructional Technology and Classroom Renovation Subcommittee
</h4>
<p>
Members reviewed the subcommittee’s charge. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding how individuals will be recruited for the committee. It was stated the recruitment will filter through the Deans, Mr. Wall and Mr. Cushman. The other positions are a function of their formal responsibilities.
</li>
<li>It was stated that the ad hoc committee has been prioritizing the classrooms by utilization hours.
</li>
<li>The question was raised if the projects that the ad hoc committee has approved are exclusively technology or if there are SUNY construction funds involved for the refurbishing of the classrooms. It was stated that the focus has been on the technology because that is the funding that is available. There are not adequate funds for the refurbishing of the classrooms. Mr. Wall and his team are working on identifying available funding. This funding has never been formally budgeted by SUNY for any campus. It was added that there is a fund through the construction fund called minor critical maintenance. Gary Morog and Mr. Wall are reviewing this funding to see if going forward an amount can be designated every year for classroom renovations.
</li>
<li>The question was raised if the Technology Fee funds could be used for the updates to the classrooms. It was stated that the Technology Fee can only be used to update the technology, not for the refurbishing of classrooms.
</li>
<li>The question was raised how information regarding classroom needs will be solicited from the campus as representative on the committee may not be familiar with all of the uses of the various classrooms. It was stated that it was the hope that the associate deans would have the knowledge of their schools needs and Peter Dowe also has historical information that can assist in that area. It was also stated that members that serve on committees need to understand their roles and do their part to ensure they are communicating with members of their school. It was suggested the role of communication and soliciting feedback be added to the charge.
</li>
<li>The question was raised about how the transfer of responsibility would go from the ad hoc committee to the subcommittee. It was stated that the ad hoc committee already made one set of recommendations and those contracts are being negotiated. It is the hope that the ad hoc committee will have finished with the second set of recommendations so that subcommittee can start fresh on the next round of recommendations. The timeframe of the transition would be the beginning of the spring semester. The members of the ad hoc committee may wish to continue to serve on the subcommittee, but that is up to the discretion of JPBC.
</li>
<li>It was decided that the subcommittee’s charge would not be voted on today. The charge will be updated to include the role of communication and brought back to the committee to vote on at a future meeting.
</li>
</ul>
<h4>
Strategic Planning Committee
</h4>
<p>
President Macpherson presented the function of the Strategic Planning Committee and the role of JPBC with the committee. No questions or discussion points occurred at this time.
</p>
<h4>
Cabinet’s Response to JPBC
</h4>
<p>
Members reviewed Cabinet’s response to JPBC. The following discussion point occurred:
</p>
<ul>
<li>The cost benefit analysis of the transfer of the pool from Athletics to KSSPE is being completed as a class project and the newly hired swimming and diving coach will be included in the review.
</li>
</ul>
<h4>
Other Items from the Committee
</h4>
<ul>
<li>The request was made to have a budget summary presented prior to the 5-year budget model update in mid-November, this way it can highlight how things have or haven’t changed since the middle of the spring semester. It was stated that the census information will be available the third week in September, so we should be able to budget update sooner than mid-November, but it will not be the 5-year budget model.
</li>
<li>The request was made to have an enrollment report for the committee to review. It was stated there is an Enrollment Management Committee that completes this work. JPBC’s role is to review this work. Also, members will soon be receiving the weekly enrollment reports. In addition, there are frequent reviews of retention and recruitment that are presented to JPBC.
</li>
<li>Members were encouraged to share the information from the meeting and to bring back any questions they receive so that we are serving our role of communicating with the campus community.
</li>
</ul>
<p>
The meeting was adjourned at 9:28 am.
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Minutes: September 7, 2023</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Lorraine Acker
</li>
<li>Mike Andriatch
</li>
<li>Monica Brasted
</li>
<li>Austin Busch
</li>
<li>Frances Dearing
</li>
<li>Michael Doyle
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Sara Kelly
</li>
<li>Stephanie Learn
</li>
<li>Yin Liu
</li>
<li>Theresa Martinez
</li>
<li>Carl O’Connor
</li>
<li>James Onley
</li>
<li>Kathy Peterson
</li>
<li>Heather Raczkowski
</li>
<li>Elliot Weininger:  Co-Chair Elect
</li>
<li>Grace Wright
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Julie Caswell
</li>
<li>Jackie Clark: Co-Chair
</li>
<li>Steve Cook
</li>
<li>Eileen Daniel
</li>
<li>Damita Davis
</li>
<li>Crystal Hallenbeck-McPhall
</li>
<li>Mike Harrison
</li>
<li>President Macpherson
</li>
<li>Skye Paine
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Nathan Bull
</li>
<li>Jennifer Green
</li>
<li>Scott Haines
</li>
<li>Rachael Killion
</li>
<li>Joseph Long
</li>
<li>Jose Maliekal
</li>
<li>Frank Mancini
</li>
<li>Tammy Jo Manz
</li>
<li>Tim McNamara
</li>
<li>Kamal Mehruz
</li>
<li>Pamela O’Keefe
</li>
<li>Janet Roy
</li>
<li>Darlene Schmitt
</li>
<li>Sarah Unger
</li>
<li>John Sapienza
</li>
<li>Susan Wielgosz
</li>
<li>Aaron Wilkinson
</li>
<li>Robert Wyant
</li>
<li>Kathy Zunner
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Cathy Houston-Wilson
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the May 18, 2023, meeting.<br />
Dr. Peterson motioned to approve the minutes; Dr. Weininger seconded the motion. 15 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements & Introductions
</h4>
<p>
Dr. Rhodes made the following announcements and introductions:
</p>
<ul>
<li>New members were welcomed to the committee.  They are:
<ul>
<li>Monica Brasted - Interim Dean for the School of Arts & Sciences
</li>
<li>Stephanie Learn, Associate Director of Career Services - Staff Representative
</li>
<li>James Onley, IT Security Analyst - Staff Representative
</li>
<li>Theresa Martinez, Maintenance Supervisor - OSU Representative
</li>
<li>Grace Wright, BSG Treasurer - Undergraduate Representative
</li>
<li>Skye Paine, Associate Professor and Chair in Modern Languages and Cultures - University Senate President-Elect
</li>
</ul>
</li>
<li>Dr. Weininger was welcomed into his new role as Faculty Co-Chair Elect.  He will also be serving as the Faculty Representative for the School of Art & Sciences and will be a voting member due to this dual role.
</li>
<li>Clark was welcomed as the Co-Chair in the role of Vice President.
</li>
<li>We still have vacancies for one Undergraduate Student Representative and one Graduate Student Representative. If members know of any students that would be interested in serving, please share their names with Dr. Rhodes, Dr. Weininger or Ms. Clark so they can reach out to them. In the meantime, we will continue to work with BSG to fill these roles.
</li>
</ul>
<h4>
 Review JPBC Charge & Operating Guidelines<br />
<em>(Documents are available in Teams)</em>
</h4>
<p>
Members reviewed the Charge and operating guidelines. It was noted that the guidelines will be updated to reflect the change from college to university. Dr. Peterson motioned to endorse the guidelines with the change from college to university; Ms. Dearing seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.3466%;" border="1">
<tbody>
<tr>
<th style="width: 32.7366%;">
Endorse
</th>
<th style="width: 32.7366%;">
Not Endorse
</th>
<th style="width: 32.738%;">
Abstain
</th>
</tr>
<tr>
<th style="width: 32.7366%;">
18
</th>
<th style="width: 32.7366%;">
0
</th>
<th style="width: 32.738%;">
0
</th>
</tr>
</tbody>
</table>
<h4>
Cabinet Response to JPBC<br />
<em>(Document is available in Teams)</em>
</h4>
<p>
Members reviewed the response from Cabinet. No discussion points occurred at this time.
</p>
<h4>
<strong>Budget Updates<br /></strong><em>(Presentations are available in Teams)</em><strong><br /></strong>
</h4>
<p>
Dr. Hallenbeck-McPhall provided a budget training overview for members. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding the distinction between the tuition-based funding, and does it go to a SUTRA account or the main campus budget. It was stated that the only tuition revenues that flow outside of the revenue offset budget are the Global Education tuition and Special Sessions. This is due to a SUNY rule. Any other student enrollment funds will flow through our financial plan and revenue offset budget.
</li>
<li>The question was raised regarding the campus decision of IFR funds being pulled centrally and how it is communicated to departments. It was stated that this was only done during the COVID pandemic. Funds were pulled centrally to help fund COVID related costs. IFR funds have to be spent in specific ways. For example, the Career Services fee budget would not be able to be pulled centrally as it is a fee that is charged to students and is designated for a specific purpose. The accounts that were pulled centrally were “grant” accounts where the funding had not been used in years. This exercise is not typically done by our campus.
</li>
<li>Appreciation was extended for the budget training.
</li>
</ul>
<p>
Ms. Clark provided an update on the budget. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>Appreciation was extended for the information.
</li>
<li>The question was raised regarding the transformation funds and if they are a one-time fund. It was stated that they are a one-time fund, but we are hopeful that the success of the funding will create more funds for the budget in the future. Last year, we did receive funds and this year we received funds again. We want to be sure that we are putting forward programs that offer support.
</li>
<li>The question was raised regarding the portion of the funds that are devoted to the cybersecurity and engineering tech programs and if the goal is for the funds to be used to launch the programs and once they enroll future students they should become revenue generating and self-supporting. It was stated that is correct. As well as construction funds and other funding that is necessary to support the launch and equipment needs.
</li>
<li>The question was raised regarding the UUP salary increases that were recently ratified and are they consistent with what we were anticipating for our budget. It was stated that when we calculated the budgetary impact of the raises including the retroactive portion, we had adequately budgeted for them.
</li>
</ul>
<h4>
<strong>2022-23 Investment Fund Updates<br /></strong><em>(Document is available on Teams)</em><strong><br /></strong>
</h4>
<p>
Dr. Rhodes provided an update on the 2022-23 Investment Funds. No questions or discussion points occurred at this time.
</p>
<h4>
<strong>Classroom Renovations Update<br /></strong><em>(Presentation is available in Teams)</em>
</h4>
<p>
Provost Abraham provided an update on the classroom renovations. The following question, answer and discussion point occurred during the presentation:
</p>
<ul>
<li>The question was raised regarding what the process would be moving forward to request renovations. It was stated that usage statistics were reviewed to determine which classrooms should be renovated first. The minor needs can be submitted to the Provost. If the needs are substantial, it will be reviewed by the small task force and JPBC.
</li>
<li>Appreciation was extended for the update.
</li>
</ul>
<h4>
Additional Items from the Committee
</h4>
<p>
The following items were discussed:
</p>
<ul>
<li>The question was raised regarding what the budgeting process is this year for departments and if zero-based budgeting would be utilized. It was stated that the zero-based budgeting process provided valuable information and allowed areas to do a useful reset. In terms of what budget model we will be doing going forward will be determined in the future after Ms. Clark has had some time to analyze the budgets and decide which model she thinks would be best moving forward. It was added that all budgets have been submitted through the SUNY Form 1 process and any department inquires regarding budget amounts can be sent to Dr. Hallenbeck-McPhall.
</li>
<li>Members were encouraged to wear their Brockport apparel tomorrow for Green and Gold Friday.
</li>
</ul>
<p>
The meeting was adjourned at 9:45 a.m.
</p>
<p>
JC/DR/mw
</p>
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<h1>JPBC Minutes: October 12, 2023</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Lexi Bradley
</li>
<li>Monica Brasted
</li>
<li>Austin Busch
</li>
<li>Frances Dearing
</li>
<li>Michael Doyle
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Sara Kelly
</li>
<li>Stephanie Learn
</li>
<li>Yin Liu
</li>
<li>Theresa Martinez
</li>
<li>Gavin Miller 
</li>
<li>Carl O’Connor
</li>
<li>James Onley
</li>
<li>Kathy Peterson
</li>
<li>Heather Raczkowski
</li>
<li>Elliot Weininger:  Co-Chair Elect
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Jackie Clark:  Co-Chair
</li>
<li>Steve Cook
</li>
<li>Eileen Daniel
</li>
<li>Mike Harrison
</li>
<li>Skye Paine
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Jennifer Blood
</li>
<li>Keith Davis
</li>
<li>Kandie Gay
</li>
<li>Scott Haines
</li>
<li>Erick Hart
</li>
<li>Debbie Jacob
</li>
<li>Rachael Killion
</li>
<li>Jose Maliekal
</li>
<li>Tammy Jo Manz
</li>
<li>Pamela O’Keefe
</li>
<li>Krystal Perlman
</li>
<li>Karen Podsiadly
</li>
<li>Janet Roy
</li>
<li>Katherine Schaal
</li>
<li>Sarah Unger
</li>
<li>Susan Wielgosz
</li>
<li>Aaron Wilkinson
</li>
<li>Kathy Zunner
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Lorraine Acker
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck-McPhall
</li>
<li>President Macpherson
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the September 28, 2023, meeting.  Dr. Peterson motioned to approve the minutes; Mr. O’Connor seconded the motion. 14 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements 
</h4>
<p>
Dr. Rhodes made the following introduction:
</p>
<ul>
<li>The Campus Climate survey information has been released. Please attend a forum and encourage others to attend as well. 
</li>
</ul>
<h4>
 Enrollment Management Division Budget and Transformation Funds Update<br />
<em>(Presentation is available in Teams)</em>
</h4>
<p>
Dr. Kelly provided an update on the Enrollment Management Division budget and Transformation Funds. The following questions and answers occurred:
</p>
<ul>
<li>The question was raised regarding if there was any retention data from the Emerging Scholars Bridge Program from past years. A program similar to the newly developed program was offered 15-20 years. There doesn’t appear to be any historical data. This program was developed from models that other schools are utilizing.
</li>
<li>The question was raised regarding the Financial Aid office trying to work with an outside agency in relation to work force efficiencies. It was stated that the goal was to bring in the outside agency to help provide the office with more support by leveraging the systems and finding ways to do things easier. Unfortunately, it did not work out due to legal reasons. It was added that last year the JPBC Work Force made the recommendation for workforce engineering to assist with reducing the operational deficit and this was one of the reasons why this was pursued.
</li>
<li>The question was raised regarding the loss of a financial aid advisor and how the office has adjusted to the loss of the position. It was stated that they are busy and stretched thin, but they are still providing the needed individual customer service to students and their families.
</li>
<li>The question was raised regarding the initiatives with the investment funds from last year and which ones had the best results in terms of recruitment and retention. It was stated that the New York City bus trips and orientations had a high yield. This helped position us from a location standpoint and it helped build community on the trip. We are still watching the out of state recruitment initiative to see the yield especially now with the lower out of state tuition.
</li>
<li>The question was raised regarding Slate and if it will be able to grow in a way to help us consolidate our systems. It was stated that BITS has been extremely helpful in developing Slate into a great tool, and we are always looking at reducing the number of systems we have to increase efficiencies and assist with budget concerns. Any office that has a system that would like to see if Slate is a tool that they could use instead should reach out.
</li>
</ul>
<h4>
Athletics Investment Update<br />
<em>(Presentation is available in Teams)</em>
</h4>
<p>
Dr. Kelly, Mr. Hart and Mr. Burgmaster provided an update on the Athletics investment. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>Appreciation was extended to Athletics for scheduling around nursing clinicals. This allows the students to continue to be athletes while they are nursing majors.
</li>
<li>The question was raised regarding how the department would be increasing the female athlete numbers. It was stated that an investment was made last year when some of the female team coaches were moved to full time. Unfortunately, the hires were late so they missed the recruiting season. This should help our numbers this coming year. Also, with changing to the new conference we need to see what they offer and how we need to match the other schools. This should also help increase our numbers. It was added that increasing the number of females is priority for Title IV.
</li>
<li>The question was raised regarding what the dollar amount was of the investment and the total costs. It was stated that it was around $150,000 as there was around $50,000 in the IFR already. It was added that the specific dollar amounts for each item would be placed on a document and shared with JPBC.
</li>
<li>The question was raised regarding what the plan is for the teams that are over maximum sustainable roster size. It was stated that we have some maximum roster sizes right now to help with enrollment management. Roster management can take a few years and coaches know they have roster goals. In addition, athletes were given an extra year of eligibility due to COVID.
</li>
<li>The question was raised if the teams that are over maximum roster size are sustainable for coaching staff. It was stated that the concern right now is space in terms of lockers. We have a plan moving forward but this is a concern not only for the high roster size teams, but also for the rosters we are trying to grow.
</li>
<li>The question was raised regarding the estimate of the $2.4 million for the return on investment and where the numbers came from. It was stated that the estimate includes room and board versus just tuition and fees. The breakdown of numbers will also be included in the document that is shared with JPBC.
</li>
<li>The question was raised regarding how many athletes are completing their extra year of eligibility. It was stated that the estimate would be around 50.
</li>
<li>The question was raised regarding if the number of students with extra eligibility is linked to a specific team or gender. It was stated that there are more males with extra eligibility.
</li>
<li>The question was raised regarding what the estimate of savings would be with switching to the Empire 8 conference. It was stated that the estimate was around $200,000-$300,000 savings in travel because we will be competing more locally.<br />
<br />
</li>
</ul>
<h4>
Additional Items from the Committee
</h4>
<p>
The following items were discussed:
</p>
<ul>
<li>Dr. Kelly provided a statistic on the daily tours regarding visits with faculty or people from academic departments. If a student met with someone from their academic department, they were three times more likely to deposit. In addition, appreciation was extended to everyone that has participated in the program.
</li>
<li>Provost Abraham will be presenting on the Transformation Funds and the document that fully describes that application for the Transformation Funds and what they are being used for with be shared with the committee.
</li>
<li>Members were encouraged to wear their Brockport apparel tomorrow for Green and Gold Friday.
</li>
</ul>
<p>
The meeting was adjourned at 9:26 a.m.
</p>
<p>
JC/DR/mw
</p>
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<h1>JPBC Minutes: October 8, 2020</h1>
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<h3>
Thursday, October 08, 2020<br />
8:30 – 10:30 a.m.<br />
Virtual Meeting via Teams
</h3>
<h3>
Attendees:
</h3>
<p>
<strong>Voting Members:</strong><br />
Sondra Aman, Mike Andriatch, Justine Briggs, Frances Dearing, Kandie Gay, Daniel Goebel, Tom Hernandez, Katy Heyning, Cathy Houston-Wilson, Meaghan Irving, Jose Maliekal, Dave Mihalyov, Kathy Peterson, Summer Reiner, Craig Ross, Janet Roy, Ed Ryan, Mark Stacy, Elliot Weininger, Katy Wilson
</p>
<p>
<strong>Non-Voting Members:</strong> Denise Copelton: Co-Chair, Crystal Hallenbeck, President Macpherson, Karen Riotto, James Spiller, Jim Wall: Co-Chair, Melissa Wight
</p>
<p>
<strong>Guests:</strong>Nathan Bull, Steve Cook, Bob Cushman, Richard Dirmyer, Sara Kelly, Mike Harrison, Gary O’Connor, Monique Rew-Bigelow, Darson Rhodes, Kevin Rice, Robert Wyant
</p>
<h3>
Regrets:
</h3>
<p>
<strong>Voting Members:</strong> James Cordeiro, Margaret Lane
</p>
<p>
 
</p>
<p>
The meeting was called to order at 8:32 a.m.<br />
<strong>Review Meeting Minutes from September 10, 2020</strong>
</p>
<p>
Dr. Copelton asked the committee to review the minutes from the September 10, 2020 meeting. Dr. Peterson motioned the minutes to be approved, Ms. Dearing seconded the motion and 15 voting members were in favor. Therefore, the minutes were approved.<br />
<br />
<strong>Announcements & Introductions</strong>
</p>
<ul>
<li>Dr. Copelton announced that the following would be the change to the order of the agenda items.
<ul>
<li>The DIFR and Residential Life/Learning Communities Update would be the first presentation.
</li>
<li>The Campus Based Fee Review Committee Update would be the last presentation.
</li>
</ul>
</li>
<li>
<p>
Dr. Copelton welcomed Kalista Cherry to the committee as one of the Undergraduate
</p>
<p>
Representatives. She is the new BSG Treasurer.
</p>
</li>
</ul>
<p>
<strong>DIFR and Residential Life/Learning Communities Update</strong><br />
(Note: The PowerPoint presentation is available on Blackboard and Teams)
</p>
<p>
 
</p>
<p>
Ms. Rew-Bigelow and Dr. Ross provided members with an update on DIFR and Residential Life/Learning Communities. The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>The question was raised regarding where the decrease of 519 students came from. It was stated that in 2019 we had 2294 students living on campus and in 2020 we have 1775 students living on campus.
</li>
<li>The question was raised regarding whether the cash reserves mentioned in the presentation are DIFR cash reserves or College reserves. It was stated that the reserves mentioned in the presentation are DIFR cash reserves.
</li>
<li>The question was raised regarding the $3.2 million Cares Act funding referenced in the presentation and where did the rest of the Cares Act funding go as it was believed the College was awarded around $7 million. It was stated that the other funding went to Financial Aid and it had to be distributed through a methodology that was approved by SUNY .
</li>
<li>The statement was made that it appears with debt repayment being delayed, the expenditures and revenue are balanced. It is when the debt repayment is added there will be a deficit issue. It was stated that the debt repayment is over 20 years and it is about a million a year.
</li>
<li>The question was raised regarding the debt repayment and if the College is allowed to seek refinancing opportunities to lower the interest rate. It was stated that SUNY is in charge of refinancing the bonds and they have done it in the past.
</li>
<li>The question was raised regarding the Fall Occupancy slide and if the columns for students assigned and empty beds were added together, would that provide the total number of students allowed in each residential hall based on COVID guidelines. It was stated that that capacity is based on COVID guidelines and if a student is in a single room. When we change what is allowable for capacity, it counts differently if there is two students in a room versus one. For example, if a student bought out a single room, then the capacity in there is one student because they bought out the other side. In addition, there are also some students with medical reasons that need to be in a single and they are not charged extra, but that means the occupancy for that room is a single room. We kept the capacity lower in the lower quad because of the community bathrooms.
</li>
<li>The question was raised regarding what the normal capacity is for the residential halls. It was stated that Thompson is 147, McFarlane is 161, MacVicar is 167, McLean is 167 and Harmon is 204. All of the middle quad is 204. Mortimer is usually 440, but right now it is 215 because every room in there is a single room, not a double room. The Townhomes are the same capacity as it would be because the rooms are single rooms to begin with.
</li>
<li>The question was raised regarding if DIFR contributes funds to the general College’s budget and if funds are contributing, what is expected this year. It was stated that DIFR does contribute funds. One contribution is through salary savings and when the position is vacant, the savings go central. Another contribution is through fringe benefits. The rate is capped for DIFR and the amount that is overpaid is refunded and goes central to the College. In addition, there is support through scholarships in the range of a million dollars a year. Also, the funds pay for slightly over a third of the University Police positions and it pays for approximately 92 positions across campus. Some of these positions support Residential Life, but not all of them. This was done to assist the College as it was set up that way years ago when the College was experiencing budget issues because DIFR was one of the areas that had consistent dollars coming into the College.
</li>
<li>The question was raised if DASNY has reserve guidelines like SUNY and where DIFR stands in terms of the guidelines. It was stated that the requirement is debt to revenue ratio and it should be about 1.2 times the debt. DIFR is currently around 1.2. If occupancy keeps declining, in a couple of years DIFR could be around one or a little below. The standpoint is that it is ok to go below 1.2 for a couple of years as long as there is cash to support it, but it should not be at that level for multiple years.
</li>
<li>The question was raised regarding the room rate and where we are percentage wise compared to last year, as this year there was a two percentage increase but there was also a $400 reduction due to courses going fully remote and students not being able to stay on campus during this time period. It was stated that the rate decreased by seven percent compared to last fall. It was also stated that even though the room rate was reduced by $400, there are nine weeks between when students leave campus and when they would possibly return for the spring semester. During this time there will be utility savings, program savings, and cleaning staff will be able to be allocated in other areas. The overall savings will have to be calculated at later time.
</li>
<li>The question was raised regarding the change in policy for first and second students to live on campus. It was stated that this fall, first and second year students who were 100% on line, could apply for a one-time exception and if they were still a first or second year student in the spring, they would need to return to campus. Requests can be submitted in the spring and will be reviewed on a case by case basis.
</li>
</ul>
<p>
<strong>Fall 2020 Undergraduate Admissions Update</strong><br />
(Note: The PowerPoint presentation is available on Blackboard and Teams)
</p>
<p>
 
</p>
<p>
Mr. Wyant provided members with an update on the Fall 2020 Undergraduate Admissions. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding if recruitment has been expanded to out-of-state with the changing demographics in NY and if so, how is it being done virtually. It was stated that there is some recruitment out-of-state. It is costly for an out of state student to attend if they are not scholarship eligible. Many of the out-of-state students are athletes and come here for a specific reason. We have purchased names from across the country for programs that may attract students like dance, nursing, criminal justice and meteorology, just to name some of the programs that were purchased. The students that we are marketing to out-of-state are tenth graders. We have to build a rapport with students and it takes time. In addition, with the virtual environment, we can attend virtual college fairs across the country. The challenge will be is our tuition competitive enough to with in-state tuition. Some states we are, some we are not.
</li>
<li>The question was raised if there is an indication that SUNY will adjust the out-of-state tuition so that the schools can be more marketable. It was stated that SUNY invested a lot of energy into SUNY Online to draw in out of state students, but nothing has been done for in-person to date. It is up to each individual institution to recruit out of state students.
</li>
<li>The question was raised if we are marketing and recruiting from the states that we can be competitive with in-state tuition, like New Jersey. It was stated that last year was the first year that recruiting was conducted in New Jersey. Fifteen high schools were visited, but the most interest came from the schools that were closer to New York City. We also purchased names of juniors last year and did some marketing.
</li>
<li>The question was raised if there has been any marketing done to “adult” students. It was stated prior to COVID we were not because we did not have the evening and weekend course offerings that would appeal to that group. If the College shifts to more online offerings, there may be opportunity for the College to be more marketable. The challenge would be competing with SUNY Online as there has been a lot of funding investing into marketing SUNY Online.<br />
It was stated that departments need to explore online education. If more completion programs and masters programs could be moved online, we could attract more students. It was stated that we have submitted some programs to SUNY Online for approval. We are a little stronger in the Graduate area for online programs and admissions. A presentation from Graduate Admissions should be provided at a JPBC meeting to provide a bigger picture of recruitment on campus.
</li>
<li>The question was raised if there are any concerns regarding consistency of scoring applications between advisors. It was stated that advisors review an assigned geographic region because they are familiar with the region and the strengths of the schools in the area. In addition the rubric has been developed to be as clear as possible. The scoring of the application is weighted more heavily on academics than subjectivity. The scoring is 60% in academics and 40% in subjectivity. In addition, each application is spot checked by a senior staff member before a decision letter is sent out. If there are concerns about how an advisor is scoring the subjectivity area, they will be addressed.
</li>
<li>The question was raised if the test optional admissions period is a trial period. It was stated that per SUNY, the guideline is that it is a trial period basically because of COVID. Right now spring 2021, fall 2021 and spring 2022 are the only semesters authorized to be test optional. Institutions can perform studies and submit a proposal to SUNY to do it permanently.
</li>
<li>The question was raised regarding with the decrease in lag time with the new system, would there be an increase in the acceptance rates. It was stated that the acceptance rate will probably increase due to the test optional admissions period. In terms of yield in deposits, there would probably be an increase with the new system if we were not in a pandemic.
</li>
<li>The question was raised regarding if other SUNY schools are using Slate and how we compare with the other SUNY schools in terms of admission process. It was stated that most SUNY schools are using Slate as it is the procured system through SUNY and the preferred CRM. We are further ahead of a majority of SUNY schools in terms of how we are utilizing the system.
</li>
<li>The question was raised if data is being collected from undergraduate students regarding the preference of online learning versus in-person learning as this will help the College make decisions moving forward. It was stated that a majority of the Fall 2020 cohort wanted in-person classes. Many of these students have not taken an online class and don’t know what to expect. A lot of the complaints that we are hearing are that students feel like they are teaching themselves. It is difficult in this remote environment to have the faculty interaction that we have with in-person courses and that is what we sell to the students when we are recruiting. If the College is seeking to move more online, we have to find ways to keep the same level of faculty student interaction that is experienced with the in- person classes.
</li>
<li>It was stated that freshman and sophomore students should get the in-person class experience. It is the online completion programs geared to adults that need to be developed. Like a criminal justice completion program to go from an associates to a bachelors that is 100% online. These are programs that the Academic Innovation Task Force can review. We need to build these online programs for adults because we do not have the freshman enrollment numbers that we did ten years ago.
</li>
</ul>
<p>
<strong>Campus Based Fee Review Committee Update</strong>
</p>
<p>
Ms. Riotto presented the 2019-2020 Campus Based Fee Review Committee report. The following questions and answers occurred:
</p>
<ul>
<li>The question was raised if the committee has met this semester. It was stated that the committee has met twice this semester.
</li>
<li>It was clarified that the work over the summer was completed at a senior leadership level on campus. This was due to SUNY directive and the condensed time line. Much of the work this fall has been updating the committee on the work that took place over the summer based on the requirements of SUNY.
</li>
<li>The question was raised if the committee normally meets over the summer. It was stated that the committee does not normally meet over the summer.
</li>
</ul>
<p>
<strong>Other Items from the Committee:</strong>
</p>
<ul>
<li>None at this time.
</li>
</ul>
<p>
 
</p>
<p>
The meeting was adjourned at 10:31 a.m
</p>
<p>
DC/JW/mw
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<h1>JPBC Minutes: March 24, 2022</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Sarah Boroski
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Margaret Lane
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>James Spiller
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Bob Cushman
</li>
<li>Crystal Hallenbeck
</li>
<li>Mike Harrison
</li>
<li>President Macpherson
</li>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Karen Riotto
</li>
<li>Taneika Thompson
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<p>
 
</p>
<h5>
Guests
</h5>
<ul>
<li>Mike Baird
</li>
<li>Nathan Bull
</li>
<li>Steve Cook
</li>
<li>Jennifer Green
</li>
<li>Cathy Houston-Wilson
</li>
<li>Mehruz Kamal
</li>
<li>Rachael Killion
</li>
<li>Cassandra Persons
</li>
<li>Heather Raczkowski
</li>
<li>Susan Wielgosz
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Linda Delene
</li>
<li>Jose Maliekal
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the March 10, 2022, meeting. Ms. Aman motioned to approve the minutes; Ms. Boroski seconded the motion. 12 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcements:
</p>
<ul>
<li>A reminder that the open call for Investment Fund proposals ends March 28, 2022.
</li>
<li>There is a small change to the agenda. We will also be voting on the endorsement of the Strategic Plan.
</li>
</ul>
<h4>
Vote to Endorse the Campus Based Fee Review Committee (CBFRC) Recommendations
</h4>
<p>
Members reviewed the recommendations from CBFRC. The following questions and answers occurred:
</p>
<p>
 
</p>
<ul>
<li>The question was raised regarding if the next step in the approval process would be for SUNY to approve the fees. It was stated that the next step is for Cabinet to approve and then the fees will go to SUNY for approval.
</li>
<li>The question was raised if there is any knowledge on where SUNY stands on fee increases. It was stated that we have not received any guidance from SUNY yet regarding fee increases. We are ready to submit our request, but it is subject to SUNY’s formal call. Two years ago, SUNY would only consider increases for certain fees. Last year, SUNY would not consider increases for any fees in the Fall. We are prepared should the opportunity for increases present itself.
</li>
<li>The question was raised regarding if there is any public sharing of the requests for fee increases that could pose an institutional risk if schools are compared to each other in the media. It was stated that the process we follow is a formalized process based on SUNY policy. All campuses should be following a similar process by educating the students and campus community about the fees. It was added that the subcommittee did review the fees of the other SUNY institutions and we were not out of line when compared to the other schools.
</li>
<li>The question was raised regarding how individuals are chosen to serve on the CBFRC. It was stated that the individuals that are on the subcommittee are chosen based on their position as it is outlined in the JPBC Charge. The only positions that rotate are the Faculty Representative, Undergraduate Student Representative, Graduate Student Representative and the College Senate President-Elect serves as Co-Chair.
</li>
<li>Ms. Aman put forward the motion to endorse the recommendations from CBFRC; Dr. Spiller seconded the motion. The following are the results from the present voting members:
</li>
</ul>
<table>
<tbody>
<tr>
<th>
Endorse
</th>
<th>
Not Endorse
</th>
<th>
Abstain
</th>
</tr>
<tr>
<td>
13
</td>
<td>
1
</td>
<td>
0
</td>
</tr>
</tbody>
</table>
<p>
 
</p>
<h4>
Divisional Budget Update
</h4>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
Mr. Wall provided the committee with a divisional budget update. The following questions and answers occurred during the presentation:
</p>
<ul>
<li>The question was raised regarding the spend to date slide and if that also included the sending obligations for the rest of the year. It was stated that the data included the obligations for the rest of the year. For example, full-year salaries and purchase order commitments are included in the data. As of December 31, we had $6.7 million left to spend. Some of that will be spent and some will flow into savings. We will have a better idea as to what is left when we complete the report for March 31. It was added that temp service salaries are not typically an encumbrance on the system so there will be more costs there. In addition, P-Card purchases and other purchases can not be encumbered so it is anticipated that the spending will change as we proceed through the year. In addition, this data does not include the potential $4-5 million shortfall from lost tuition revenue. The Budget Office is working through the Five-Year Model update and we should have that finalized in the next few weeks.
</li>
<li>The question was raised if we have data from the last three to five years regarding the spending and year-end balances so that we can better project the amount that will be left at the end of this year. It was stated that this is new reporting, but we do have historical data on the roll-overs per unit, so we can take an historical average of the data. The last three years have been so different with COVID, we would have to go back further in the historical data and a lot has changed within our environment so it may not be as accurate. In addition, the Budget Office has established this reporting and now we have comparisons in the budget. This will allow us to focus on the areas and being more precise in what we are predicting.
</li>
</ul>
<h4>
Cabinet Response to JPBC
</h4>
<p>
Members reviewed the memo that was received from President Macpherson regarding Cabinet’s response to the goal group prioritization requests.
</p>
<p>
 
</p>
<h4>
Strategic Plan Update
</h4>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
 
</p>
<p>
President Macpherson provided the committee with an update on the Strategic Plan. The following question, answer and discussion point occurred during the presentation:
</p>
<p>
 
</p>
<ul>
<li>It was stated that College Senate will be voting on the endorsement of the Strategic Plan at the next College Senate meeting.
</li>
<li>The concern was raised regarding the recommendation for a College-wide Shared Governance Committee as the College Senate is the primary shared governance committee and it is hopeful that the College Senate Leadership would have a prominent role on the committee. It was stated that shared governance for faculty and staff is crucial for College Senate. College Senate has a lot of overlap with UUP and less overlap with CSEA employees. Our student body is part of our shared governance as well. The idea of the shared governance body is to look at what we can do across the board, but College Senate but would be a crucial part of the shared government body.
</li>
<li>Dr. Spiller put forward the motion to endorse the Strategic Plan; Ms. Aman seconded the motion. The following are the results from the present voting members:
</li>
</ul>
<table>
<tbody>
<tr>
<th>
Endorse
</th>
<th>
Not Endorse
</th>
<th>
Abstain
</th>
</tr>
<tr>
<td>
13
</td>
<td>
0
</td>
<td>
0
</td>
</tr>
</tbody>
</table>
<p>
 
</p>
<h4>
Other Items from the Committee
</h4>
<p>
None at this time.
</p>
<p>
 
</p>
<p>
The meeting was adjourned at 9:35 a.m.
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Minutes: March 10, 2022</h1>
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8:30 – 10:30 a.m., Virtual Meeting via Teams
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Voting Members
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<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Sarah Boroski
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Linda Delene
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay
</li>
<li>Daniel Goebel
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Cathy Houston-Wilson
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck
</li>
<li>Mike Harrison
</li>
<li>President Macpherson
</li>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Kevin Rice
</li>
<li>Karen Riotto
</li>
<li>Taneika Thompson
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Monica Brasted
</li>
<li>Nathan Bull
</li>
<li>Steve Cook
</li>
<li>Jennifer Green
</li>
<li>Scott Haines
</li>
<li>Rachael Killion
</li>
<li>Heather Raczkowski
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Margaret Lane
</li>
<li>James Spiller
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the February 24, 2022, meeting. Provost Delene motioned to approve the minutes; Ms. Roy seconded the motion. 17 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcement:
</p>
<ul>
<li>The open call for Investment Fund proposals ends March 28, 2022. Members were asked to remind colleagues of the call and that applications are being sought that directly impact enrollment and retention.
</li>
</ul>
<h4>
Question & Answer Session for Fee-Based Budget Presentations
</h4>
<p>
None at this time.
</p>
<h4>
Middle States Update
</h4>
<p>
<em>(Note: Presentation is available on Blackboard and Teams)</em>
</p>
<p>
Ms. Dearing provided the committee with a Middle States update. The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>Confirmation was requested that committee members would be invited to attend a meeting on Sunday, April 3 for the Middle States visit. It was stated that JPBC is one of the groups that will be invited to attend the meeting. In addition, JPBC was submitted as one of the recommended committees for a peer reviewer to meet with. We will not know if this will occur until we are provided the list from the review team.
</li>
<li>The question was raised if there are any tips on how faculty and staff should prepare for the visit. It was stated that individual should go to the Middle States page off the College’s website and review the areas that they think they may be involved in during the visit. It is important to make ourselves familiar with the self- study document.
</li>
<li>Appreciation was extended to Ms. Dearing and the Middle States Steering Committee for their hard work in developing the report.
</li>
</ul>
<h4>
JPBC Nomination Process
</h4>
<p>
Members discussed the nomination process and the request from College Senate for more information on the slate of nominees and if this falls within the Charge. The following discussion points occurred:
</p>
<ul>
<li>The College Senate request is to receive the statement of interest or why the individual was nominated as additional information to base their endorsement on.
</li>
<li>The concern was stated that the interpretation of the Charge is that a list of names would be provided. It does not state that additional information would be provided.
</li>
<li>It was stated that the request from College Senate states that the Charge does not state that more information cannot be transmitted.
</li>
<li>It was stated that the committee is an advisory committee to the President and the President drafts the Charge for the committee. An updated charge was provided this year from the President, but this section of the Charge has not been changed from when it was first constructed.
</li>
<li>The suggestion was made if the committee decides to share the information with College Senate, permission should be sought from the individuals who provided the information. They may have provided the information with the knowledge that it would not be shared and therefore their consent is needed.
</li>
<li>The suggestion was made that the committee or the President should provide the College Senate with what type of review the Senate Leadership is being invited to participate in. For example, is Senate Leadership expected to reach out to the individuals on the list and invite them to provide commentary regarding their interest in the committee.
</li>
<li>It was stated that the Charge does not indicate that Senate Leadership could not reach out to the individuals listed on the slate of names.
</li>
<li>It was stated that the Charge does not state that the College Senate cannot request more information. It is suggested that the request is being brought to the committee for a decision on the request.
</li>
<li>Dr. Weininger put forward the motion to supply the statement of interest or the reason the individual was nominated that was provided for the slate of nominees pending the approval of those individuals that were nominated; Ms. Aman seconded the motion. The following is the result of the present voting members:
</li>
</ul>
<table>
<tbody>
<tr>
<th>
Approve
</th>
<th>
Not Approve
</th>
<th>
Abstain
</th>
</tr>
<tr>
<td>
13
</td>
<td>
14
</td>
<td>
0
</td>
</tr>
</tbody>
</table>
<h4>
Other Items from the Committee
</h4>
<p>
President Macpherson provided a brief update on the Strategic Plan status of completion. She also extended her appreciate to the Strategic Plan Steering Committee for all their hard work in developing the new plan. The next step will be for College Senate to review and endorse.
</p>
<p>
The meeting was adjourned at 9:19 a.m.
</p>
<p>
DR/JW/mw
</p>
</div>
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<h1>JPBC Minutes: January 28, 2021</h1>
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<h3>
Thursday, January 28, 2021<br />
8:30 – 10:30 a.m.<br />
Virtual Meeting via Teams
</h3>
<h3>
Attendees:
</h3>
<p>
<strong>Voting Members:</strong> Sondra Aman, Mike Andriatch, Hannah Arp, Justine Briggs, James Cordeiro, Frances Dearing, Kandie Gay, Daniel Goebel, Tom Hernandez, Katy Heyning, Cathy Houston-Wilson, Sharon Jaramillo, Margaret Lane, Jose Maliekal, Dave Mihalyov, Kathy Peterson, Janet Roy, Mark Stacy, Elliot Weininger, Katy Wilson
</p>
<p>
<strong>Non-Voting Members:</strong> Denise Copelton: Co-Chair, Crystal Hallenbeck, Darson Rhodes: Co-Chair Elect, Karen Riotto, James Spiller, Jim Wall: Co-Chair, Melissa Wight
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<p>
<strong>Guests:</strong> Steve Cook, Bob Cushman, Richard Dirmyer, Mike Harrison
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<h3>
Regrets:
</h3>
<p>
<strong>Voting Members:</strong> Hannah Arp, Kalista Cherry, Craig Ross<strong><br /></strong>
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<p>
<strong>Non-Voting Members:</strong> President Macpherson
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<p>
The meeting was called to order at 8:31 a.m.
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<p>
<br />
<strong>Approval of the Minutes</strong>
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<p>
Dr. Copelton asked the committee to review the minutes from the December 3, 2020 meeting. Dr. Peterson motioned the minutes to be approved, Ms. Aman seconded the motion and 17 voting members were in favor. Therefore, the minutes were approved.
</p>
<h4>
<strong>Announcements</strong>
</h4>
<p>
Dr. Copelton made the following announcements:
</p>
<ul>
<li>The meeting evites have gone out for the spring semester. Currently, there is a meeting scheduled on May 20 for both the JPBC and the Task Force. We are asking for members to hold the day and time. If you are on both the JPBC and the Task Force it will appear that you are double booked. That will not be the case because as we get closer to the date, one of the meetings will be cancelled.
</li>
<li>Dr. Peterson and Dr. Ross will be cycling off of the committee at the end of the semester as their terms will be ending. Dr. Peterson and Dr. Ross were thanked for their service to the committee. We will be completing the open nominations process as we have conducted it in the past. A Daily Eagle article will run around the beginning of the semester and individuals can self-nominate or nominate someone else for the position by completing the MachForm. There will be two three-year positions available. They are the faculty at large position and a professional staff position.
</li>
</ul>
<h4>
Review JPBC Task Force Progress Report
</h4>
<p>
Members reviewed the progress report from the Task Force. The following questions, answers and discussion points occurred during the presentation:
</p>
<ul>
<li>It stated that the ten million dollar budget gap consists of seven million dollars that is driven by enrollment decline and the three million is the assumed reduction of the State funding. The College is hoping to receive some stimulus funding that will assist with the PPE and other COVID related expenses. Updates will be provided once official guidance is received from the State.
</li>
<li>It was stated that the Athletics and Recreation Work Group will need more time to complete their review and the report will be provided at the end of February. It was agreed to give the work group more time to complete their further analysis.
</li>
<li>The question was raised regarding the recently approved stimulus funding and if it would help close up the ten million dollar budget gap. Therefore, impacting planning and the proposals within the Task Force. It was stated that based on documents that have been reviewed, but nothing has been confirmed yet, the recent round of stimulus funding could be as high as 12 million dollars with approximately four million of it being for students to apply for. The eight million we are hoping can be used for PPE, current refunds and credits and to maybe cover the refunds and credits that could not be covered in the last round which resulted in the College having to use funding from reserves. It is the understanding that the stimulus funding cannot be used for going forward operational costs. It can only be used to cover expenses and lost revenue that occurred due to the COVID pandemic. We are still waiting on guidance from the State. We are hoping to have guidance by March.
</li>
<li>The question was raised regarding the pending stimulus funding and if it is anticipated that the funding will help reduce the potential three million dollar loss in State funding. It was stated that it is hoped that it will be reduced. There have been ranges discussed. The worst case scenario is a loss of three million in funding the best case scenario is a loss of between one to two million.
</li>
<li>The statement was made that the original construction of the FSA funds did not include instructors/lecturers. These individuals were added to the eligibility as years went by. It was thought that reviewing the original structure could be useful as a cost containment. It was stated that including lecturers was discussed during the review of the FSA. Some of the arguments for including lecturers included that going to conferences helps keep them current in their field. It was also stated that some lecturers are involved in associations, take students with them to conferences and publish with faculty. The amount of total funding for lecturers was not significant especially considering some FSA eligible individuals do not use their allotted funds. It was also stated that it is believed that it is important for lecturers to receive the funding for professional development but being that it is not a significant amount of funding, it might be able to be its own program. Lastly, it was stated that instructors in the Nursing Department have scholarship requirements and it is very important for them to attend conferences to learn what that latest developments are in the field.
</li>
<li>Dr. Peterson put forward the motion to endorse the progress report from the Task Force with the two edits discussed regarding adjusting the one statement mentioning three years to two years to match the rest of the FSA proposal and to change the Athletics and Recreation Review Work Group final report from January to February. Dr. Houston-Wilson seconded the motion. Members agreed to vote to endorse the progress report. The voting results of the present voting members were are follows:
<ul>
<li>Endorse: 14
</li>
<li>Not Endorse: 0
</li>
<li>Abstain: 0
</li>
</ul>
</li>
</ul>
<h4>
Other Items from the Committee
</h4>
<ul>
<li>It was stated that it is a good feeling to see cost savings finally coming to life. There is a lot of work that goes into this committee and more specifically the proposals. The substantial outcomes validates the work that has been completed. It was stated that over the course of the next several meetings, figures can be shared regarding some of the cost saving projects.
</li>
<li>It was requested that the committee be kept up to date on guidance and information received from SUNY and the State to the greatest degree possible.
</li>
<li>It was stated that the date for the 5-Year Financial Model update may be changing as the date was originally based on the semester dates before they were shifted. This change is to ensure we have the most accurate enrollment data.
</li>
<li>The question was raised regarding what role JPBC will have regarding the difficult conversations the Provost eluded to in the Academic Affairs Welcome Back address in terms of the increase in faculty and programs over the last 15 years and the present enrollment decline that the College faces. It was stated that these conversations need to be held college-wide. We need to have a wide variety of opportunities for people to express how they would like to think about these concerns. There was a lot that was shared in the Welcome Back address. There is a Chairs’ Council meeting this coming Thursday. This will be an opportunity for individuals to express their thoughts, particularly on the issues of workload. Issues about how we make decisions, it is believed that JPBC definitely needs to be involved. Right now, all we have is data and there is more information that we need to gather. The thought process from the Provost is for JPBC to be presented with a specific challenge and possible solutions. JPBC would then discuss the merit of the solutions and provide guidance and feedback on the solutions. Right now there are no solutions to discuss as they need to be developed, the Provost has only identified problems and concerns.
</li>
<li>The question was raised regarding the data used to determine the average teaching credit load that was presented in the Academic Affairs Welcome Back address. The concern is the data is not accurately displaying the work being done and inquiring what data is used to determine the average. If everyone is bundled together, people are given release time for certain reasons and there are lecturers that teach 12 credits. When the seven credit hour teaching average is released it appears like individuals are not doing their jobs. It has a negative impact because it makes individuals think others are not pulling their weight and others that are receiving release time feel guilty because they are pulling the average down. If the individuals did not do the work that they are given release time for, then who would do it. Some release time work is extensive and nowhere comparable to teaching a three credit class. There are other ways to present the data. You could reflect the data in percentages by the amount of individuals who do have release time, the amount of individuals that do a 9:9 and the amount of faculty that are lecturers and teach 12 credits. It was stated that there was limited time on Tuesday to cover everything in the address and the Provost wanted people to be aware of the workload concerns. The data was determined by looking at what individuals work load was in the spring. The individuals that are faculty are benchmarked at nine credits. Individuals whose workload was 12 credits were removed from the equation because they are not faculty who are getting tenure and are not typically tasked with research and service responsibility. Faculty who were teaching more than nine credits were removed because they were receiving extra compensation. In addition, the individuals who were tasked with teaching nine credits but had their teaching reassigned were removed as well. In regards to the service time, it was mentioned during the address, it is valuable and important work that needs to be done in order to run the College. It supports our students, supports the programs and it is supports the work that we do here. It is important to look at the amount of work that we devote to this on our campus and are we doing it in the most efficient way. If you think about it, it is a mathematical equation that students pay by the credit hour and programs that have a lot of release time are more expense to run.
</li>
<li>The question was raised regarding the report that included workload that was conducted years ago within a work group off of the College Senate and if the report played a role in the data that the Provost provided. It was stated that the Provost and College Senate try to look at the report twice a year to follow-up on the recommendations on the report. Some areas in the report have been progress made while others require more data. In addition, this report is dated and may need to be updated because some items may not be able to be reality. There isn’t anything of urgency on the report but the completed items may need to be reported to the College so individuals know that the report is being reviewed and there has been progress on items.
</li>
<li>The question was raised requesting clarification around how shared governance would be involved in the conversations around the concerns that the Provost shared in the Welcome Back address. It was stated that the process is still being determined. Currently, the work of the Academic Master Planning Committee is around some of the concerns and there is representatives from shared governance on the committee. Other concerns need to the addressed in other venues. When it comes to workload discussions, the Union and College Senate need to be involved. For concerns that involve budgetary implications, then JPBC needs to be involved in the discussions. It is hopeful that there will be more discussions this spring. In addition, Dr. Sia and Dr. Cochran have by asked to start setting up meetings to discuss what workloads and work in general looks like in a post COVID world.
</li>
<li>The question was raised if the PowerPoint presentation from the address will be available. It was stated that the PowerPoint and presentation will be available on the Provost’s website. The YouTube link was provided in the chat.
</li>
</ul>
<p>
The meeting was adjourned at 9:54 a.m
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<p>
DC/JW/mw
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<h1>JPBC Minutes: January 26, 2023</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Austin Busch
</li>
<li>Frances Dearing
</li>
<li>Michael Doyle
</li>
<li>Tom Hernandez
</li>
<li>Teagan Hughston
</li>
<li>Meghan Irving
</li>
<li>Yin Liu
</li>
<li>Jose Maliekal
</li>
<li>Jason Morris
</li>
<li>Carl O’Connor
</li>
<li>Kathy Peterson
</li>
<li>Heather Raczkowski
</li>
<li>Janet Roy
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Julie Caswell
</li>
<li>Bob Cushman
</li>
<li>Eileen Daniel
</li>
<li>Damita Davis
</li>
<li>Crystal Hallenbeck
</li>
<li>Mike Harrison
</li>
<li>Cathy Houston-Wilson
</li>
<li>Rachael Killion
</li>
<li>President Macpherson
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Nathan Bull
</li>
<li>Jennifer Green
</li>
<li>Scott Haines
</li>
<li>Karen Logsdon
</li>
<li>Frank Mancini
</li>
<li>Tammy Jo Manz
</li>
<li>Theresa Martinez
</li>
<li>Tyler Moesle
</li>
<li>Bonnie Swoger
</li>
<li>Rachel Winter
</li>
<li>Kathy Zunner
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Thomas Hager
</li>
<li>Kristin Hartway
</li>
<li>Katy Wilson
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<ul>
<li>Dr. Rhodes asked the committee to review the minutes from the November 10, 2022, meeting. Dr. Peterson motioned to approve the minutes; Mr. O’Connor seconded the motion. 11 members voted to approve the minutes. Therefore, the minutes were approved.
</li>
<li>Dr. Rhodes asked the committee to review the minutes from the December 15, 2022, meeting. Ms. Aman motioned to approve the minutes; Ms. Roy seconded the motion. 14 members voted to approve the minutes. Therefore, the minutes were approved.
</li>
</ul>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcement:
</p>
<ul>
<li>All weekly Undergraduate and Graduate Admission reports will now be sent to committee members by Robert Wyant and Oana Prajitura. This will eliminate the duplication of these reports for some committee members.
</li>
</ul>
<h4>
Approve BASC, DIFR and BSG Call Letter
</h4>
<p>
Committee members reviewed the BASC, DIFR & BSG call letters. Dr. Peterson motioned to approve the letters; Ms. Dearing seconded the motion. The following voting results are based on present voting members:
</p>
<ul>
<li>
<strong>Approve – 15</strong>
</li>
<li>
<strong>Not Approve – 0</strong>
</li>
<li>
<strong>Abstain – 0</strong>
</li>
</ul>
<h4>
JPBC Working Group Report
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
Dr. Rhodes presented the report from the Working Group. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding what the baseline was used for enrollment numbers on the salary and enrollment slide. It was stated that the baseline was based on current enrollment numbers. In the report, there are a series of notes regarding the table.
</li>
<li>President Macpherson extended gratitude for all the work that was done for the report. She also stated that Cabinet has a retreat coming up and it will be her recommendation that the report is officially reviewed at the retreat.
</li>
<li>Appreciation was extended from the Working Group to Dr. Rhodes for her leadership of the group and for completing the report.
</li>
<li>Dr. Rhodes extended thankfulness to the Working Group for their dedication, time and energy that were put into the efforts of the group.
</li>
<li>Dr. Peterson motioned to approve the report and send it to Cabinet, Mr. O’Connor seconded the motion. The following are the results from the present voting members:<br />
<ul>
<li>
<strong>Approve – 16</strong>
</li>
<li>
<strong>Not Approve – 0</strong>
</li>
<li>
<strong>Abstain – 0</strong>
</li>
</ul>
</li>
</ul>
<h4>
Rollovers Update
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
Mr. Wall provided an update on the rollovers. The following questions and answers occurred:
</p>
<ul>
<li>The question was raised regarding if there was consideration of diverting some of the rollovers back into the reserves. It was stated that is always a consideration. The $580,000 that is allocated for Campus Contingency will roll back into the reserves if it is not needed.
</li>
<li>The question was raised regarding if there is any consideration in aligning the budget in the future so there is less rollover. It was stated that this will be part of the discussion at the Cabinet retreat. We do need some rollovers for asset replacement. It was also stated that having the contingency fund will better help fund something unexpected that might come forward. This is how we are trying to manage our money to better fund our institutional priorities.
</li>
<li>The question was raised if there will be a report to JPBC regarding the outcomes of Cabinet’s budget retreat. It was stated that there will be a report.
</li>
</ul>
<h4>
Institutional Priority Funds
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<ul>
<li>Dr. Rhodes presented information regarding the upcoming review of Institutional Priority fund proposals.
</li>
</ul>
<h4>
Technology Update
</h4>
<p>
Mr. Cushman presented a technology update. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>It was stated that in addition to the $500,000 for classroom upgrades, there is $371,000 for technology upgrades.
</li>
<li>The question was raised regarding Brightspace and if there have been any significant concerns with the functionality of it. It was stated that we are still implementing and there is work to be done. There have been some challenges with the video interface. It was added that the problem with Kaltura interfacing with Brightspace has been significant. It is understood that this issue is being worked on, but it has created many additional hours for faculty that teach online.
</li>
<li>It was stated that faculty should be made aware of one of the “kinks” of the new system and if the information is not received and understood, there is going to be problems. The issue is if a student is a transfer or went to some other college before they came to Brockport, the student’s email address in the system will be their previous college’s email address. If a teacher sends out a mass email to the class, the email will go to the old address if the student has not already updated it in the system to their Brockport email address. Faculty need to ask their students to go in and update their email addresses or else the student will not receive messages. This is not something that IT can update within the system. It was added that President Macpherson had requested a communication to go out to faculty so that they could check their class lists to see if any students had email addresses other than a Brockport one. IT is looking into this communication.
</li>
<li>It was suggested to have a communication or web site with the known issues regarding Brightspace and suggestions on how to navigate through them. It was stated that is something that IT is working on putting together.
</li>
<li>The concern was stated that departments have not been able to find a way to communicate with students through Brightspace before they are registered for classes. This is causing a concern for retention when departments can not engage with students prior to registration, like they were able to with Blackboard. It was stated that IT has found a way for a group leader to add students into groups and as long as the student is in Banner, they can be added to Brightspace.
</li>
<li>The question was raised if a group leader can remove a student from a group. For example, if they change their major. In addition, there are some faculty members in groups that are no longer working at Brockport and request to be removed when they receive a group email. It was stated that there is a way to remove a student from a group and those instructions will be shared with faculty. As far as removing faculty members, IT is still working on the best way to complete this task throughout losing the individual’s information for historical data purposes.
</li>
</ul>
<h4>
Managed Print Update
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
Mr. Wall presented an update on managed print. The following question and answer occurred:
</p>
<ul>
<li>The concern was stated that there are academic departments that need to have students complete paper homework. These departments have incurred four times as much cost that they had in the previous years even though they are printing 25% fewer copies. Some departments have already exhausted their supplies and expenses budget. It was requested to have the cost structure recharges reviewed and adjusted so these departments can get some relief. It was stated that as a campus overall, we will be achieving our goal. It appears we will be printing four million less pages annually and we will be saving the projected amount of money. The data that we have collected will be reviewed in categories by department, division and school. We will probably have to do some realigning of the budget. This will be looked at over the next few weeks and the recharge back process will be reviewed for recommendations or the need for a different approach.
</li>
</ul>
<h4>
Additional Items from the Committee
</h4>
<p>
The following items were discussed:
</p>
<ul>
<li>Members were encouraged to wear their Brockport apparel tomorrow for Green and Gold Friday.
</li>
</ul>
<p>
The meeting was adjourned at 9:39 a.m.
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Minutes: October 14, 2021</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Sondra Aman<br />
Mike Andriatch
</li>
<li>Justine Briggs
</li>
<li>James Cordeiro
</li>
<li>Frances Dearing
</li>
<li>Linda Delene
</li>
<li>Hailey Gardner
</li>
<li>Kandie Gay<br />
Daniel Goebel
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Cathy Houston-Wilson
</li>
<li>Jose Maliekal
</li>
<li>Dave Mihalyov
</li>
<li>Janet Roy
</li>
<li>James Spiller
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck
</li>
<li>President Macpherson
</li>
<li>Jason Morris
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Karen Riotto
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Monica Brasted
</li>
<li>Steve Cook
</li>
<li>Bob Cushman
</li>
<li>Debra Eggebrecht
</li>
<li>Jennifer Green
</li>
<li>Scott Haines<br />
Mike Harrison
</li>
<li>Lisa Jones
</li>
<li>Mehruz Kamal
</li>
<li>Dana Laird
</li>
<li>Jennifer Ramsey
</li>
<li>Craig Ross
</li>
<li>Rey Sia
</li>
<li>Taneika Thompson
</li>
</ul>
<h4>
REGRETS:
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Margaret Lane
</li>
<li>Mark Stacy
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcements:
</p>
<ul>
<li>The meeting minutes from the October 7, 2021 meeting are not available yet. They will be shared at our next meeting.
</li>
<li>The Budget Townhall will be on Thursday, October 28, 2021 at 12:15pm in Ballroom West. There are arrangements being made to record the townhall for those that are not able to make it.
</li>
<li>The Campus Based Fee Review Committee, a subcommittee of JPBC, is hosting a Fall Student Fee Forum. Per SUNY policy, campuses are required to establish a biannual process where each approved fee is reviewed for continued need, appropriateness of level and ensure that the revenue generated by that fee is used in a manner consistent with the intent of that fee. The forum will be held in Microsoft Teams on November 5, 2021 from 9:00-10:30am. It will also be recorded and posted on a temporary webpage. Outreach plans are being developed to encourage student participation either for the live event or using the fee forum webpage. JPBC members are encouraged to attend either mode of the forum.
</li>
<li>Ms. Wight has established in the JPBC Teams group an additional file called the “Supplemental Information Folder”. Within this folder are supplemental documents such as the Enterprise Risk Management Risk Register and the enrollment reports. As other items are discovered, they will be placed there.
</li>
</ul>
<h4>
Five-Year Financial Model Update – <em>presented by Jim Wall, Vice President of Administration and Finance</em>
</h4>
<p>
Mr. Wall presented an update on the Five-Year Financial Model. The following questions and answers occurred:
</p>
<ul>
<li>The question was raised regarding what the recommendations are to get the reserves into a better balance. It was stated that capturing open positions is the key and we have seen the benefit so far. The last time we did the analysis 33% of employees are retirement eligible so it is anticipated that there will be a significant number of retirements that will happen in the next two to three years. This will provide us an opportunity to review positions for potential restructuring and finding positions that can be captured.
</li>
<li>Clarification was requested regarding if the separations are not going to contribute to additional savings because the $6 million gap that was discussed is calculated to include anticipated separations. It was stated that the forecast going forward takes the employee roster and calculates the cost. Giving us a structural deficit of $6 million. If we can capture open positions and retirements through productivity restructuring that will contribute towards closing the $6 million gap. It was added that there were known retirements that were in the planning over the last year, but they have not officially retired but will be very shortly. For several years, we have assumed a certain turnover rate into the budget, but we are no longer factoring that into the calculation.
</li>
<li>The question was raised regarding if the $6 million gap factors in the TAP gap. It was stated that it is factored in. The TAP gap is a straight reserve replenishment. It does not contribute to our structural deficit.
</li>
<li>The question was raised regarding if the enrollment projection is assuming the retention rate that has dropped due to COVID or is it assuming a reset to retention and potential recruitment numbers that were not magnified by COVID. It was stated that with the numbers we have a leveling off at 7000 so if we improve retention then it is opportunity for more tuition revenue and it lowers the gap. It was added that the numbers are projected and updated every six months. It is a weighted average based off the last three years.
</li>
<li>The question was raised regarding if the annual State support is calculated based on enrollment numbers. It was stated that the funding amount has not changed in years and hasn’t fluctuated with enrollment. It was added that years ago it was based on enrollment numbers and the types of programs the students were enrolled in. Ten years ago, when there were budget cuts at the State level, the process that the allocation was built from was broken and the funding number has been flat since then.
</li>
<li>The question was raised regarding what the turnover rate has been in Academic Affairs particularly related to faculty. It was stated that it would have to be confirmed with Human Resources, but the last numbers reviewed indicated it was around 10%.
</li>
<li>The question was raised regarding if the 10% turnover rate was higher or lower than other divisions. It was stated that it is lower.
</li>
<li>The question was raised regarding if the 10% included adjuncts. It was stated that what is included in the calculation would have to be reviewed.
</li>
<li>The question was raised regarding what our reserve requirement is. It was stated that based on the campus size and spending levels, it is about $17 million.
</li>
<li>The question was raised if there is a penalty from SUNY for not maintaining the required reserve level. It was stated that if your reserves get too low, then you become a campus in financial crisis and SUNY puts spending constraints on the campus that include needing approve from SUNY to spend funds. It was added that Middle States would be interested if we were on the “watch list”.
</li>
<li>The question was raised regarding that this update includes an increase of 62 students in the enrollment numbers for 2022-23 and what may be behind this increase. It was stated that it is weighted average, and Undergraduate and Graduate Admissions are aware of things that are coming, and the expectation is we can achieve those numbers going forward.
</li>
<li>Clarification was requested regarding the slight uptick of high school graduates in the projections, but there have been comments about the decline of high school graduates. It was stated that the projection used in the presentation is from a SUNY presentation.
</li>
<li>The question was raised regarding the 5-year enrollment projections, what the margin of error is in relation to the numbers and if the model is the correct one to use. It was stated that historically, we have not been very far from our projections. We do track numbers weekly and because we do it so often gives us visibility on the numbers and the ability to tweak the numbers. It was added that the fall forecast was 97% accurate. Also, added is that the model will be adjusted if we receive information that indicates a needed change.
</li>
<li>The question was raised regarding if our admissions plan includes recruiting adult students for programs other than graduate ones as this could make up some of the gap in the loss of high school graduates. It was stated that departments have been encouraged to review degree completion programs because this will help of get into the market to assist individuals with their degree completion. In the School of Business and Management, Finance and Management is looking at a degree completion to add to the overall Business Administration program.
</li>
</ul>
<h4>
Goal Group 4 Update and Budget Prioritization Requests – <em>presented by Dave Mihalyov, Vice President of University Relations</em>
</h4>
<p>
Mr. Mihalyov presented an update on Goal Group 3. The following questions and answers occurred:
</p>
<ul>
<li>The question was raised regarding the Employee Success Center and if it would include enhanced support services and mental health counseling or would it be Human Resources and CELT combined. In addition, has the space in Dailey been considered for the center as it already has a computer lab. It was stated that Dailey and Drake have been mentioned as a possible location, but the goal group is in the early stages of the review/planning of the center. There is a level of anonymity that employees would want for counseling and a large success center may not allow that. The center would have a lot of the Human Resources responsibilities in one place. It was added that in the development of the center we want to have a good comprehensive onboarding for new faculty and staff, making sure we are connecting with employees on a regular basis, reviewing training and development needs, focusing on mentoring, succession planning and partnering with CELT. Conversations have already occurred with Dr. Cochran and she is very excited with this possibility. We also want to look at the lifecycle of the employee on campus and what can be done to make this campus a great place to work.
</li>
<li>The question was raised regarding our turnover rate of 10% dropping to around 6.5% during the pandemic and what is the typical turnover rate in higher education institutions. It was stated that historically the average turnover rate at higher education institutions has been 14% but that figure is from a couple of years ago. We may see a different average going forward due to the pandemic. It was added that our turnover rate the year before was 10% and 10.6% the year before that.
</li>
<li>The question was raised regarding that 88% of our budget is personnel and where we stood compared to other SUNY schools. It was stated that the national average is 70% of the budget is personnel, but there are a lot of variables in that equation. It was added that as far as the SUNY information, the data would be obtained voluntarily, and we may not be able to get an accurate picture of the comparison. The 88% is a high percentage because it does not give the ability to shift to new levels of budgeting as easily as if you had a smaller percentage based on individuals.
</li>
<li>Clarification was requested regarding the budget prioritization request for a training manager. It was stated that we used to have a training manager about 10 years ago. As much as BizLibrary is helpful for the training videos, you receive a higher level of training by having a person be able to do in-person trainings and go to departments for various needs. In addition, it would be an effective use of a classroom in the Employee Success Center. In addition, every year this position comes up as a need. It was added that Human Resources is getting more and more requests for trainings. In addition, many responses in exit interviews center around the need for more training like supervision or professional development. People are not necessarily engaged watching a training video, but they would be in an in-person training. We need to look at how to engage the employee not just retain them.
</li>
</ul>
<h4>
Other Items from the Committee
</h4>
<ul>
<li>The question was raised regarding where to find the link to register for the Corporate Challenge. It was stated that there is information on the Daily Eagle and Mr. Andriatch shared the registration link.
</li>
</ul>
<p>
The meeting was adjourned at 10:19 a.m.
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Minutes: March 23, 2023</h1>
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<article>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Austin Busch
</li>
<li>Frances Dearing
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Teagan Hughston
</li>
<li>Meghan Irving
</li>
<li>Yin Liu
</li>
<li>Jose Maliekal
</li>
<li>Jason Morris
</li>
<li>Carl O’Connor
</li>
<li>Kathy Peterson
</li>
<li>Heather Raczkowski
</li>
<li>Janet Roy
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Julie Caswell
</li>
<li>Steve Cook
</li>
<li>Eileen Daniel
</li>
<li>Crystal Hallenbeck
</li>
<li>Mike Harrison
</li>
<li>Cathy Houston-Wilson
</li>
<li>Sara Kelly
</li>
<li>Rachael Killion
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Mike Baird
</li>
<li>Keith Baker
</li>
<li>Jennifer Blood
</li>
<li>Monica Brasted
</li>
<li>Laurie Boyd
</li>
<li>Nathan Bull
</li>
<li>Ryan Dipaola
</li>
<li>Marsha Ducey
</li>
<li>Jennifer Green
</li>
<li>Frank Mancini
</li>
<li>Theresa Martinez
</li>
<li>Brad Menear
</li>
<li>Tyler Moesle
</li>
<li>Stasia Molyneux
</li>
<li>Pamela O’Keefe
</li>
<li>James Onley
</li>
<li>Sandra Persons
</li>
<li>John Sapienza
</li>
<li>Katherine Schaal
</li>
<li>Brad Schreiber
</li>
<li>Rey Sia
</li>
<li>Jessica Smith
</li>
<li>Bonnie Swoger
</li>
<li>Sarah Unger
</li>
<li>Susan Wielgosz
</li>
<li>Aaron Wilkinson
</li>
<li>Robert Wyant
</li>
<li>Kathy Zunner
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Michael Doyle
</li>
<li>Thomas Hager  
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>President Macpherson
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the March 9, 2023, meeting.<br />
Dr. Peterson motioned to approve the minutes; Ms. Roy seconded the motion. 16 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcements:
</p>
<ul>
<li>A modified version of the Instructional Technology & Classroom Renovation Committee presentation was added yesterday due to some revised numbers.
</li>
<li>Members were reminded about the upcoming Diversity Conference and Scholar’s Day.
</li>
</ul>
<h4>
Vote to Endorse Campus Based Fee Review Committee Recommendations 
</h4>
<h5>
2023-24 Broad-based Fees
</h5>
<p>
The following questions, answers and discussion points occurred during the review of the recommendations:
</p>
<ul>
<li>It was stated that Brockport is above the median for the cost of fees compared to other institutions. It was asked that members keep in mind the students are cost sensitive and this could impact our recruitment goals.
</li>
<li>The concern was stated regarding the lack of student knowledge around the fees and that the campus should find ways to increase communication about the fees by either the Stylus or integrating them into APS courses. It was stated that in previous years there has been low attendance at the BSG Student Fee Forum, but this year the room was full. This is a sign that they are more involved and asked questions to obtain more information. It was also stated that information should be provided to parents.
</li>
<li>Dr. Weininger motioned to vote on the broad-based fees individually; Dr. Morris seconded the motion. The following are the voting results from the present voting members:
</li>
</ul>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
9
</td>
<td style="width: 32.721%;">
5
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h6 class="">
Campus Recreation (Student Recreation Fee) 
</h6>
<p>
Dr. Peterson motioned to approve the recommendation for the fee increase; Ms. Roy seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
15
</td>
<td style="width: 32.721%;">
1
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h6 class="">
Brockport ITS (Technology Fee) 
</h6>
<p>
Dr. Weininger motioned to approve the recommendation for the fee to remain the same;<br />
Mr. O’Connor seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
15
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h6 class="">
Hazen Center for Integrated Care (Student Health Fee)
</h6>
<ul>
<li>The question was raised regarding the long-term planning to eliminate the deficit for Hazen. It was stated that the Ms. Kuleszo is reviewing services to determine what can be eliminated to reduce costs and is being very cost conscious with expenses. Also, she is researching opportunities to have interns. It was added that Hazen used to stock some prescription medicine and they are no longer doing that. In addition, they are reviewing staffing costs and updating positions from 11-months to 10-months as individuals are retiring.
</li>
<li>Dr. Peterson motioned to approve the recommendation for the fee increase;<br />
Dr. Weininger seconded the motion. The following are the voting results from the present voting members:
</li>
</ul>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
16
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h6 class="">
Intercollegiate Athletics (Athletic Fee)
</h6>
<ul>
<li>The question was raised regarding the long-term planning to eliminate the deficit for Athletics. It was stated that the funding model for Athletics needs to be changed or programs will have to be eliminated and that will impact enrollment. The costs of buses and food continues to increase. Athletics retains over 90% of students.
</li>
<li>It was stated that we should be reviewing how other SUNY schools fund Athletics. Especially SUNY Cortland as they are our major competitor. Athletics is a driving factor for recruitment and retention.
</li>
<li>The concern was stated that it is in our strategic enrollment planning to be the most affordable SUNY school and students are cost sensitive. In addition, we need to be careful raising fees every year.
</li>
<li>It was stated that SUNY did not approve fee increases for a few years. It was added the last time Athletics increased the fee was 2021-22. The fee went from $390 to $485.
</li>
<li>It was stated that we need to find balance to provide an exceptional experience for students while still controlling costs. There are repercussions for not raising fees. The long-term planning is part of the SEM plan and how we can make this a priority. For the immediate future, these fees are important for the departments to be able to operate and to be successful in being competitive and recruiting.
</li>
<li>It was clarified that there was an agreement by the campus to remove Athletics’ debt a few years ago. The agreement was that annually an estimated $500,000 would be transferred from Reserves to Athletics for fringe benefit relief.
</li>
<li>The question was raised regarding what the balance would be without the fee increase. It was stated that the balance would decrease by an estimated $100,000.
</li>
<li>Dr. Peterson motioned to approve the recommendation for the fee increase; Dr. Morris seconded the motion. The following are the voting results from the present voting members:
</li>
</ul>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
16
</td>
<td style="width: 32.721%;">
1
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h6>
Transportation Services (Transportation Fee)
</h6>
<p>
Ms. Aman motioned to approve the recommendation for the fee increase; Ms. Roy seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
16
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
1
</td>
</tr>
</tbody>
</table>
<h6 class="">
<br />
Career Services (Career Services Fee)
</h6>
<p>
Dr. Weininger motioned to approve the recommendation for the fee to remain the same;<br />
Ms. Dearing seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
16
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h6 class="">
A Gift to the Fund for Brockport (Alumni Fee)
</h6>
<p>
Dr. Weininger motioned to approve the recommendation for the fee to remain the same;<br />
Ms. Roy seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
17
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h5 class="">
2023-24 Course Fees
</h5>
<p>
Dr. Hallenbeck provided an update on the course fee requests. The following questions, answers and discussion points occurred during the review of the recommendations:
</p>
<ul>
<li>The question was raised regarding how predictable SUNY is at approving course fee requests. It was stated that SUNY is unpredictable. The past two years, they have been scrutinizing fees and have been asking questions and for data to support the request. We have to supply a cost breakdown when we submit to SUNY.
</li>
<li>The suggestion was made that if the fees are approved, that communication should be provided to students regarding the changes. It was stated that the course fees will be updated in the course catalog. It was added that for accreditation purposes, the fees have to be listed on the program’s website in addition to the course catalog.
</li>
<li>The question was raised regarding if a potential student can find the amount of fees they would be paying if they enrolled in a particular major. It was stated that all of the fees for Nursing are listed on the website. The fees are also discussed at the Open Houses.
</li>
<li>Clarification was requested regarding the $185 course fee for Nursing and that historically students have individually paid for the fee, but it is being requested to be covered by the department through a fee. Currently, students are paying the Kaplan fee through the Bookstore. There are issues with this, because if a student does not pay by the deadline, they lose their access until they pay. Having this be a course fee will eliminate this issue and students requested that the fee become a course fee.
</li>
<li>Appreciation was extended to the committee for all of their work.
</li>
<li>Dr. Weininger motioned to endorse the recommendation for the listed course fees to increase; Ms. Aman seconded the motion. The following are the voting results from the present voting members:
</li>
</ul>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
17
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h4>
Instructional Technology & Classroom Renovation Committee Update
</h4>
<p>
Mr. Baker provided an update from the Instructional Technology & Classroom Renovation Committee. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding if there is any data on if students prefer the tablet-armchairs or desk and chairs. It was stated that the committee did not have the opportunity to survey students due to a tight timeline.
</li>
<li>It was stated that when furniture was updated in residential halls about six to seven years ago, three different options were made available to students to try for 48 hours and vote on what they preferred. In addition, Facilities was consulted on which furniture they would be able to clean, repair and maintain.
</li>
<li>The concern was stated that for planning and test purposes, the faculty preference should outweigh the students. In addition, it was suggested that each classroom could be updated with a variety of chairs so that it is not a “one size fits all” and therefore faculty have classroom options for their preference. It was stated that the committee was hesitant to present a recommendation of “mixed” rooms because there could be many different combinations.
</li>
<li>The concern was stated that faculty preference should not be looked upon as a minority as that preference may be truly needed for the functions of the class. It was stated that it was difficult to obtain specific faculty preference as it would cause issues with anonymity. It was suggested to obtain specific needs from Department Chairs and Deans as this information could be gathered during staff meetings and would ensure anonymity.
</li>
<li>The question was raised if the other furnishings in the classroom were considered for the update. Like whiteboards, instructor station, etc. It was stated that the committee did review the other furnishing and window treatments, paint and flooring are included in the renovation costs.
</li>
<li>It was stated that ADA furniture needs should trump all other renovations and what ever amount is needed to spend on these upgrades should be spent from the allocated funds.
</li>
<li>The concern was stated that the renovation needs of Hartwell are not that dire and 20% or $100,000 of this funding should go back into the Reserves. It was stated the classrooms that were chosen were done so due to the amount of utilization. In addition, it was stated that the subcommittee is not the decisionmaker, it is only making recommendations for JPBC to approve or not approve. It was clarified that the subcommittee is a subcommittee for JPBC and the role of JPBC is to determine if members endorse the report to move forward to Cabinet for review.
</li>
<li>The question was raised if one of the chair options is more ADA accessible and if the committee looked at this particular aspect. I was stated that the committee did not examine this because most of the furniture being sold by the suppliers do meet ADA requirements. The top of the armchairs doesn’t have an arm rest on the other side and individuals can easily get in and out. Specific needs do need to be based on the individual’s needs. This is why the committee allocated $125,000 to better meet these needs.
</li>
<li>Appreciation was extended to the committee for all of their work.
</li>
</ul>
<h4>
Vote to Endorse Instructional Technology & Classroom Renovation Committee Recommendations
</h4>
<p>
Ms. Aman motioned to endorse the report as written; Ms. Dearing seconded the motion. The following are the voting results from the present voting members:
</p>
<table style="border-collapse: collapse; width: 97.2789%;" border="1">
<tbody>
<tr>
<th style="width: 32.721%;">
Endorse
</th>
<th style="width: 32.721%;">
Not Endorse
</th>
<th style="width: 32.7224%;">
Abstain
</th>
</tr>
<tr>
<td style="width: 32.721%;">
17
</td>
<td style="width: 32.721%;">
0
</td>
<td style="width: 32.7224%;">
0
</td>
</tr>
</tbody>
</table>
<h4 class="">
Strategic Enrollment Management Update 
</h4>
<p class="">
Dr. Kelly provided an update regarding the Strategic Enrollment Management plan. The following questions, answers and discussion points occurred:
</p>
<ul>
<li class="">The question was raised regarding if the enrollment target numbers in the presentation are the same numbers that were included in the most recent 5-year financial model. It was stated that Cabinet met with the Strategic Enrollment Management team and developed the enrollment targets. Therefore, the numbers that were in the 5-year financial model are consistent with the numbers that were just presented.
</li>
<li class="">Clarification was requested that these enrollment targets would help the campus to eliminate the structural deficit over the next four to five years. It was stated that was correct.
</li>
<li class="">The question was raised regarding what the next steps would be after receiving feedback by the April 1, 2023, deadline. It was stated that the steering committee meets bi-weekly. Over the course of April, they will be reviewing the feedback and finding ways to incorporate it to the next draft. The draft will then be brought forward to Cabinet and then work on implementation.
</li>
<li class="">The question was raised if presentations will be made after the new draft is formed so individuals can see how the feedback has been incorporated. It was stated that the timeframe for the next set of presentations is still being determined.
</li>
</ul>
<h4>
Additional Items from the Committee
</h4>
<p>
The following items were discussed:
</p>
<ul>
<li>Members were encouraged to wear their Brockport apparel tomorrow for Green and Gold Friday.
</li>
</ul>
<p>
The meeting was adjourned at 10:11 a.m.
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Minutes: February 23, 2023</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Sondra Aman
</li>
<li>Mike Andriatch
</li>
<li>Austin Busch
</li>
<li>Frances Dearing
</li>
<li>Michael Doyle
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Meghan Irving
</li>
<li>Yin Liu
</li>
<li>Jose Maliekal
</li>
<li>Jason Morris
</li>
<li>Carl O’Connor
</li>
<li>Kathy Peterson
</li>
<li>Heather Raczkowski
</li>
<li>Janet Roy
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Julie Caswell
</li>
<li>Bob Cushman
</li>
<li>Eileen Daniel
</li>
<li>Damita Davis
</li>
<li>Crystal Hallenbeck
</li>
<li>Cathy Houston-Wilson
</li>
<li>Sara Kelly
</li>
<li>Rachael Killion
</li>
<li>President Macpherson
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Jennifer Blood
</li>
<li>Monica Brasted
</li>
<li>Sophia Buenviaje
</li>
<li>Nathan Bull
</li>
<li>Thomas Chew
</li>
<li>Laura Coriddi
</li>
<li>Marsha Ducey
</li>
<li>Scott Haines
</li>
<li>Debbie Jacob
</li>
<li>Seth Johnston
</li>
<li>Dana Laird
</li>
<li>Theresa Martinez
</li>
<li>Tyler Moesle
</li>
<li>Brandon Nunnery
</li>
<li>Pamela O’Keefe
</li>
<li>Ashleigh Petrucci
</li>
<li>Priyamvadha Rangan
</li>
<li>William Ruiz
</li>
<li>Megan Sarkis
</li>
<li>Rey Sia
</li>
<li>Jessica Smith
</li>
<li>Bonnie Swoger
</li>
<li>Sarah Unger
</li>
<li>Aaron Wilkinson
</li>
<li>Robert Wyant
</li>
<li>Kathy Zunner
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Thomas Hager
</li>
<li>Teagan Hughston
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the January 26, 2023, meeting. Dr. Peterson motioned to approve the minutes; Ms. Roy seconded the motion. 16 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements
</h4>
<p>
Dr. Rhodes made the following announcements:
</p>
<ul>
<li>Our next meeting will have the broad-based fee presentations and will begin at 8:00am.
</li>
<li>Members were asked to remind individuals that the Investment Fund proposals are due March 17, 2023.
</li>
</ul>
<h4>
Summer Course Fee Update
</h4>
<p>
Dr. Hallenbeck provided an update on summer course fee requests. There was only one request, but it was a request that was submitted and approved by the Campus Based Fee Review Committee and JPBC last year. When Cabinet reviewed the request, they had some feedback and concerns that needed to be addressed with SUNY prior to submitting the request to SUNY for approval. All issues were resolved, so the fee has been submitted to SUNY for approval. This fee is the fee for the Storm Chasing course, and it is for $2,200. We are waiting on a response from SUNY.
</p>
<h4>
Strategic Plan Assessment Update
</h4>
<p>
Provost Abraham provided an update on the Strategic Plan Assessment. The committee has defined all of the metrics and they are working through reviewing the assessment tools. The goal is to be finished by the end of the semester so that it can be shared with the campus community to start reflecting and begin utilizing the metrics. The following discussion points occurred:
</p>
<ul>
<li>The suggestion was made to utilize the SUNY website where they publish employment outcomes for all the campuses by cohort. This information is population based and can be used for the metric for career outcome data.
</li>
<li>The suggestion was made to obtain information from alumni on their thoughts regarding their experiences here. This could be asked in addition to the employment information. It was stated that if an alumni survey was developed it would be used to get specific answers to a number of areas in addition to employment.
</li>
</ul>
<h4>
Undergraduate Admissions Update
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
Mr. Wyant provided an update on Undergraduate Admissions. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>The question was raised regarding what will be done with the data collected concerning our competitors and the information regarding why students are not choosing Brockport so that we can start beating our competition and getting students to choose Brockport. It was stated that in terms of students using location for a reason for not coming to Brockport, it is typically the downstate student saying this. Therefore, we are crafting a targeted message to that population to communicate the benefits of Brockport and Rochester. When it comes to the reason of cost and affordability, we are trying to be proactive by making our messaging clear and ensuring parents understand what a scholarship is, what the actual bill will be and what the payment plan options are. It was added that knowing UB is a competitor, we are working on a mailing specifically to the Buffalo area that outlines why Brockport is a better choice with smaller class sizes and intimate community. In addition, we are working with Financial Aid on a supplemental communication that simplifies some of the cost questions to help families understand the costs and how it can be affordable for them, even if they are not a scholarship student. This message is an individualized and personalized message, so there is programming and a lot of people involved to make sure it happens. Also, we are working with our partners in the Academic Success Center and Advisement to register first year students earlier. Previously, they had received their schedules at orientation, but now they are going to get them after our current student registration closes typically in May. We are hoping this will help them feel more settled and that everything is taken care of. Lastly, we have been working with our partners on how we can tell students the cost sooner and how we can adjust timelines for billing cycles because cost and price sensitivity are a big concern for them right now.
</li>
<li>The question was raised regarding the scholarships and if the $1.4 million was based on the almost 300 students that have deposited to date. It was stated that it was based on that.
</li>
<li>The question was raised regarding if we are at risk of overextending our scholarship budget. If the goal is to have a freshman class of 1200, then the $1.4 million could become $5.6 million. Residential Life only budgeted around $3 million, and the tuition side was only budgeted for $1.6 million. It was stated that there is a chance of overextending if we have high take rates and high yield on that. There is a report that can be run daily, and others can have access to it. If we need to start monitoring in closely, we can do that. Also, if a student doesn’t deposit by May 1, we don’t have to honor the scholarship.
</li>
<li>The comment was made that the problem with us losing transfer admits because they are not getting into classes is solvable, but it is not something that just a random faculty member is going to be able to handle. It isn’t about more work; it is about taking a different approach. It was stated that the Undergraduate Admissions office is trying to find a better way to communicate information to students and faculty and how we can use our technology to make lives easier for faculty and students.
</li>
<li>The concern was stated that giving the student their schedule earlier may cause students not want to come here because there isn’t an opportunity to discuss prerequisites or why certain courses are required. It was stated that we are still planning out how we can make sure the students have that conversation opportunity. The reality is when students receive the schedule at orientation, the panic is potentially setting in later leading to the student becoming a late melt and we don’t have the opportunity to have that discussion with them. We are trying to find ways to balance it. It was added that during a tour or accepted student day, we try to let the students visualize themselves here and getting them tied to the institution.
</li>
<li>The suggestion was made to create a marketing campaign to highlight how Brockport is accessible no matter where the student is in the state. We should utilize the students from Long Island and downstate as examples. This could help ease concerns about what is perceived as difficulty to get to Brockport.
</li>
<li>The suggestion was made to do a marketing campaign to highlight how many programs we have, how many programs we are developing and what the students in these programs are doing. We were the launch institution for the SUNY Undergraduate Research Conference. We started the initiative to engage undergraduate students in research and we have been sending a sizable number of students to the National Conference on Undergraduate Research. This is a quality indicator of academic programs. It was stated that we have been working on getting more of those highlights for each academic department and the websites are reflecting that this year. Any highlights that individuals feel hit home can be emailed to Dr. Kelly so that as they continue to update communications to students and try to highlight even more of these opportunities. It was added that Undergraduate Admissions uses the key highlights that the divisions or schools send out monthly or semesterly.
</li>
<li>It was suggested to make videos using current events to show how our programs link to it and how staff and faculty are affected by it. This could humanize who we are. It was stated that there have been some videos that were done recently. There was one about inflation and another one about Damar Hamlin and athletic training. The Damar Hamlin one was sent to KSSPE students. The videos do well because we have good open and view rates in our emails. It was added that there is currently one being made about artificial intelligence.
</li>
<li>The question was raised regarding the alumni outreach and when it will begin. It was stated that it has already started. An email was sent out about two weeks ago reflecting the three schools from three alumni. If faculty and staff are aware of a prominent alumnus that is successful, let Undergraduate Admissions know so they can reach out to see if they would be willing to do a letter for Brockport.
</li>
<li>The explanation was provided about the dashboard that showed students that did not go to Brockport but went to Brockport. These were students that initially declined admission, but then made their way back to Brockport. In addition, there is information where we can breakdown by competitors and then academic program. In anyone would like more information on this, reach out to Tyler Moesle.
</li>
</ul>
<h4>
Graduate Admissions Update
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
Mr. Ruiz and Dr. Daniel provided an update on Graduate Admissions. The discussion points occurred:
</p>
<ul>
<li>It was stated that it is believed that in the next five years all advanced nursing programs will need to be at the DNP level. When this happens, we will phase out our master’s program and the students will be a post bacc DNP.
</li>
<li>It was stated that regarding that PA program, we need to investigate clinical placements. We have had a hard time getting the NP students placed due to competing with schools like RIT that have relationships with the hospitals.
</li>
<li>It was stated that it should be acknowledged the rapid rate of growth in enrollments and how impressive it is. Given the situation with undergraduates, everyone is grateful that graduate numbers have turned around so sharply.
</li>
</ul>
<h4>
Structural Deficit Update
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
Mr. Wall presented an update on the structural deficit. The following questions, answers and discussion points occurred:
</p>
<ul>
<li>Clarification was requested regarding the number of positions that were determined to be backfilled with the concern of the declining enrollment. It was stated that the review was done position by position and we are going to continue to review these positions to see if there are any others that can be captured for more savings. In terms of the positions being replaced, the position would be replaced at the starting rate versus the rate of the employee leaving. On the CSEA side, this typically works out to be $7,000-$8,000 per employee. It was added that the review was the initial review done at Cabinet’s budget retreat. We wanted to be very thoughtful about the decision of replacing positions and the possible consequences. This is why Cabinet will be reviewing these positions again at their budget meeting on Monday.
</li>
<li>The question was raised regarding the assumption of undergraduate and graduate enrollment and retention numbers over the next four years and if it is feasible. It was stated that the graduate increase of 12% is for the next four to five years and then it tops out. As far as the undergraduate numbers, they are very modest the first few years, so if we can beat that by 100 students then that’s $1 million that goes to the bottom line. It was added that a vast majority of our graduate programs are fully online, so we are not geographically limited. The number of students who are in these programs and who are beyond commuting distance continues to grow. In terms of undergraduate students, it is believed that we will see growth in adult students returning to get a degree. We will have seven completion programs. Some of the programs had a slow start, but it is believed they will gain momentum. There are several million New York residents who have some college, and we are an ideal place for many of them to complete their degree.
</li>
</ul>
<h4>
Additional Items from the Committee
</h4>
<p>
The following items were discussed:
</p>
<ul>
<li>Members were reminded that there will be a Budget Townhall on March 1st from 12:10-1:10pm in the McCue Auditorium and were asked to encourage their colleagues to attend.
</li>
<li>Members were thanked for their participation in the interview process for the Vice President of Administration and Finance. In addition, members were asked to complete the feedback form or speak to Dr. Rhodes or President Macpherson regarding their thoughts on the candidates.
</li>
<li>Members were encouraged to wear their Brockport apparel tomorrow for Green and Gold Friday.
</li>
</ul>
<p>
The meeting was adjourned at 10:17 a.m.
</p>
<p>
DR/JW/mw
</p>
</div>
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<h1>JPBC Minutes: March 25, 2021</h1>
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<h3>
Thursday, March 25, 2021<br />
8:30 – 10:30 a.m.<br />
Virtual Meeting via Teams
</h3>
<h3>
Attendees:
</h3>
<p>
<strong>Voting Members:</strong> Sondra Aman, Mike Andriatch, Justine Briggs, James Cordeiro, Frances Dearing, Kandie Gay, Daniel Goebel, Tom Hernandez, Cathy Houston-Wilson, Margaret Lane, Jose Maliekal, Dave Mihalyov, Craig Ross, Janet Roy, Elliot Weininger, Katy Wilson
</p>
<p>
<strong>Non-Voting Members:</strong> Denise Copelton: Co-Chair, Crystal Hallenbeck, Darson Rhodes: Co-Chair Elect, President Macpherson, Karen Riotto, James Spiller, Jim Wall: Co-Chair, Melissa Wight
</p>
<p>
<strong>Guests:</strong> Lorraine Acker, Monica Brasted, Steve Cook, Bob Cushman, Eileen Daniel, Richard Dirmyer, Jenny Green, Scott Haines, Mike Harrison, Kevin Rice
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<h3>
Regrets:
</h3>
<p>
<strong>Voting Members:</strong> Hannah Arp, Kalista Cherry, Katy Heyning, Sharon Jaramillo, Kathy Peterson
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<p>
 
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<p>
The meeting was called to order at 8:30 a.m.
</p>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Copelton asked the committee to review the minutes from the March 11, 2021 meeting. Dr. Houston-Wilson motioned the minutes to be approved, Ms. Dearing seconded the motion and 11 voting members were in favor. Therefore, the minutes were approved.
</p>
<h4>
<strong>Announcements</strong>
</h4>
<p>
Dr. Copelton made the following announcement:
</p>
<ul>
<li>There is an adjustment to today’s agenda. The Five to Three Schools Analysis will be moved to a future meeting. It was determined that since questions regarding this analysis have been stated in both meetings it would be best to have it on a day when both JPBC members and Task Force members can attend. Once this date has been determined, it will be announced to both groups.
</li>
</ul>
<h4>
Goal Group Update
</h4>
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(Presentation is available on Blackboard and Teams)
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<p>
 
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<p>
The following questions and answers occurred during the session:
</p>
<ul>
<li>The question was raised regarding the Carneige Classification and what Brockport would need to do in order to achieve the classification. It was stated that the classification is a community engagement classification and it is a multi-year process. It revolves around our process for managing engagement. There is a committee that has internal and external components. Given the pandemic, we are not as far in the process as we would like to be. There are a lot of logistics and process to take care of. We do a lot of the work that we can measure, but we have to show the process. The next submission phase is the 2025 timeframe.
</li>
<li>The question was raised regarding the campaign timeline and donation goal. It was stated that the initial goal was $50 million with five distinct initiatives. Part of phase two of the feasibility study is to look at the five initiatives. In addition, there are two initiatives that we are testing right now that were not a part of the initial five that involve EDI initiatives and emergency grant funds for students. These two initiatives are coming out positive in terms of support. The goal and timeline that we have in place is what we still expect to do, but we are still having conversations with internal and external members to determine if the timing needs to be changed based on our budget issues and the economy. We will have a better sense in June after the board meeting what our timing looks like. The timeframe will likely be a four to five-year time period.
</li>
<li>Clarification was requested if the two initiatives involving EDI and emergency grant funds for students would be replacing any of the initial five initiatives. It was stated that the two initiatives are in addition to the initial five.
</li>
<li>The question was raised if resource implications are being analyzed regarding the expansion of accreditations. It was stated that the feasibility of new accreditations and maintaining current accreditations are reviewed to determine the value it will bring to the College. This means the value it brings exceeds the costs. In some cases that means we cannot have a rapid expansion of accreditations.
</li>
<li>The question was raised if energy efficiency is a priority with each building capital project. It was stated that energy efficiency is a priority and it is one of the first items looked at during a building renovation.
</li>
<li>The question was raised if there is an administrative master plan since there is a physical master plan and an academic master plan. It was stated that there is an informal process that involves benchmarking, cost comparison and numbers comparison with other campuses. This is something that can be looked at to develop a formal process.
</li>
<li>The question was raised regarding the status of Academic Affairs zero-based budget exercise. It was stated that information is still being gathered and we hope to have feedback on the exercise at the end of the month.
</li>
<li>The suggestion was made regarding having the zero-based budget information for each division presented to JPBC especially now that a new budget model has been developed. In the past, divisions provided presentations to the Budget Resource Committee and providing this information would increase transparency across campus. It was stated once the State budget is finalized and the College has received the budget target, the budget for each division can be shared.
</li>
<li>Appreciation was extended regarding the Bravo Awards and how it is a nice way to recognize employees and for individuals across campus to view it in the Daily Eagle.
</li>
<li>Gratitude was extended to the Goal Group Leaders and the Goal Group Members for all the work they have accomplished especially in a pandemic year.
</li>
<li>The question was raised regarding planning for a post COVID environment when we can gather again to celebrate and mourn what was lost. It was stated that there are plans to have some form of the recognition dinner and it may not be in person, but we want to recognize individuals. It was also stated that it hopeful that we can return to having faculty and staff commune at the Burlingame House in the fall, but it may have to be in a series depending on capacity guidelines. In addition, Advancement is planning a celebration of life for all the lives that were lost over the past year that were near and dear to the campus. More information will be forth coming as details are finalized.
</li>
</ul>
<h4>
Other Items from the Committee
</h4>
<p>
None at this time.
</p>
<p>
 
</p>
<p>
The meeting was adjourned at 9:40 a.m
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<p>
DC/JW/mw
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<h1>JPBC Minutes: October 13, 2022</h1>
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<h3>
8:30 – 10:30 a.m., Virtual Meeting via Teams
</h3>
<h4>
Attendees
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Martin Abraham
</li>
<li>Sondra Aman
</li>
<li>Austin Busch
</li>
<li>Frances Dearing
</li>
<li>Michael Doyle]
</li>
<li>Thomas Hager
</li>
<li>Kristin Hartway
</li>
<li>Tom Hernandez
</li>
<li>Tegan Hughston
</li>
<li>Yin Liu
</li>
<li>Jose Maliekal
</li>
<li>Jason Morris
</li>
<li>Carl O’Connor
</li>
<li>Kathy Peterson
</li>
<li>Heather Raczkowski
</li>
<li>Janet Roy
</li>
<li>Mark Stacy
</li>
<li>Elliot Weininger
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Bob Cushman
</li>
<li>Eileen Daniel
</li>
<li>Mike Harrison
</li>
<li>Cathy Houston-Wilson
</li>
<li>Darson Rhodes: Co-Chair
</li>
<li>Karen Riotto
</li>
<li>Jim Wall: Co-Chair
</li>
<li>Melissa Wight
</li>
</ul>
<h5>
Guests
</h5>
<ul>
<li>Monica Brasted
</li>
<li>Nathan Bull
</li>
<li>Steve Cook
</li>
<li>Jennifer Green
</li>
<li>Scott Haines
</li>
<li>Rachael Killion
</li>
<li>Eric Monier
</li>
<li>William Ruiz
</li>
<li>Rey Sia
</li>
<li>Bonnie Swoger
</li>
<li>Rachel Winter
</li>
</ul>
<h4>
Regrets
</h4>
<h5>
Voting Members
</h5>
<ul>
<li>Mike Andriatch
</li>
<li>Meghan Irving  
</li>
<li>Katy Wilson
</li>
</ul>
<h5>
Non-Voting Members
</h5>
<ul>
<li>Crystal Hallenbeck 
</li>
<li>President Macpherson
</li>
</ul>
<h4>
The meeting was called to order at 8:30 a.m.
</h4>
<h4>
Approval of the Minutes
</h4>
<p>
Dr. Rhodes asked the committee to review the minutes from the September 29, 2022, meeting. Ms. Aman motioned to approve the minutes; Ms. Roy seconded the motion. 12 members voted to approve the minutes. Therefore, the minutes were approved.
</p>
<h4>
Announcements
</h4>
<p>
The following announcements were made:
</p>
<ul>
<li>The JPBC Group in Blackboard has now been frozen and all materials that were in the group have been archived and transferred over to Teams.
</li>
<li>Thomas Hager was introduced as the second Undergraduate Student Representative.
</li>
<li>A reminder that the Campus Climate Survey will be open from November 1 – November 22. Members were encouraged to complete the survey and to encourage other campus members to complete it as well.
</li>
</ul>
<h4>
Strategic Plan Assessment Update
</h4>
<p>
Provost Abraham provided an update on the Strategic Plan Assessment. The committee had their initial meeting where members determined specific targets that include metrics that can be reviewed, the annual reporting process, what information do we need and how the information is utilized. The members split up into three work groups. Each group will come back to the committee with a discussion item or report. One work group has submitted feedback.  
</p>
<h4>
Division Budget Update
</h4>
<p>
<em>(Presentation is available on Teams)</em>
</p>
<p>
<br />
Provost Abraham and Mr. Wall presented an update on division budgets. The following questions, answers and discussion points occurred during the presentation:<br />
<br />
</p>
<ul>
<li>The question was raised regarding the EMSA positions that were eliminated and if it is because there are more efficient processes or are the employees that are left having their workload increased. The concern is the Registration and Financial Aid offices have been cut repeatedly over the last several years. It was stated that it is a combination of things. There were open positions in the departments, and we are trying to capture as many open positions as possible for salary savings. The latest PSR report from the end of September indicated that there are 107 open positions across campus. Every open position is reviewed by Cabinet to determine if it can be captured. In terms of the student facing departments and the workload, our enrollment is has gone down 2000 students over the last five years. There have also been workload improvements and some automation.
</li>
<li>Clarification was requested regarding the staffing headcounts remaining flat from last year and today’s presentation indicating that divisions have reduced its headcount. It was stated that the total staffing headcount does not include adjuncts and temporary staff. It was suggested that those groups would be added to the total headcount to better show the difference in the staffing numbers and to show actual Full Time Equivalent (FTE) numbers versus budgeting numbers. The salary savings is in anticipation that we will not be filling those positions within the salary pool. It was also stated that the positions that are being searched are included in the headcount, but because the vacancy is not currently filled there is salary savings from those positions. In addition, there have been positions that have been differed to next year or the following year. These positions are still in the budget, but we are not paying the salary right now.
</li>
<li>The question was raised about the one million dollars in salary savings in Academic Affairs and how much of the savings are long term and won’t be used to fund positions in a year or two. It was stated that it all depends on if positions are determined to be necessary or if they can be eliminated. The vacancy will not be removed from the budgeted headcount until it is eliminated.
</li>
<li>The request was made to receive information on how our budget compares to our revenue and how our real projected expenses compare to our revenue. Since the salary savings appear to be predictable based on when open positions may be filled, and this will impact the reserves. It was stated that the issue is that the actual enrollment for this year was below the budgeted level. This gives us a $4.3 million dollar deficit. It was agreed to provide forecasted numbers based on the quarterly reports. There will also be a reserve analysis shared over the next few weeks. We need to keep in mind that there was already $5.4 million that was going to be taken from reserves and add the $4.3 million budget deficit. In addition, we have to fund the salary increases and the rise in energy costs, we could be looking at needing $11 million from the $31 million currently in reserves.
</li>
<li>The question was raised if there was a hiring freeze put in place today and what the amount of savings would be. It was stated that there are positions that are currently being recruited that would need to be filled, but the amount would be between $4 and $4.5 million.
</li>
<li>The question was raised if this amount would be separate from the salary savings noted in the presentation for the faculty salary pool. It was stated that it is separate and would be incremental.
</li>
<li>Clarification was requested that last year we had the $2 million in salary savings which put the total reserves to $31 million. The best-case scenario, in terms of salary savings, would be $4 million. The worst-case scenario without salary savings and the increase in utilities would be a deficit around $11.6 million. It was stated that the calculations are correct except for the $2 million in salary savings was above what was anticipated because positions were not being filled from the last forecast. We had 70 to 80 open positions last year so that would probably be around $4 million in savings using an average salary amount.
</li>
<li>The question was raised regarding when Cabinet’s decisions from the next week’s retreat regarding the budget would be presented to JPBC. It was stated that it would be when the five-year review is presented. The five-year model will be presented on November 3.
</li>
<li>The question was raised regarding on the scale of financial precariousness that would include the comprehensive schools, where would Brockport be located on the scale. It was stated that Brockport would be in the middle of the scale, but it is getting worse.
</li>
<li>The question was raised if SUNY Central is involved due to the financial concerns. It was stated that they are not currently involved. They don’t typically become involved until the reserves are in the negative. The schools that are in this position indicate that it is difficult because you have to get all of the spending approved by SUNY. This is because schools in this position are basically borrowing money from SUNY system to keep the school going.
</li>
<li>The concern was stated that the there does not appear to be an understanding across campus about our budget situation. It was stated that there will be a presentation at College Senate, but the date has not been confirmed yet. The date will be finalized next week. Also, Dr. Rhodes and Mr. Wall are working on a written communication that will be sent out to campus. In addition, there will be a budget townhall on November 17. Members were asked to encourage individuals to attend JPBC meetings, the College Senate meeting, the budget townhall and to carefully read the communication that will be sent out. This will help assist with the broader understanding across campus. It was added that we need to communicate that there is a path forward and we are working on steps to move in that direction. In addition, we need to indicate that all faculty and staff need to do their part in helping the College move forward.
</li>
<li>The question was raised regarding what the lowest projected enrollment will be and what the plan may be to have a reasonable projection based on enrollment and retention practices. It was stated that it will be discussed at the Cabinet retreat next week. Areas involved in enrollment and retention will be presenting at the retreat. It may take a couple of years to build enrollment back up. Looking at our current enrollment and retention rates, the number could go lower before it goes higher.
</li>
<li>The question was raised regarding zero-based budgeting in Academic Affairs and how it will be communicated to have a more streamlined approach across all departments. In the past, it has not been consistent between departments. It was stated that the approach will be collaborative with the different units to discuss what the needs are and how to accomplish the objectives. The decisions will be strategic about the opportunities and what the returns will be.
</li>
</ul>
<h4>
Additional Items from the Committee
</h4>
<p>
Members were encouraged to wear their Brockport apparel tomorrow for Green and Gold Friday.
</p>
<p>
<br />
The meeting was adjourned at 9:30 a.m.
</p>
<p>
 
</p>
<p>
DR/JW/mw
</p>
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<h1>JPBC Agenda: May 18, 2023</h1>
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8:30–10:30 a.m. on Teams
</h3>
<p>
See Teams for Materials:  JPBC / Files / 2023.05.18 Meeting<br />
or<br />
See Blackboard for Materials: JPB / Content / Meetings / 2022-23 / 2023.05.18 Meeting
</p>
<p>
 
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from April 20, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Vote to Endorse Campus Based Fee Review Committee Course Fee Request Recommendation  
</td>
<td>
Crystal Hallenbeck
</td>
</tr>
<tr>
<td>
Update of Budget Retreat  
</td>
<td>
Jackie Clark<br />
Jim Wall
</td>
</tr>
<tr>
<td>
BASC Follow-up
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Strategic Plan Assessment Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Purchasing Guideline & Appropriate Expenditure Presentation  
</td>
<td>
Mark Stacy
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p class="">
Next Meeting: TBD
</p>
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<h1>JPBC Agenda: January 27, 2022</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.01.27 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.12.16 Meeting
</p>
<table>
<tbody>
<tr>
<td>
<strong>Agenda Item</strong>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
<p>
Review Meeting Minutes from December 16, 2021
</p>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
<p>
State Budget Update – SUNY
</p>
</td>
<td>
Dave Mihalyov
</td>
</tr>
<tr>
<td>
Review and Approve Spring Call Letters for BSG, BASC & DIFR
</td>
<td>
All
</td>
</tr>
<tr>
<td>
JPBC Investment Fund Discussion
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Admissions Update
</td>
<td>
Sara Kelly<br />
Robert Wyant
</td>
</tr>
<tr>
<td>
Attrition Rate Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Strategic Plan Update
</td>
<td>
President Macpherson
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: February 10, 2022; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: December 3, 2020</h1>
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<h3>
Thursday, December 03, 2020<br />
8:30-10:30 am on Teams
</h3>
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See Teams for Materials: JPBC Task Force / Files / December 3, 2020 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2020.12.03 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;" width="790">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Review Meeting Minutes from November 12, 2020
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Graduate Admissions Update
</p>
</td>
<td>
<p>
 
</p>
<p>
Mike Harrison
</p>
</td>
</tr>
<tr>
<td>
<p>
Retention Update
</p>
</td>
<td>
<p>
Sara Kelly
</p>
<p>
Rich Dirmyer
</p>
</td>
</tr>
<tr>
<td>
<p>
Review and Approve Spring Call Letters for BSG, BASC & DIFR
</p>
</td>
<td>
<p>
All
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
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Next Meeting: TBD
</p>
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<h1>JPBC Agenda: February 24, 2022</h1>
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<h3>
8:00–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.02.24 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.02.24 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from January 27, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
<p>
Announcements
</p>
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
<p>
Fee-Based Budget Presentations
</p>
<ul>
<li>8:00 a.m. – Brockport ITS
</li>
<li>8:20 a.m. – Student Health Services
</li>
<li>8:40 a.m. – Intercollegiate Athletics
</li>
<li>9:00 a.m. – Campus Recreation
</li>
<li>9:20 a.m. – Alumni
</li>
<li>9:40 a.m. – Career Services
</li>
<li>10:00 a.m. – Parking & Transportation Services
</li>
</ul>
</td>
<td>
 
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
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<p>
Next Meeting: March 10, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: April 22, 2021</h1>
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<h3>
Thursday, April 22, 2021<br />
8:30-10:30 am on Teams
</h3>
<p>
See Teams for Materials: JPBC Task Force / Files / April 22, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.04.22 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
<p>
Review March 25, 2021 Meeting Minutes
</p>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Division Presentation on Cost Savings/Open Position Management
</p>
</td>
<td>
<p>
Jim Wall
</p>
</td>
</tr>
<tr>
<td>
<p>
Financial Analysis of the Schools
</p>
</td>
<td>
<p>
Crystal Hallenbeck
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: April 29, 2021; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: October 22, 2020</h1>
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<h3>
Thursday, October 22, 2020<br />
8:30-10:30 am on Teams
</h3>
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See Teams for Materials: JPBC Task Force / Files / October 22, 2020 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPBC / Content / Meetings / 2020-21 / 2020.20.22 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;" width="790">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Review Meeting Minutes from October 8, 2020
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Goal Group Presentations & Budget Prioritization Requests:
</p>
<ul>
<li>Goal Group 2: To be a College engaged with its Community
</li>
<li>Goal Group 4: To be a Great College at which to Work
</li>
</ul>
</td>
<td>
<p>
 
</p>
<p>
Mike Andriatch
</p>
<p>
Dave Mihalyov
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: October 29, 2020; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: September 28, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.09.28 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from September 7, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements & Introductions
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Undergraduate Admissions Update
</td>
<td>
Robert Wyant
</td>
</tr>
<tr>
<td>
Graduate Admissions Update
</td>
<td>
Michael Harrison
</td>
</tr>
<tr>
<td>
Global Education and Engagement Update
</td>
<td>
Keith Davis
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
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<p class="">
 Next Meeting: October 12, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: March 4, 2021</h1>
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<h3>
Thursday, March 04, 2021<br />
8:30-10:30 am on Teams
</h3>
<p>
See Teams for Materials: JPBC Task Force / Files / January 28, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.01.28 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Review Meeting Minutes from January 28, 2021
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Fee-Based Budget Presentations
</p>
<ul>
<li>8:30 a.m. – Brockport ITS
</li>
<li>8:45 a.m. – Student Health Services
</li>
<li>9:00 a.m. – Intercollegiate Athletics
</li>
<li>9:15 a.m. – Campus Recreation
</li>
<li>9:30 a.m. – Alumni
</li>
<li>9:45 a.m. – Career Services
</li>
<li>10:00 a.m. – Parking & Transportation Services
</li>
</ul>
</td>
<td>
<p>
 
</p>All
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: March 11, 2021; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: April 7, 2022</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.04.07 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.04.07 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from March 24, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Endorse 2022-23 Course Fee Requests
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Campus Based Fee Review Committee Biennial Report
</td>
<td>
Karen Riotto
</td>
</tr>
<tr>
<td>
Pool Report
</td>
<td>
Cathy Houston-Wilson
</td>
</tr>
<tr>
<td>
Undergraduate Enrollment & Retention Update
</td>
<td>
Robert Wyant
</td>
</tr>
<tr>
<td>
Graduate Enrollment Update
</td>
<td>
Mike Harrison
</td>
</tr>
<tr>
<td>
5-Year Financial Model Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: April 21, 2022; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: January 26, 2023</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials:  JPBC / Files / 2023.01.26 Meeting
</p>
<p>
 
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from November 10, 2022 & December 15, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes 
</td>
</tr>
<tr>
<td>
Approve BASC, DIFR and BSG Call Letter
</td>
<td>
All
</td>
</tr>
<tr>
<td>
JPBC Working Group Report
</td>
<td>
Darson Rhodes 
</td>
</tr>
<tr>
<td>
Rollovers Update  
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Institutional Priority Funds
</td>
<td>
Darson Rhodes 
</td>
</tr>
<tr>
<td>
Technology Update
</td>
<td>
<p>
Bob Cushman
</p>
<p>
Frank Mancini
</p>
</td>
</tr>
<tr>
<td>
Managed Print Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
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<p>
Next Meeting: February 9, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: April 29, 2021</h1>
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<h3>
Thursday, April 29, 2021<br />
8:30-10:30 am on Teams
</h3>
<p>
See Teams for Materials: JPBC Task Force / Files / April 29, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.04.29 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Fee Based Budget Requests Vote
</p>
</td>
<td>
<p>
All
</p>
</td>
</tr>
<tr>
<td>
<p>
DIFR, BASC and BSG Budget Presentations
</p>
<ul>
<li>DIFR Presentation (8:35 - 9:05am)
<ul>
<li>Discussion (9:05 - 9:15am)
</li>
</ul>
</li>
<li>BASC Presentation (9:20 - 9:50am)
<ul>
<li>Discussion (9:50 - 10:00am)
</li>
</ul>
</li>
<li>BSG Presentation (10:05 - 10:20am)
<ul>
<li>Discussion (10:20 - 10:30am)
</li>
</ul>
</li>
</ul>
</td>
<td>
<p>
All
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: May 20, 2021; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: October 7, 2021</h1>
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8:30 – 10:30 am on Teams
</h3>
<p>
<strong>See Teams for Materials:</strong> JPBC / Files / 2021.10.07 Meeting <strong>or</strong> See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.10.07 Meeting
</p>
<ol>
<li>Review Meeting Minutes: (All)
<ul>
<li>September 9, 2021
</li>
<li>September 23, 2021
</li>
</ul>
</li>
<li>Announcements (Darson Rhodes)
</li>
<li>Goal Group Updates and Budget Prioritization Requests
<ul>
<li>Goal Group 2 (Mike Andriatch)
</li>
<li>Goal Group 3 (Jim Wall)
</li>
</ul>
</li>
<li>Additional Items from the Committee (All)
</li>
</ol>
<p>
Next Meeting: October 14, 2021; 8:30 - 10:30 am
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<h1>JPBC Agenda: December 16, 2021</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2021.12.16 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.12.16 Meeting
</p>
<table>
<tbody>
<tr>
<td>
<strong>Agenda Item</strong>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
<p>
Review Meeting Minutes
</p>
<ul>
<li>November 18, 2021
</li>
<li>December 2, 2021
</li>
</ul>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Retention Update Q&A Session
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Instructional Technology and Classroom Renovation Committee Membership
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Enrollment & Staffing Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: January 27, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: March 25, 2021</h1>
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<h3>
Thursday, March 25, 2021<br />
8:30-10:30 am on Teams
</h3>
<p>
See Teams for Materials: JPBC Task Force / Files / January 28, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.01.28 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
<p>
Review Meeting Minutes
</p>
<ul>
<li>March 04, 2021
</li>
<li>March 11, 2021
</li>
</ul>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Goal Group Update
</p>
</td>
<td>
<p>
Mike Andriatch<br />
Katy Heyning<br />
Dave Mihalyov<br />
Jim Wall<br />
Katy Wilson
</p>
</td>
</tr>
<tr>
<td>
<p>
Financial Analysis of the Schools
</p>
</td>
<td>
<p>
Crystal Hallenbeck
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: April 29, 2021; 8:30-10:30 AM
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<h1>JPBC Agenda: March 10, 2022</h1>
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8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.03.10 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.03.10 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from February 24, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Question and Answer Session for Fee-Based Budget Presentation
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Middle States Update
</td>
<td>
Frances Dearing
</td>
</tr>
<tr>
<td>
JPBC Nomination Process
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: March 24, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: October 29, 2020</h1>
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<h3>
Thursday, October 29, 2020<br />
8:30-10:30 am on Teams
</h3>
<p>
See Teams for Materials: LPBC Task Force / Files / October 29, 2020 Meeting<br />
<br />
<strong>OR</strong><br />
<br />
See Blackboard for Materials: JPBC / Content / Meetings / 2020-21 / 2020.10.29 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;" width="790">
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
<p>
Minutes from the October 22, 2020 meeting are not yet available.
</p>
<p>
They will be shared for approval at a later meeting.
</p>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Goal Group Presentations & Budget Prioritization Requests:
</p>
<ul>
<li>
<span style="font-size: 0.8rem; font-family: inherit;">Goal Group 3: To be a Sustainable Institution for the 21 Century</span>
</li>
<li>
<span style="font-size: 0.8rem; font-family: inherit;">Goal Group 1: To be a Great College at which to Learn</span>
</li>
</ul>
</td>
<td>
<p>
 
</p>
<p>
Jim Wall
</p>
<p>
Katy Heyning
</p>
<p>
Katy Wilson
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: November 12, 2020; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: September 29, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2022.09.29 Meeting
</p>
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</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from September 15, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Undergraduate Admissions Update
</td>
<td>
Robert Wyant
</td>
</tr>
<tr>
<td>
Graduate Admissions Update
</td>
<td>
Michael Harrison
</td>
</tr>
<tr>
<td>
JPBC Working Group
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Strategic Plan Assessment Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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</tbody>
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<p>
Next Meeting: October 13, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: November 2, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.11.02 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from October 19, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements 
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Position Request Approval Process
</td>
<td>
President Macpherson
</td>
</tr>
<tr>
<td>
Five-Year Financial Model Update
</td>
<td>
Jackie Clark
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
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 Next Meeting: November 30, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: October 14, 2021</h1>
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8:30 – 10:30 am on Teams
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<strong>See Teams for Materials:</strong> JPBC / Files / 2021.10.14 Meeting <strong>or</strong> See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.10.14 Meeting
</p>
<ol>
<li>Announcements (Darson Rhodes)
</li>
<li>Five-Year Financial Model Update (Jim Wall)
</li>
<li>Goal Group 4 Updates and Budget Prioritization Requests (Dave Mihalyov)
</li>
<li>Additional Items from the Committee (All)
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Next Meeting: November 18, 2021; 8:30 - 10:30 am
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<h1>JPBC Agenda: February 23, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.02.23 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from January 26, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Summer Course Fee Update
</td>
<td>
Crystal Hallenbeck
</td>
</tr>
<tr>
<td>
Strategic Plan Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Undergraduate Admissions Update
</td>
<td>
Robert Wyant
</td>
</tr>
<tr>
<td>
Graduate Admissions Update
</td>
<td>
Eileen Daniel<br />
William Ruiz
</td>
</tr>
<tr>
<td>
Structural Deficit Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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Next Meeting: March 9, 2023; 8:00-10:30 AM – Broad Based Fee Presentations
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<h1>JPBC Agenda: May 20, 2021</h1>
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Thursday, May 20, 2021
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8:30-10:30 am on Teams
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See Teams for Materials: JPBC / Files / Meeting Materials / May 20, 2021 Meeting
</p>
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<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.05.20 Meeting
</p>
<table>
<tbody>
<tr>
<td>
<strong>Agenda Item</strong>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
<p>
Review and Approve Meeting Minutes
</p>
<ul>
<li>April 22, 2021
</li>
<li>April 29, 2021
</li>
</ul>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
Review and Approve Call Letter and Presentation Materials for Fall 2021 Strategic Plan Update
</td>
<td>
All
</td>
</tr>
<tr>
<td>
JPBC Task Force Report
</td>
<td>
All
</td>
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<tr>
<td>
Additional Items from the Committee
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<h1>JPBC Agenda: November 30, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.11.30 Meeting
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<th>
Agenda Item
</th>
<th>
Person
</th>
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Review Meeting Minutes from November 2, 2023
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<td>
All
</td>
</tr>
<tr>
<td>
Announcements 
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Retention Update
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<td>
Sara Kelly
</td>
</tr>
<tr>
<td>
Scholarship Return on Investment
</td>
<td>
Sara Kelly
</td>
</tr>
<tr>
<td>
Campus Based Fee Review Committee Report
</td>
<td>
Crystal Hallenbeck-McPhall
</td>
</tr>
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<td>
Additional Items from the Committee
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All
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 Next Meeting: December 14, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: April 21, 2022</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.04.21 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.04.21 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from April 7, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
<p>
BSG, BASC and DIFR Budget Presentations
</p>
<ul>
<li>BSG
<ul>
<li>Presentation - 8:35-8:50 a.m.
</li>
<li>Discussion - 8:50-9:00 a.m.
</li>
</ul>
</li>
<li>BASC
<ul>
<li>Presentation - 9:05-9:35 a.m.
</li>
<li>Discussion - 9:35-09:45 a.m.
</li>
</ul>
</li>
<li>DIFR
<ul>
<li>Presentation - 9:50-10:20 a.m.
</li>
<li>Discussion - 10:20-10:30 a.m.
</li>
</ul>
</li>
</ul>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: May 5, 2022; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: December 2, 2021</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC Task Force / Files / January 28, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.01.28 Meeting
</p>
<table>
<tbody>
<tr>
<td>
<strong>Agenda Item</strong>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Academic Strategic Plan and Goal Group 1 Question & Answer Session
</td>
<td>
All
</td>
</tr>
<tr>
<td>
DIFR and Residential Life/Learning Communities Update
</td>
<td>
<p>
Carl O’Connor
</p>
<p>
Craig Ross
</p>
</td>
</tr>
<tr>
<td>
Discussion & Vote on Budget Prioritization Requests
</td>
<td>
All
</td>
</tr>
<tr>
<td>
BASC Budget Update
</td>
<td>
<p>
Dana Weiss
</p>
<p>
Anna Hintz
</p>
<p>
Deborah Ferris
</p>
</td>
</tr>
<tr>
<td>
Retention Update
</td>
<td>
<p>
Sara Kelly
</p>
<p>
Taneika Thompson
</p>
</td>
</tr>
<tr>
<td>
Update on Enrollment and Staffing
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
<p>
All
</p>
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: December 16, 2021; 8:30-10:30 AM
</p>
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<h1>JPBC Agenda: January 28, 2021</h1>
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<h3>
Thursday, January 28, 2021<br />
8:30-10:30 am on Teams
</h3>
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See Teams for Materials: JPBC Task Force / Files / January 28, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.01.28 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;" width="790">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Review Meeting Minutes from December 3, 2020
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
Review JPBC Task Force Progress Report
</p>
</td>
<td>
<p>
 
</p>All
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
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Next Meeting: February 25, 2021; 8:30-10:30 AM
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<h1>JPBC Agenda: March 24, 2022</h1>
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8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.03.24 Meeting
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<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.03.24 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from March 10, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Vote to Endorse Campus Based Fee Review Committee Recommendations
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Divisional Budget Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Cabinet Response to JPBC
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Strategic Plan Update
</td>
<td>
President Macpherson
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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<p>
Next Meeting: April 7, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: April 20, 2023</h1>
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8:30–10:30 a.m. on Teams
</h3>
<p>
See Teams for Materials:  JPBC / Files / 2023.04.20 Meeting<br />
or<br />
See Blackboard for Materials: JPB / Content / Meetings / 2022-23 / 2023.04.20 Meeting
</p>
<p>
 
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from March 23, 2023  
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
BSG, BASC and DIFR Budget Presentations  
</td>
<td>
<ul>
<li>8:35 a.m. – BSG – Meaghan Irving
</li>
<li>9:05 a.m. – BASC – Jim Wall
</li>
<li>9:50 a.m. – DIFR – Don Bigelow and Carl O’Connor
</li>
</ul>
</td>
</tr>
<tr>
<td>
Vote on Investment Fund Proposal Recommendations  
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
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<p class="">
Next Meeting: May 18, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: November 10, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2022.11.10 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
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<tr>
<td>
Review Meeting Minutes from November 3, 2022
</td>
<td>
All
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</tr>
<tr>
<td>
Announcements
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<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Undergraduate Enrollment, Recruitment & Retention Update
</td>
<td>
Sara Kelly<br />
Oana Prajitura
</td>
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<td>
Additional Items from the Committee
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All
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Next Meeting: December 1, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: September 7, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.09.07 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from May 18, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements & Introductions
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Review JPBC Charge & Operating Guidelines
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<td>
All
</td>
</tr>
<tr>
<td>
Cabinet Response to JPBC
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Budget Updates
</td>
<td>
Jackie Clark
</td>
</tr>
<tr>
<td>
2022-23 Investment Fund Updates
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Classroom Renovations Update  
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
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Next Meeting: September 28, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: November 12, 2020</h1>
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<h3>
Thursday, November 12, 2020<br />
8:30-10:30 am on Teams
</h3>
<p>
See Teams for Materials: LPBC Task Force / Files / November 12, 2020 Meeting<br />
<br />
<strong>OR</strong><br />
<br />
See Blackboard for Materials: JPBC / Content / Meetings / 2020-21 / 2020.11.12 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;" width="790">
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<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
<p>
 
</p>
<p>
Review Meeting Minutes
</p>
<ul>
<li>October 22, 2020
</li>
<li>October 29, 2020
</li>
</ul>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
<p>
5-Year Financial Model Update
</p>
</td>
<td>
<p>
Jim Wall
</p>
</td>
</tr>
<tr>
<td>
<p>
Discussion of Goal Group Updates
</p>
<p>
Approval of memo acknowledging updates
</p>
</td>
<td>
<p>
All
</p>
</td>
</tr>
<tr>
<td>
<p>
BASC Budget Update
</p>
</td>
<td>
<p>
Dana Weiss
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
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<p>
Next Meeting: December 3, 2020; 8:30-10:30 AM
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<h1>JPBC Agenda: October 13, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2022.10.13 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from September 29, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Strategic Plan Assessment Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Division Budget Update
</td>
<td>
Martin Abraham<br />
Mike Andriatch<br />
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
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Next Meeting: November 3, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: September 23, 2021</h1>
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8:30 – 10:30 am on Teams
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<strong>See Teams for Materials</strong>: JPBC / Files / 2021.09.23 Meeting <strong>or</strong> See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.09.23 Meeting
</p>
<ol>
<li>Announcements & Introductions (Darson Rhodes)
</li>
<li>Instructional Technology and Classroom Renovation Sub-Committee Vote (All)
</li>
<li>Middle States Update (Frances Dearing)
</li>
<li>Undergraduate Admissions Update (Robert Wyant)
</li>
<li>Graduate Admissions Update (Mike Harrison)
</li>
<li>Additional Items from the Committee (All)
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Next Meeting: October 7, 2021; 8:30 - 10:30 am
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<h1>JPBC Agenda: March 9, 2023</h1>
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8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials:  JPBC / Files / 2023.03.09 Meeting<br />
or<br />
See Blackboard for Materials: JPB / Content / Meetings / 2022-23 / 2023.03.09 Meeting
</p>
<p>
 
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from February 23, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Fee-Based Budget Presentations  
</td>
<td>
8:00 a.m. – Brockport ITS<br />
8:20 a.m. – Student Health Services<br />
8:40 a.m. – Intercollegiate Athletics<br />
9:00 a.m. – Campus Recreation<br />
9:20 a.m. – Alumni<br />
9:40 a.m. – Career Services<br />
10:00 a.m. – Parking & Transportation Services
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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</tbody>
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<p>
Next Meeting: March 23, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: May 19, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials: JPBC / Files / 2022.05.19 Meeting
</p>
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<strong>OR</strong>
</p>
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See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.05.19 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from May 5, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Academic Strategic Plan Update
</td>
<td>
Linda Delene
</td>
</tr>
<tr>
<td>
Instructional Technology and Classroom Renovation Subcommittee Update
</td>
<td>
Kevin Rice
</td>
</tr>
<tr>
<td>
JPBC End of the Year Report
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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</tbody>
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<p>
Next Meeting: Fall 2022 - TBD
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<h1>JPBC Agenda: December 15, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2022.12.15 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Strategic Plan Assessment Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
BASC Budget Update
</td>
<td>
Dana Weiss
</td>
</tr>
<tr>
<td>
DIFR Budget Update
</td>
<td>
Don Bigelow<br />
Carl O’Connor
</td>
</tr>
<tr>
<td>
Staffing Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Instructional Technology & Classroom Renovation Committee Update & Vote
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
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Next Meeting: January 26, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: October 19, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.10.19 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
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Review Meeting Minutes from October 12, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements 
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Advancement & Communications Division Budget Update
</td>
<td>
Mike Andriatch
</td>
</tr>
<tr>
<td>
Student Affairs Division Budget Update
</td>
<td>
Karen Podsiadly
</td>
</tr>
<tr>
<td>
Academic Affairs Division Budget and Transformation Fund Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Administration & Finance Division Budget Update
</td>
<td>
Jackie Clark
</td>
</tr>
<tr>
<td>
Managed Print Update
</td>
<td>
Jackie Clark
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
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<td>
All
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 Next Meeting: November 2, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: September 9, 2021</h1>
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8:30 – 10:30 am on Teams
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<strong>See Teams for Materials:</strong> JPBC / Files / 2021.09.09 Meeting <strong>or</strong> See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.09.09 Meeting
</p>
<ol>
<li>Review Meeting Minutes from May 20, 2021 (All)
</li>
<li>Announcements & Introductions (Darson Rhodes)
</li>
<li>Review JPBC Charge, Operating Guidelines, Roster & Schedule (President Macpherson, Darson Rhodes & Jim Wall )
</li>
<li>Instructional Technology and Classroom Renovation Sub-Committee (Darson Rhodes & Jim Wall)
</li>
<li>Strategic Planning Committee (President Macpherson)
</li>
<li>Cabinet Response to JPBC (All)
</li>
<li>Additional Items from the Committee (All)
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Next Meeting: September 23, 2021; 8:30 - 10:30 am
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<h1>JPBC Agenda: May 5, 2022</h1>
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<h3>
8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2022.05.05 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2022.05.05 Meeting
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from April 21, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Investment Fund Subcommittee Recommendations
</td>
<td>
All
</td>
</tr>
<tr>
<td>
<p>
Goal Group Updates
</p>
</td>
<td>
<ul>
<li>Goal Group 1
<ul>
<li>Linda Delene
</li>
<li>Katy Wilson
</li>
</ul>
</li>
<li>Goal Group 2
<ul>
<li>Mike Andriatch
</li>
</ul>
</li>
<li>Goal Group 3
<ul>
<li>Jim Wall
</li>
</ul>
</li>
<li>Goal Group 4
<ul>
<li>Dave Mihalyov
</li>
</ul>
</li>
</ul>
</td>
</tr>
<tr>
<td>
Academic Strategic Plan Update
</td>
<td>
Linda Delene
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
</tr>
</tbody>
</table>
<p>
Next Meeting: May 19, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: December 14, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.12.14 Meeting
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<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
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Review Meeting Minutes from November 30, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements 
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
BASC Budget Update
</td>
<td>
Dana Weiss
</td>
</tr>
<tr>
<td>
DIFR Budget Update
</td>
<td>
Donald Bigelow<br />
Carl O’Connor
</td>
</tr>
<tr>
<td>
Staffing Open Position Update
</td>
<td>
Jackie Clark
</td>
</tr>
<tr>
<td>
Strategic Plan Assessment Update
</td>
<td>
Martin Abraham
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
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<td>
All
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<p class="">
 Next Meeting: February 1, 2024; 8:30-10:30 AM
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<h1>JPBC Agenda: September 15, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2022.09.15 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from May 19, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements & Introductions
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Review JPBC Charge & Operating Guidelines
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Cabinet Response to JPBC
</td>
<td>
All
</td>
</tr>
<tr>
<td>
2022-23 Budget Review & Division Targets
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
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<td>
All
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Next Meeting: September 29, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: March 11, 2021</h1>
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<h3>
Thursday, March 11, 2021<br />
8:30-10:30 am on Teams
</h3>
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See Teams for Materials: JPBC Task Force / Files / January 28, 2021 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2020-21 / 2021.01.28 Meeting
</p>
<p>
 
</p>
<table style="height: 220px;">
<tbody>
<tr>
<td>
<p>
<strong>Agenda Item</strong>
</p>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Denise Copelton
</td>
</tr>
<tr>
<td>
Fee-Based Budget Question & Answer Session
</td>
<td>
All
</td>
</tr>
<tr>
<td>
<p>
Five-Year Financial Model Update
</p>
</td>
<td>
<p>
<span style="font-size: 0.8rem;">Jim Wall</span>
</p>
</td>
</tr>
<tr>
<td>
<p>
Additional Items from the Committee
</p>
</td>
<td>
All
</td>
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</tbody>
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<p>
Next Meeting: March 25, 2021; 8:30-10:30 AM
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<h1>JPBC Agenda: October 12, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.10.12 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from September 28, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements 
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Enrollment Management Division Budget Update
</td>
<td>
Sara Kelly
</td>
</tr>
<tr>
<td>
Transformation Fund Investment
</td>
<td>
Sara Kelly
</td>
</tr>
<tr>
<td>
Athletics Investment Update
</td>
<td>
Gil Burgmaster<br />
Erick Hart<br />
Sara Kelly
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
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<td>
All
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<p class="">
 Next Meeting: October 19, 2023; 8:30-10:30 AM
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<h1>JPBC Agenda: November 18, 2021</h1>
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8:30–10:30 a.m. on Teams
</h3>
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See Teams for Materials: JPBC / Files / 2021.11.18 Meeting
</p>
<p>
<strong>OR</strong>
</p>
<p>
See Blackboard for Materials: JPB / Content / Meetings / 2021-22 / 2021.11.18 Meeting
</p>
<p>
 
</p>
<table>
<tbody>
<tr>
<td>
<strong>Agenda Item</strong>
</td>
<td>
<strong>Person</strong>
</td>
</tr>
<tr>
<td>
<p>
Review Meeting Minutes
</p>
<ul>
<li>October 7, 2021
</li>
<li>October 14, 2021
</li>
</ul>
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Campus Based Fee Review Committee Annual Update
</td>
<td>
Karen Riotto
</td>
</tr>
<tr>
<td>
Academic Strategic Plan Update
</td>
<td>
Linda Delene
</td>
</tr>
<tr>
<td>
Goal Group 1 Updates and Budget Prioritization Requests
</td>
<td>
<p>
Linda Delene
</p>
<p>
Katy Wilson
</p>
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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</tbody>
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<p>
Next Meeting: December 2, 2021; 8:30-10:30 AM
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<h1>JPBC Agenda: November 3, 2022</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2022.11.03 Meeting
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<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from October 13, 2022
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Campus Based Fee Review Committee Update
</td>
<td>
Karen Riotto
</td>
</tr>
<tr>
<td>
5-year Financial Model Update
</td>
<td>
Jim Wall
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
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Next Meeting: November 10, 2022; 8:30-10:30 AM
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<h1>JPBC Agenda: March 23, 2023</h1>
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8:30–10:30 a.m. on Teams
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See Teams for Materials:  JPBC / Files / 2023.03.23 Meeting<br />
or<br />
See Blackboard for Materials: JPB / Content / Meetings / 2022-23 / 2023.03.23 Meeting
</p>
<p>
 
</p>
<table>
<tbody>
<tr>
<th>
Agenda Item
</th>
<th>
Person
</th>
</tr>
<tr>
<td>
Review Meeting Minutes from March 9, 2023
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Announcements
</td>
<td>
Darson Rhodes
</td>
</tr>
<tr>
<td>
Vote to Endorse Campus Based Fee Review Committee Recommendations 
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Instructional Technology & Classroom Renovation Update
</td>
<td>
Keith Baker
</td>
</tr>
<tr>
<td>
Vote to Endorse Instructional Technology & Classroom Renovation Committee Recommendations 
</td>
<td>
All
</td>
</tr>
<tr>
<td>
Strategic Enrollment Management Update
</td>
<td>
Sara Kelly
</td>
</tr>
<tr>
<td>
Additional Items from the Committee
</td>
<td>
All
</td>
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<p class="">
Next Meeting: April 6, 2023; 8:30-10:30 AM
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<h1>CAD and SAVE</h1>
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<h2>CAD & SAVE Workshops</h2>
<p>Most certification candidates at the University enroll in coursework that offers the opportunity to complete these required trainings. However, not all students (typically transfer or graduate students working toward their first certification) complete these trainings through their studies at the University.</p>
<p>Any student not able to show proof of training completion, and are not scheduled to complete a course that offers such training, can complete either workshop through an online workshop.</p>
<p><strong>Please note:</strong> Once you have completed an online workshop, you must:</p>
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Print your certificate of completion
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Forward a copy to your academic department as proof that you have satisfied that program requirement
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<h3>Identifying and Reporting Child Abuse and Maltreatment: Mandated Reporter Training (CAD)</h3>
<p>Take the free online workshop using the link below. Click on the “Take the Online Course” then on the right hand side register for the Self-Directed Online Training.</p>
<p><a class="go" href="http://www.nysmandatedreporter.org">Mandated Reporter Training</a></p>
<h3>School Violence Prevention and Intervention Workshop Information</h3>
<p>This course costs $25 and can be taken online using the link below.</p>
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<h1>Autism Workshop</h1>
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<h2>Autism Training</h2>
<p>All students completing Inclusive teaching programs must complete the Autism Training workshop.</p>
<p>Most certification candidates completing inclusive teaching programs at the University enroll in and complete coursework (EDI 413/513), which includes the necessary autism training.</p>
<p>Transfer students may have completed equivalent coursework at another institution that did not include autism training Any student not able to show proof of completion for the training and are not scheduled to complete EDI 413/513, must complete the training through the online workshop listed below.</p>
<p><strong>Please note:</strong> Once you have completed the online workshop, you must:</p>
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<li>
Print, sign, and date the certificate of completion
</li>
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Submit a copy to the <a href="mailto:[email protected]">Education and Human Development advisor</a>.
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<p>The online Autism Workshop costs $49.95</p>
<p><a class="go" href="https://www.workshopsexpress.com/needs-of-students-with-autism-workshop" target="_blank" rel="noopener">Online Autism Workshop</a></p>
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Office: Brown Building 252 D<br/>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/honors-awards/">Honors and Awards</a></li><li> <a href="/academics/honors-awards/2023/">2023 Student Honors and Awards Ceremony</a></li>
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<h1>2023 Student Honors and Awards Ceremony</h1>
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<h2>Friday, April 21, 2023 at 3:30 pm</h2>
<h2>Seymour Union, Ballroom</h2>
<h3>Faculty, staff, students, and the Brockport community are invited.</h3>
<p>The SUNY Brockport community comes together annually to celebrate student success at the Honors and Awards Ceremony. This long-standing tradition recognizes academic excellence, honoring students for outstanding achievement.</p>
<p>Since 1982, the Honors and Awards Ceremony has recognized thousands of extraordinary students in all academic areas of the University. </p>
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<h2>Faculty Speaker</h2>
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<img width="796" height="1013" alt="Dr. Ruhan Zhao" data-caption="Dr. Ruhan Zhao" src="/live/image/gid/192/width/796/height/1013/9711_Ruhan-Zhao.rev.1682104588.jpg" data-max-w="943" data-max-h="1200"/>
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<h3>Dr. Ruhan Zhao</h3>
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<p>Dr. Ruhan Zhao is a distinguished professor of mathematics at SUNY Brockport and joined the University in 2005. He obtained his PhD in mathematics at the University of Joensuu (now the University of Eastern Finland) in 1996. Dr. Zhao has published over 70 peer-reviewed research papers in the fields of complex analysis and operator theory, making a vast impact in the field. He introduced the concept of Qp spaces with his coauthors and the concept of F(p,q,s) spaces by himself. Mathematicians around the world have widely studied both of these spaces. The subject of Qp spaces was so important that it was assigned a number in the Mathematics Subject Classification by the American Mathematical Society, which means that the study of Qp spaces has become a standard research direction in the international mathematical community. Dr. Zhao received the 2014 SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities and was promoted as a SUNY Distinguished Professor this year.</p>
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<img width="796" height="1194" alt="Karen Blank" data-caption="Karen Blank" src="/live/image/gid/192/width/796/height/1194/9708_karen-blank-honors-awards-20230412-1.rev.1682103432.jpg" data-max-w="800" data-max-h="1200"/>
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<h3>Karen J Lathigee-Blank </h3>
<h3>President’s Citation Award</h3>
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<p>The <strong>President’s Citation</strong> is SUNY Brockport’s highest award for a graduating senior who has demonstrated outstanding scholastic merit (a GPA of at least 3.75), a strong record of co-curricular activities, significant contributions to the University and community, and evidence of professional promise.</p>
<p><a class="go" href="/academics/honors-awards/2023/education-health-human-services/">Read Karen’s Bio</a></p>
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<h2>School Outstanding Award Winners</h2>
<p><a class="button" href="/academics/honors-awards/2023/arts-sciences/">Arts & Sciences</a> <a class="button" href="/academics/honors-awards/2023/business-management/">Business & Management</a> <a class="button button" href="/academics/honors-awards/2023/education-health-human-services/">Education, Health & Human Services</a></p>
<h2>University-wide Awards</h2>
<p>The <strong>Chancellor’s Award for Student Excellence</strong> recognizes model students who have integrated academic excellence with other aspects of their lives, and who may have already received recognition from campus, local, state, national, or international organizations. It is the highest honor bestowed upon a student by SUNY.</p>
<p><em>Grace Crowe</em><br /><em>Shaquay (Shay) Ely</em><br /><em>Sharon Jaramillo</em></p>
<p>The <strong>Delta College Commendation Award</strong> recognizes academic excellence, leadership through civic engagement, and seriousness of purpose toward career preparation.</p>
<p><em>Alexis Bradley<br /></em><em style="font-family: inherit; font-size: 1rem; background-color: initial;">Allyson Isereau</em></p>
<p>The <strong>Delta College Program Scholar Award</strong> recognizes a graduating Delta College student who has earned the highest GPA throughout their participation in the program.</p>
<p><em>Elisa Everett</em></p>
<p>The <strong>Executive Director’s Award</strong> is presented by the Rochester Educational Opportunity Center to a highly motivated student who has exhibited outstanding academic and vocational performance and who is seeking to continue their career.</p>
<p><em>Jennifer Lauler</em></p>
<p>The <strong>Honors College Outstanding Senior Award</strong> is presented to a graduating Honors senior who has demonstrated outstanding academic achievement combined with a significant record of University and/or community leadership.</p>
<p><em>Shaquay (Shay) Ely</em></p>
<p>The <strong>Honors College Scholar Awards</strong> recognize graduating Honors seniors who have displayed extraordinary academic achievement. One Honors Scholar is selected from each of the three Schools.</p>
<p><em>Allison (Ally) Choate<br />Emma Wisniewski<br />Molly Rowe</em></p>
<p>The <strong>Outstanding Adult Student Awards</strong> are presented to three adult students who have been especially successful at combining university studies with their other responsibilities. The awardees also represent the University at a dinner and ceremony sponsored by the Rochester Area Colleges Continuing Education Committee.</p>
<p><em>Antoinette Bacon<br />Elisha Young<br />Ryan Konko</em></p>
<p>The <strong>Outstanding CSTEP Scholar Award</strong> recognizes a student in the CSTEP Program who has a 3.5 GPA and shows the most promise of continuing their education in graduate or professional school. The student selected must have received offers of funding such as assistantships, fellowships, or grants from the graduate or professional schools to which they have applied.</p>
<p><em>Tanya</em> <em>Haskins-Owens</em></p>
<p>The <strong>Outstanding McNair Scholar Award</strong> recognizes a student in the McNair Program who has a 3.5 GPA and shows the most promise of continuing their education in graduate or professional school. The student selected must have received offers of funding such as assistantships, fellowships, or grants from the graduate or professional schools to which they have applied.</p>
<p><em>Sharon J Jaramillo</em></p>
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<h1>BITS Mission and Vision</h1>
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<h3>Brockport Information & Technology Services</h3>
<h4><strong>Mission</strong></h4>
<p>To provide leadership, access and support for the library, information, and technology needs of the University community.</p>
<h4><strong>Vision</strong></h4>
<p>“To provide anywhere, anytime access to applications, systems, and support needed by the University in pursuit of its mission.</p>
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<p>Strategies we are using to meet that vision are:</p>
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Develop an agile organizational to accommodate the changing IT environment. Develop and adapt IT resources as needed for future demands.
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Continually work with clients to improve our support. Create more opportunities for University input into IT direction.
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Standardize on technology platforms with scalable support that optimize resources.
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Migrate to system wide applications, solutions, and support models where possible.
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Look to reduce redundancy and duplication of effort. Combine efforts where necessary and use resources more efficiently.
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Mobile should be “built-in.” There should be a mobile component in all we do.
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<p>Overall as an organization, we must transition from a “Systems-based” organization to a “Services-based” organization.</p>
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<h1>Total Enrolled Graduate Student FTEs</h1>
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<h3>Fall Semesters, As of the End of the Third Week of Classes - Based on Course Level and Instructor’s Home Department</h3>
<p>These student FTEs are calculated from credits attempted and include data from courses that are State-supported by tuition, as well as non-State supported.</p>
<table><tbody>
<tr>
<th>Department</th>
<th>2018</th>
<th>2019</th>
<th>2020</th>
<th>2021</th>
<th>2022</th>
</tr>
<tr>
<th>Anthropology</th>
<td>0.0</td>
<td>0.3</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Art</th>
<td>2.5</td>
<td>0.3</td>
<td>1.5</td>
<td>2.2</td>
<td>0.3</td>
</tr>
<tr>
<th>Biology</th>
<td>7.4</td>
<td>7.4</td>
<td>7.8</td>
<td>5.3</td>
<td>6.2</td>
</tr>
<tr>
<th>Chemistry & Biochemistry</th>
<td>0.3</td>
<td>0.5</td>
<td>0.8</td>
<td>0.0</td>
<td>0.3</td>
</tr>
<tr>
<th>Communication</th>
<td>9.3</td>
<td>5.0</td>
<td>0.8</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Computational Sciences</th>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>1.5</td>
</tr>
<tr>
<th>Computing Sciences</th>
<td>0.3</td>
<td>0.5</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Dance</th>
<td>12.2</td>
<td>8.6</td>
<td>6.8</td>
<td>7.5</td>
<td>5.8</td>
</tr>
<tr>
<th>Earth Sciences</th>
<td>1.8</td>
<td>0.9</td>
<td>0.3</td>
<td>0.0</td>
<td>0.8</td>
</tr>
<tr>
<th>English</th>
<td>18.8</td>
<td>20.5</td>
<td>14.1</td>
<td>11.3</td>
<td>16.6</td>
</tr>
<tr>
<th>Environmental Science & Ecology</th>
<td>8.8</td>
<td>9.6</td>
<td>6.8</td>
<td>10.4</td>
<td> 11.3</td>
</tr>
<tr>
<th>History</th>
<td>18.3</td>
<td>15.2</td>
<td>17.7</td>
<td>14.3</td>
<td>18.8</td>
</tr>
<tr>
<th>Journalism, Broadcasting & Public Relations</th>
<td>—-</td>
<td>0.3</td>
<td>0.3</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Liberal Studies</th>
<td>8.8</td>
<td>8.8</td>
<td>6.0</td>
<td>9.8</td>
<td>7.3</td>
</tr>
<tr>
<th>Mathematics</th>
<td>9.8</td>
<td>8.3</td>
<td>7.5</td>
<td>9.0</td>
<td>3.5</td>
</tr>
<tr>
<th>Modern Languages and Cultures</th>
<td>0.3</td>
<td>1.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Philosophy</th>
<td>—-</td>
<td>—-</td>
<td>0.3</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Psychology</th>
<td>13.7</td>
<td>12.3</td>
<td>13.4</td>
<td>20.8</td>
<td>11.6</td>
</tr>
<tr>
<th>Theatre & Music Studies</th>
<td>0.8</td>
<td>1.3</td>
<td>0.0</td>
<td>1.3</td>
<td>1.3</td>
</tr>
<tr>
<th>Visual Studies</th>
<td>5.2</td>
<td>7.0</td>
<td>5.3</td>
<td>7.8</td>
<td>3.9</td>
</tr>
<tr>
<th>Women & Gender Studies</th>
<td>0.5</td>
<td>0.5</td>
<td>0.8</td>
<td>0.3</td>
<td>0.3</td>
</tr>
<tr>
<th>Total (Arts & Sciences)</th>
<td><strong>118.4</strong></td>
<td><strong>107.9</strong></td>
<td><strong>89.9</strong></td>
<td><strong>99.8</strong></td>
<td><strong>89.5</strong></td>
</tr>
<tr>
<th>Counselor Education</th>
<td>60.8</td>
<td>76.5</td>
<td>93.5</td>
<td>82.8</td>
<td>85.5</td>
</tr>
<tr>
<th>Education & Human Development</th>
<td>121.7</td>
<td>149.0</td>
<td>157.5</td>
<td>141.3</td>
<td>131.9</td>
</tr>
<tr>
<th>Educational Administration</th>
<td>45.5</td>
<td>50.3</td>
<td>47.4</td>
<td>39.5</td>
<td>47.9</td>
</tr>
<tr>
<th>Healthcare Studies</th>
<td>2.3</td>
<td>5.8</td>
<td>3.3</td>
<td>5.3</td>
<td>6.3</td>
</tr>
<tr>
<th>Kinesiology, Sport Studies & Physical Education</th>
<td>42.6</td>
<td>32.4</td>
<td>30.3</td>
<td>27.3</td>
<td>33.8</td>
</tr>
<tr>
<th>Nursing</th>
<td>16.5</td>
<td>25.3</td>
<td>25.1</td>
<td>29.3</td>
<td>36.9</td>
</tr>
<tr>
<th>Public Health & Health Education</th>
<td>40.8</td>
<td>48.8</td>
<td>50.5</td>
<td>50.3</td>
<td>54.8</td>
</tr>
<tr>
<th>Social Work</th>
<td>129.8</td>
<td>79.3</td>
<td>109.2</td>
<td>108.0</td>
<td>113.4</td>
</tr>
<tr>
<th>Interdisciplinary</th>
<td>0.2</td>
<td>0.0</td>
<td>7.7</td>
<td>2.8</td>
<td>0.0</td>
</tr>
<tr>
<th>Total (Education, Health, & Human Services)</th>
<td><strong>459.9</strong></td>
<td><strong>467.3</strong></td>
<td><strong>524.3</strong></td>
<td><strong>486.4</strong></td>
<td><strong>510.5</strong></td>
</tr>
<tr>
<th>Accounting, Economics, & Finance</th>
<td>0.0</td>
<td>15.0</td>
<td>12.3</td>
<td>15.5</td>
<td>18.8</td>
</tr>
<tr>
<th>Business Administration</th>
<td>40.5</td>
<td>28.0</td>
<td>30.0</td>
<td>29.3</td>
<td>18.75</td>
</tr>
<tr>
<th>Public Administration</th>
<td>77.0</td>
<td>61.5</td>
<td>58.3</td>
<td>50.0</td>
<td>47.8</td>
</tr>
<tr>
<th>Total (Business & Management)</th>
<td><strong>117.5</strong></td>
<td><strong>104.5</strong></td>
<td><strong>100.5</strong></td>
<td><strong>94.7</strong></td>
<td><strong>85.35</strong></td>
</tr>
<tr>
<th>Athletics</th>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Center for Global Education & Engagement</th>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th>Total (Other)</th>
<td><strong>0.0</strong></td>
<td><strong>0.0</strong></td>
<td><strong>0.0</strong></td>
<td><strong>0.0</strong></td>
<td><strong>0.0</strong></td>
</tr>
<tr>
<th>TOTAL ENROLLED GRADUATE STUDENT FTEs</th>
<td><strong>695.8</strong></td>
<td><strong>679.8</strong></td>
<td><strong>714.8</strong></td>
<td><strong>680.9</strong></td>
<td><strong>685.4</strong></td>
</tr></tbody></table>
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<h1>Assessing Student Experiences</h1>
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<p class="intro" tabindex="-1">We use a variety of methods to gather information from students in an attempt to better understand their experiences while at SUNY Brockport.</p>
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<p tabindex="-1">Collecting and analyzing these data aid our institutional efforts to continually improve. Student surveys are one important source of information, and one we regularly participate in is the National Survey of Student Engagement (NSSE). The survey asks students to report on a variety of behaviors that research suggests matter for student learning and development.</p>
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<h1>Total Enrolled Undergraduate Student FTEs</h1>
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<h3>Fall Semesters, As of the End of the Third Week of Classes - Based on Course Level and Instructor’s Home Department</h3>
<p>These student FTEs are calculated from credits attempted and include data from courses that are State-supported by tuition, as well as non-State supported.</p>
<table><tbody>
<tr>
<th scope="col">Department</th>
<th scope="col">2018</th>
<th scope="col">2019</th>
<th scope="col">2020</th>
<th scope="col">2021</th>
<th scope="col">2022</th>
</tr>
<tr>
<th scope="row">African & African-American Studies</th>
<td>90.8</td>
<td>62.2</td>
<td>56.8</td>
<td>72.0</td>
<td>72.0</td>
</tr>
<tr>
<th scope="row">Anthropology</th>
<td>130.2</td>
<td>111.5</td>
<td>95.0</td>
<td>85.5</td>
<td> 95.8</td>
</tr>
<tr>
<th scope="row">Art</th>
<td>162.6</td>
<td>147.1</td>
<td>140.1</td>
<td>128.0</td>
<td>116.6</td>
</tr>
<tr>
<th scope="row">Arts for Children</th>
<td>—-</td>
<td>4.8</td>
<td>3.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th scope="row">Biology</th>
<td>330.3</td>
<td>309.5</td>
<td>306.0</td>
<td>261.6</td>
<td>229.8</td>
</tr>
<tr>
<th scope="row">Chemistry & Biochemistry</th>
<td>163.3</td>
<td>149.4</td>
<td>120.9</td>
<td>111.7</td>
<td>95.1</td>
</tr>
<tr>
<th scope="row">Communication</th>
<td>150.1</td>
<td>167.8</td>
<td>172.4</td>
<td>135.4</td>
<td>102.7</td>
</tr>
<tr>
<th scope="row">Computational Sciences</th>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.3</td>
</tr>
<tr>
<th scope="row">Computing Sciences</th>
<td>206.6</td>
<td>171.7</td>
<td>155.3</td>
<td>141.0</td>
<td>134.5</td>
</tr>
<tr>
<th scope="row">Criminal Justice</th>
<td>198.9</td>
<td>191.5</td>
<td>172.2</td>
<td>142.4</td>
<td>119.6</td>
</tr>
<tr>
<th scope="row">Dance</th>
<td>177.0</td>
<td>152.9</td>
<td>120.9</td>
<td>101.1</td>
<td>108.7</td>
</tr>
<tr>
<th scope="row">Earth Sciences</th>
<td>182.9</td>
<td>135.3</td>
<td>103.9</td>
<td>92.8</td>
<td>100.8</td>
</tr>
<tr>
<th scope="row">English</th>
<td>377.8</td>
<td>368.6</td>
<td>340.5</td>
<td>300.3</td>
<td>278.7</td>
</tr>
<tr>
<th scope="row">Environmental Science & Ecology</th>
<td>83.1</td>
<td>66.0</td>
<td>64.3</td>
<td>54.6</td>
<td>48.7</td>
</tr>
<tr>
<th scope="row">History</th>
<td>214.9</td>
<td>184.5</td>
<td>175.8</td>
<td>160.1</td>
<td>166.6</td>
</tr>
<tr>
<th scope="row">Journalism, Broadcasting, and Public Relations</th>
<td>168.1</td>
<td>156.9</td>
<td>147.5</td>
<td>116.1</td>
<td>105.7</td>
</tr>
<tr>
<th scope="row">Liberal Studies</th>
<td>1.4</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
<td>0.0</td>
</tr>
<tr>
<th scope="row">Mathematics</th>
<td>312.2</td>
<td>291.6</td>
<td>258.7</td>
<td>249.3</td>
<td>241.1</td>
</tr>
<tr>
<th scope="row">Modern Languages & Cultures</th>
<td>121.3</td>
<td>110.6</td>
<td>112.4</td>
<td>95.6</td>
<td>89.5</td>
</tr>
<tr>
<th scope="row">Philosophy</th>
<td>92.4</td>
<td>85.4</td>
<td>66.4</td>
<td>49.6</td>
<td>66.8</td>
</tr>
<tr>
<th scope="row">Physics</th>
<td>50.3</td>
<td>63.2</td>
<td>72.5</td>
<td>60.6</td>
<td>36.9</td>
</tr>
<tr>
<th scope="row">Political Science & International Studies</th>
<td>143.0</td>
<td>109.0</td>
<td>115.9</td>
<td>108.4</td>
<td>97.6</td>
</tr>
<tr>
<th scope="row">Psychology</th>
<td>377.3</td>
<td>363.7</td>
<td>366.6</td>
<td>313.7</td>
<td>296.5</td>
</tr>
<tr>
<th scope="row">Sociology</th>
<td>170.4</td>
<td>182.5</td>
<td>170.7</td>
<td>146.7</td>
<td>128.5</td>
</tr>
<tr>
<th scope="row">Theatre and Music Studies</th>
<td>154.9</td>
<td>144.7</td>
<td>137.9</td>
<td>109.3</td>
<td>103.5</td>
</tr>
<tr>
<th scope="row">Visual Studies Workshop</th>
<td>0.4</td>
<td>0.2</td>
<td>0.8</td>
<td>1.0</td>
<td>1.0</td>
</tr>
<tr>
<th scope="row">Women & Gender Studies</th>
<td>79.8</td>
<td>68.3</td>
<td>67.6</td>
<td>45.1</td>
<td>51.0</td>
</tr>
<tr>
<th scope="row">Total (Art & Sciences)</th>
<td><strong>4140.0</strong></td>
<td><strong>3798.7</strong></td>
<td><strong>3544.1</strong></td>
<td><strong>3081.9</strong></td>
<td><strong>2888.0</strong></td>
</tr>
<tr>
<th scope="row">Counselor Education</th>
<td>37.0</td>
<td>34.8</td>
<td>17.4</td>
<td>15.4</td>
<td>13.0</td>
</tr>
<tr>
<th scope="row">Education & Human Development</th>
<td>147.2</td>
<td>139.7</td>
<td>153.2</td>
<td>168.0</td>
<td>158.1</td>
</tr>
<tr>
<th scope="row">Healthcare Studies</th>
<td>137.8</td>
<td>168.7</td>
<td>152.8</td>
<td>121.5</td>
<td>88.6</td>
</tr>
<tr>
<th scope="row">Kinesiology, Sport Studies & Physical Education</th>
<td>610.7</td>
<td>578.3</td>
<td>547.5</td>
<td>503.7</td>
<td>480.3</td>
</tr>
<tr>
<th scope="row">Nursing</th>
<td>338.5</td>
<td>333.1</td>
<td>346.4</td>
<td>328.3</td>
<td>314.0</td>
</tr>
<tr>
<th scope="row">Public Health & Health Education</th>
<td>224.7</td>
<td>201.0</td>
<td>188.9</td>
<td>144.0</td>
<td>122.0</td>
</tr>
<tr>
<th scope="row">Recreation, Theraputic Recreation & Tourism</th>
<td>88.5</td>
<td>59.8</td>
<td>40.0</td>
<td>38.6</td>
<td>41.2</td>
</tr>
<tr>
<th scope="row">Social Work</th>
<td>92.1</td>
<td>97.1</td>
<td>105.0</td>
<td>100.4</td>
<td>89.4</td>
</tr>
<tr>
<th scope="row">Interdisciplinary</th>
<td>5.0</td>
<td>11.7</td>
<td>5.9</td>
<td>1.3</td>
<td>1.9</td>
</tr>
<tr>
<th scope="row">Total (Education, Health, & Human Services)</th>
<td><strong>1681.5</strong></td>
<td><strong>1624.1</strong></td>
<td><strong>1557.0</strong></td>
<td><strong>1421.3</strong></td>
<td><strong>1308.5</strong></td>
</tr>
<tr>
<th scope="row">Accounting, Economics & Finance</th>
<td>254.3</td>
<td>251.2</td>
<td>211.8</td>
<td>172.3</td>
<td>158.4</td>
</tr>
<tr>
<th scope="row">Business Administration</th>
<td>322.4</td>
<td>284.9</td>
<td>282.1</td>
<td>225.9</td>
<td>203.5</td>
</tr>
<tr>
<th scope="row">Public Administration</th>
<td>8.8</td>
<td>34.8</td>
<td>13.6</td>
<td>26.4</td>
<td>6.4</td>
</tr>
<tr>
<th scope="row">Interdisciplinary</th>
<td>7.8</td>
<td>—-</td>
<td>6.4</td>
<td>13.9</td>
<td>6.5</td>
</tr>
<tr>
<th scope="row">Total (Business & Management)</th>
<td><strong>593.3</strong></td>
<td><strong>570.9</strong></td>
<td><strong>513.9</strong></td>
<td><strong>438.5</strong></td>
<td><strong>374.8</strong></td>
</tr>
<tr>
<th scope="row">ASC Tutoring, Athletics, Center For Global Education &<br />Engagement, Delta College, General Education, Honors College,<br />Military Science, Vice Provost’s Office</th>
<td>353.2</td>
<td>330.1</td>
<td>249.0</td>
<td>190.3</td>
<td>258.4</td>
</tr>
<tr>
<th scope="row">Total (Other)</th>
<td><strong>353.2</strong></td>
<td><strong>330.1</strong></td>
<td><strong>249.0</strong></td>
<td><strong>190.3</strong></td>
<td><strong>258.4</strong></td>
</tr>
<tr>
<th scope="row">TOTAL UNDERGRADUATE STUDENT FTEs</th>
<td><strong>6767.8</strong></td>
<td><strong>6323.9</strong></td>
<td><strong>5863.9</strong></td>
<td><strong>5132.0</strong></td>
<td><strong>4829.7</strong></td>
</tr></tbody></table>
</div>
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<p><span style="font-family: inherit; font-size: 1rem; background-color: initial;">The National Survey of Student Engagement (NSSE) collects information and assesses responses from first-year and senior students about the characteristics and quality of their undergraduate educational experience. The NSSE instrument focuses on theme areas of Academics, Experiences with Faculty, Learning with Peers, Rich Educational Experiences, and Campus Environment.</span></p>
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<p>At Brockport, we conduct the survey every three years with the most recent iteration being spring 2020. We delayed the administration of that survey, by some weeks, in order to incorporate questions related to the educational and student experience within the context of the advent of a pandemic. In addition to querying our population about the pandemic, Brockport chose to append two additional question sets on<br />Academic Advising and Inclusiveness & Engagement with Diversity.</p>
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<h1>Priya Banerjee</h1>
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<h3>Dr.Priya Banerjee, Ph.D</h3>
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<h1>Final Report of the Senate Ad Hoc Study Team</h1>
<div id="intro-paragraph" class="intro editable">
<p>Undergraduate Academic Program Classification</p>
<p>November 1, 2021</p>
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<h3>1. Senate Ad Hoc Study Team</h3>
<p>The Senate Ad Hoc Study Team was charged to lead the College Senate’s role in Interim<br />Provost Delene’s 2021-22 Academic Strategic Planning (ASP) initiative by providing a concise report for Senate review and vote that addressed:</p>
<ul>
<li>
<strong>Background.</strong> Provide an overview and, if appropriate, commentary on documents and reports that have led up to the current phase of the ASP process;
</li>
<li>
<strong>Process.</strong> Assess and evaluate the current ASP process at Brockport, particularly the criteria/data used to classify all academic programs;
</li>
<li>
<strong>Peer processes.</strong> Identify how other institutions conduct academic program review and classification, and how they use that information to inform resource allocation;
</li>
<li>
<strong>Next steps.</strong> Reflect on and recommend general approaches to building on the ASP process to vitalize Brockport’s academic program portfolio; and
</li>
<li>
<strong>Constituent input.</strong> Include appendices with feedback, questions, and concerns from College Senate representatives about the ASP process and specific academic program classifications.
</li>
</ul>
<p>The Senate Ad Hoc Study Team included the following members:</p>
<ul>
<li>
Jason Morris (Chair, Department of Mathematics)
</li>
<li>
Denise Copelton (Senate Executive Committee rep, Department of Sociology)
</li>
<li>
Mark Noll (Department of Earth Sciences)
</li>
<li>
James Cordeiro (Department of Accounting, Economics, and Finance)
</li>
<li>
Summer Reiner (Department of Counselor Education)
</li>
<li>
Mary Jo Orzech (Drake Library)
</li>
<li>
Keith Nobles (Professional Education Unit)
</li>
</ul>
<h3>
2. Academic Strategic Planning (ASP) Background
<a id="2-academic-strategic-planning-asp-background"></a></h3>
<p>The Academic Master/Strategic Planning process began at SUNY Brockport in academic year 2015-16, when then Provost Mary Ellen Zuckerman charged an Academic Master Planning (AMP) Committee with studying best practices, identifying criteria for evaluation, and making recommendations about the processes to be used in creating an academic master plan at Brockport (Appendix A.1 and Appendix A.2). This and subsequent developments in academic strategic planning described below are summarized in the June 2021 Academic Master Plan Task Force Report (Appendix B).</p>
<h4>Initial Statement of Purpose of Academic Master Planning (AMP)</h4>
<p>The 2015-16 AMP Committee Report (Appendix A.2) emphasized that academic strategic planning:</p>
<p><strong>Is common practice.</strong> “[A]cademic master planning has become a widely used method of comparing programs … at institutions ranging from community colleges such as SUNY Orange County Community College to mega-universities such as the University of Arizona. Institutions have one of two primary interests in initiating an AMP process. Either they are primarily interested in reducing costs or their foremost goal is to define the strengths of the college and sharpen its identity. Both interests underpin efforts to build the future of the institution.”</p>
<p><strong>Should be a regular process.</strong> “Experts on the process recommend that the totality of academic programs be simultaneously reviewed every five years. This routine allows time for choices to take hold and for priorities to shift as the institution adjusts to changing contexts.”</p>
<p><strong>Involves careful study and resource allocation.</strong> “AMP is to help us ‘identify, from an academic affairs perspective, where are we and where do we want to go?’ This involves both careful gathering of information on ‘where we are’ and even more careful resource allocation decisions to help move toward ‘where we want to go.’”</p>
<h4>STAGE 1- Launching Academic Master Planning (AMP)</h4>
<p>The 2015-16 AMP Committee Report recommended undertaking a four-step process:</p>
<ol>
<li>
Determine program review criteria: (completed AY 2015-16)
<ol style="list-style-type: lower-alpha;">
<li>
Relation to the Mission of the College;
</li>
<li>
External Demand;
</li>
<li>
Internal Demand;
</li>
<li>
Instructional and Curricular Efficiency;
</li>
<li>
Quality of Inputs;
</li>
<li>
Productivity.
</li>
</ol>
</li>
<li>
Initiate a pilot AMP: develop the review process; test on 7 programs (completed AY 2016-17)
</li>
<li>
Conduct peer review of academic programs (initiated 2020, resumed summer 2021, in progress)
</li>
<li>
Implement review findings: Provost works with Deans and Program Directors to determine resource allocation (TBD)
</li>
</ol>
<p>
The 2015-16 AMP Committee Report also defined what counts as a “program,” developed a template of criteria/data for program classification (developed after survey of Brockport faculty and study of peer institutions as well as a seminal book on “prioritizing” academic programs)
<sup>1</sup>
, and proposed (but did not pursue) a quantitative scoring system for that template.
</p>
<p><em>
<sup>1</sup>
Dickeson, R. C. (2010). Prioritizing academic programs and services: Reallocating resources to achieve strategic balance (Rev. and updated). Jossey-Bass.</em></p>
<h4>STAGE 2- Reviving Academic Master Planning</h4>
<p>In 2020, then Provost Katy Heyning proceeded with Step 3 (peer review) and convened three groups:</p>
<ol>
<li>
Program Review Task Force, which carried out data gathering and academic program review.
</li>
<li>
Academic Innovations Task Force, which investigated how to develop new academic programs to attract new students to Brockport.
</li>
<li>
AMP Guiding Committee, which received updates and advised the other two groups.
</li>
</ol>
<h4>Program Review Task Force</h4>
<p>According to its June 21, 2021 Final Report (Appendix B), the Program Review Task Force:</p>
<ul>
<li>
collected information about academic programs through chairs and directors using templates that were carefully designed to collect pertinent data in a consistent way;
</li>
<li>
qualitatively analyzed data collected via the templates and summarized this data into concise summary reports for each program (not attached to the public version of the final report);
</li>
<li>
wrote a general overview of common trends, themes, and patterns in the data;
</li>
<li>
organized programs into three tiers for each of 6 data points (related to “demand” and “program inputs”) with analysis and context;
</li>
<li>
<p>recommended that future stages of the AMP process include clear goals and access to essential data (see quote below):</p>
<p>“We believe that what we have here is a collection of data that must be viewed as one piece of the puzzle in an attempt to understand program (majors) strengths, challenges and opportunities. While it has been clear from the beginning that the intent of an academic master plan is to gauge the health of the academic programs at Brockport and to determine resource allocation, it has never been clear how exactly this data will be used to make those decisions. Although<br />we obtained full participation in the process, there was a great deal of trepidation and a degree of distrust in the process. Committee members, all of whom are faculty members, remained committed to the process because we felt it is far better for programs to tell their ‘stories’ and to provide recommendations about their programs because they are in the best position to do so.<br />We respectfully request that a clear and articulate plan of action be developed and communicated to faculty on the next steps in the process.”</p>
</li>
</ul>
<p>The Ad Hoc Study Team would like to emphasize that the Program Review Task Force deliberately did not introduce a classification system for programs, nor any type of scoring system. The Program Review Task force devised and executed a means to collect pertinent program data, performed qualitative analysis and summary of this data, and communicated its findings to campus stakeholders. In addition, the Program Review Task Force shared thoughtful recommendations about the strengths and potential weaknesses of the budding strategic planning process itself, including unintended design flaws in the initial set of financial data. This was a massive undertaking, completed in just one academic year. We are grateful for this well executed initiative that is surely an essential first step in any strategic planning process.</p>
<h4>Academic Innovation Task Force (AITF)</h4>
<p>According to its May 2021 final report, the AITF researched possibilities for innovative new academic programming at SUNY Brockport and developed a system to score proposed programs. The final report (Appendix C) proposed:</p>
<ol style="list-style-type: lower-alpha;">
<li>
An “Eagle Speed” accelerated three-year undergraduate degree program;
</li>
<li>
 A way to score potential new programs based on factors such as job outlook (external) and resource requirements (internal);
</li>
<li>
Forms for use in proposing new programs;
</li>
<li>
A review of one specific program proposal;
</li>
<li>
Several new programs to consider (which were included in the next phase of academic program classification)
</li>
</ol>
<p>The Ad Hoc Study Team is appreciative of this effort, which sets forth a systematic way that we can quantitatively and consistently analyze key features of proposals for new programming. We understand that this is a valuable complement to the expert information held by faculty. Taken together, the new scoring system paired with faculty insight and expertise should help us understand the suitability of proposed innovations in academic programming for Brockport.</p>
<h3>
3. Current State of Academic Strategic Planning (ASP)
<a id="3-current-state-of-academic-strategic-planning-asp"></a></h3>
<p>The unfolding ASP process, launched on August 6, 2021 by new Interim Provost Linda Delene (Appendix D), is focused on academic program classifications and recommendations, the first round of which are delineated in the ASP Steering Committee’s concise September 15, 2021 report (Appendix E). Dr. Delene charged the Steering Committee with reviewing collected data and classifying all academic programs into one of the four categories (see below).</p>
<h4>ASP Steering Committee’s Report (September 15, 2021)</h4>
<p>The ASP Steering Committee Report applies one of four classifications to every Brockport undergraduate academic program:</p>
<ul>
<li>
<strong>GROWTH</strong>: substantial demand by students and external partners which will require both additional internal and external resources (8 programs placed into this category);
</li>
<li>
<strong>AUGMENTATION:</strong> programs for which specific faculty positions and other resources may be needed in programs with steady and realistic growth or already substantial and stable enrollments (8 programs placed into this category);
</li>
<li>
<strong>RECONFIGURATION:</strong> programs where updated nomenclature or naming alternatives, the reconfiguration of programs, or the movement of programs into other organizational units more related to disciplinary roots (32 programs placed into this category); and
</li>
<li>
<strong>DISCONTINUATION:</strong> where student enrollment interest and demand show steady decline (3 programs placed into this category).
</li>
</ul>
<p>According to ASP Steering Committee Report, a combination of factors influenced each classification:</p>
<ul>
<li>
SUNY Brockport’s mission and goals.
</li>
<li>
prospective student interest and actual enrollment patterns.
</li>
<li>
student credit hours and tuition revenue by programs.
</li>
<li>
curricular and disciplinary relationships among programs including majors and minors.
</li>
<li>
resource availability including tuition, fees, and potential donor or program champions.
</li>
<li>
needed library and instructional technology support.
</li>
<li>
accreditation requirements; and facility resources.
</li>
</ul>
<p>The ASP Steering Committee Report also offers cursory recommendations for all Brockport undergraduate academic programs, such as:</p>
<ul>
<li>
“Explore collaboration with [another department]”
</li>
<li>
“Address staffing needs”
</li>
<li>
“Consider aligning with [other department(s)]”
</li>
<li>
“Review and streamline curriculum”
</li>
<li>
“Promote major to encourage recognition and growth”
</li>
</ul>
<p>These recommendations and suggestions are clearly preliminary; by design, few details are given, nor are specific justifications provided.</p>
<h4>Office of the Provost ASP Supplement #1 (September 16, 2021)</h4>
<p>The day after the ASP Steering Committee report (with program classifications and recommendations) was released, this communique (Appendix F) went out to all faculty and staff with the following information.</p>
<p><strong>Process clarification:</strong> The ASP Steering Committee’s recommendations were intentionally general, and <em>“the entire document is an open invitation for colleagues to intensely review curricular offerings in all academic programs, and in consultation with chairs and deans, to recommend appropriate changes.”</em></p>
<p>Examples of committee recommendations that faculty should consider:</p>
<ol style="list-style-type: lower-alpha;">
<li>
Reexamine tracks and concentrations. Given reasons:
<ol style="list-style-type: lower-roman;">
<li>
Many of these do not appear on transcripts and serve few students.
</li>
<li>
The array of options is somewhat costly, including increased advising complexity.
</li>
</ol>
</li>
<li>
Examine curricular programs at other institutions. Given reasons:
<ol style="list-style-type: lower-roman;">
<li>
These comprise our competitors for students.
</li>
<li>
Students choose institutions that offer programming that is attractive to them.
</li>
</ol>
</li>
</ol>
<h4>Office of the Provost ASP Supplement #2 (October 15, 2021)</h4>
<p>Released in response to conversations with colleagues about the academic program classification process, made the following additional comments:</p>
<ol style="list-style-type: lower-alpha;">
<li>
Faculty should advocate for particular academic programs, articulate more clearly what they provide in terms of educational value, prospects for graduate school, initial or continued employment, and/or positive contributions to the human condition. Noted that “you may also wish to consider the accuracy of the initial program classification.”
</li>
<li>
The ASP process, like any major plan, “will undergo revisions annually as developments occur.”
</li>
<li>
The ASP process is an <strong>“opportunity to positively portray academic programs as ones of potential growth, grounded in our current reality, is the main thrust of our work together.”</strong>
</li>
</ol>
<h3>
4. SENATE AD HOC STUDY TEAM Analysis of ASP Process, Classifications and Recommendations
<a id="4-senate-ad-hoc-study-team-analysis-of-asp-process-classifications-and-recommendations"></a></h3>
<p>The College Senate Ad Hoc Study Team met frequently since early September, and worked tirelessly to complete its review within an aggressive timeline outlined by the Provost’s Office. This Team appreciates the value of effective academic strategic planning (ASP) and the need to examine carefully and strengthen program offerings at Brockport. The Team honors the incredible work, dedication, and professionalism of faculty and staff involved in the ASP process to date. Last, the Team takes seriously the important role of shared governance in helping to design a well-planned, clearly-communicated, and continuously-developed ASP process. In fulfilling its charge and role in this effort, the Team: studied documents attached as Appendices to this report; examined the ASP Steering Committee’s program classifications and recommendations; reviewed data and the dozens of academic program summary reports gathered by the SP Steering Committee; solicited and reviewed survey commentary from College Senate representatives and Department chairs; and discussed goals, processes, and best practices associated with Brockport’s academic strategic planning process.</p>
<p>In executing its charge, the Ad Hoc Study Team found some areas of question and concern in the academic strategic planning process so far. We were not surprised; to the contrary it would have been surprising to find that our campus’s first serious engagement with academic strategic planning was devoid of any opportunities for improvement. Questions and concerns are offered in the spirit of continuous improvement, and certainly not to disparage the impressive efforts of our colleagues. To the contrary, we recognize the challenge of grappling with such a complicated analysis on an aggressive timeline, and we are both impressed and thankful for the efforts of our colleagues on the ASP Steering Committee, as well as the Program Review and Academic Innovations Task Forces.</p>
<p><strong>Analysis.</strong> The ASP Steering Committee’s concise report (Appendix E) noted that it reviewed the reports of the Program Review Task Force and Academic Innovations Task Force and that it refined program data before reaching a consensus on program classifications and recommendations.<br />It is unclear from the ASP Steering Committee report whether that committee was consulted on the development of the four classifications for academic programs (Growth, Augmentation, Reconfiguration, Discontinuation). In addition, the Senate Ad Hoc Study Team notes that there are: imprecise definitions for the four classifications; no explanation for the choice of these four classifications; and little justification as to why they apply to particular programs.</p>
<p>It is also unclear if the Steering Committee developed or used a standard rubric with clearly identified and weighted criteria to guide program classification and decision-making. Several respondents to the Senate Ad Hoc Study Group’s survey expressed this uncertainty. As one explained: “We did not find the criteria used to determine categorization to be clear or transparent.” Thus, the Senate Ad Hoc Study Team infers that the criteria included the following (Team concerns noted for each):</p>
<ul>
<li>
<strong>Enrollment patterns.</strong> While enrollment data is clearly pertinent to an ASP program review, the process to date tabulated program headcounts using first majors only, with enrollment trends based on net change over five years. Such a count does not accurately capture the annual enrollment volatility some programs experience, nor does it capture demand, which should include second and third majors. Therefore, a rolling average using first, second, and third majors should be considered to smooth out the volatility and give a clearer picture of enrollment trends and true demand.
</li>
<li>
<strong>Growth potential.</strong> Data used to measure the growth potential of programs may not be reliable or valid. Significant weight, for instance, seems to have been given to Bureau of Labor Statistics career data, which might be more pertinent for those professional majors that train students for a single job category than for those programs that prepare them for a wider variety of career fields (which are therefore more difficult to quantify).
</li>
<li>
<strong>Financial Data.</strong> It is unclear how program financial data influenced program classifications and recommendations. In addition, the program financial data provided to program chairs in late February 2021 and available to the Steering Committee when it made its program classifications only pertained to tuition generated from first majors. Program financials made no attempt to count second or third majors. Although a complex formula either credited or charged programs for general education credits (based on if that program does or does not contribute to the general education program), the formula was not well explained. There was also no attempt to credit departments who provided required or elective courses (i.e., service courses) to other majors. The ASP Steering Committee notes that new financial data (distributed in mid-October 2021) in response to faculty feedback is based on student credit hours. While this is more pertinent financial data, it remains unclear how it will be used and weighted moving forward.
</li>
</ul>
<p>In his widely cited text on academic strategic planning, Dickeson (2010: 94-5, emphasis added) states that although there is no universal criteria appropriate for all academic institutions, the chosen criteria should “enable <em>consistent</em> and comparative analysis among all programs” and that “once data are collected, analysis begins by rating the information according to categories <em>previously announced.</em>” It appears this was not the case in Brockport’s process: such criteria were not provided in advance; no justification was offered for the classifications; and it is unclear how any criteria were weighted and applied consistently across programs.</p>
<p>In addition to its questions about academic program classifications and the criteria used to classify programs, the Senate Ad Hoc Study Team is concerned that faculty and department chairs/directors were not consulted before the ASP Steering Committee recommended new program proposals (e.g., Department of Computing Sciences was not consulted on the idea to develop a gaming major).<br />Consequently, such recommendations did not benefit from the curricular wisdom and market insight of academic specialists. Relatedly, the Academic Innovations Task Force did not solicit broader faculty input for innovative program ideas. Had it been able to do so, the ASP Steering Committee would have had broader content specialist input and insight as it endeavored to recommend innovative new additions to Brockport’s academic program array.</p>
<p>The Ad Hoc Study Team believes that the ASP Steering Committee’s classifications and recommendations should be used to start a collaborative process to define overarching goals for academic strategic planning and identify clear weighted metrics for determining how current and potential new programs help the College achieve those goals. Like their colleagues who want SUNY Brockport to have a strong and vibrant array of academic programs, the Senate Ad Hoc Study Team believes such an intentional and inclusive process is essential going forward.</p>
<h3>
5. Recommendations
<a id="5-recommendations"></a></h3>
<p>As noted in the June 2021 Final Report of the Program Review Task Force, there has been a degree of “trepidation and distrust in the [ASP] process.” These feelings have probably been exacerbated by the dual stressors of COVID-19 pandemic and fiscal challenges. In addition, many within Academic Affairs express skepticism and concern of the ASP process and its potential outcomes due to: an aggressive timeline since the ASP process was resumed this summer; lack of clearly stated goals and metrics for evaluating existing and new programs; and an insufficiently collaborative process. As Dickeson (2010) notes, academic strategic planning has its own built-in challenges even under the best circumstances. Thus, it is imperative that wider trust in the academic strategic planning initiative be engendered through sustained collaboration and information sharing.</p>
<p>The Ad Hoc Study Team recognizes the hard work, dedication, and good faith of those involved in the difficult process of academic strategic planning to date. It is equally important to recognize the good intentions of parties who wish to help achieve a strong academic program array through their earnest analysis, scrutiny, and even criticism of the ASP process. Rather than complaint and resistance, such collaboration and consultation is a valued form of shared governance that adds value to the ASP process.</p>
<p>Informed by its review of existing ASP processes, reports, and Senate survey feedback, and respectful of the dedication and hard work of all stakeholders involved in ASP to date, the Senate Ad Hoc Study Team recommends:</p>
<ul>
<li>
<strong>5.1 Develop a clear communication plan to keep all stakeholders informed about goals, processes, metrics used for decision-making, and other developments.</strong>
</li>
<li>
<strong>5.2 Develop, document, and communicate broadly within Academic Affairs the specific goals for the Academic Strategic Planning process at Brockport.</strong>
</li>
<li>
<strong>5.3 Develop clear and measurable objectives for the portfolio of academic programs at Brockport, published in a culminating Academic Strategic Plan document that has been developed collaboratively and vetted by College Senate.</strong>
</li>
<li>
<strong>5.4 Identify, document, publish, and communicate widely a clear process for future Academic Strategic Planning at SUNY Brockport.</strong>
</li>
<li>
<strong>5.5 Evaluate, refine, and (where appropriate) adjust program classifications and recommendations through a deliberative and collaborative shared governance process.</strong>
</li>
</ul>
<h4>Further explanation and detail for each recommendation</h4>
<h5>5.1 Develop a clear communication plan to keep all stakeholders informed about goals, processes, metrics used for decision-making, and other developments.</h5>
<p>Such a communication plan should aim to <em>over-communicate</em> the overarching process, process changes, key developments, and decision-making involved and should include at a minimum multiple Division- wide and college-wide town halls, regular announcements in the Daily Eagle, regular presentations and updates to College Senate, establishing and regularly updating a public-facing website dedicated to academic strategic planning at Brockport that includes all official reports related to academic strategic planning dating back to at least the 2015-16 Academic Master Planning Committee.</p>
<p>Academic Affairs leadership should schedule a division-wide town hall meeting as soon as possible to discuss and present the rationale and goals for the current academic strategic planning process and to explain various facets of the process as they have unfolded to date. In particular:</p>
<ul>
<li>
Explain how program financial data (i.e., program revenue & expenses; cost ratios, etc.) originally made available to program chairs in late February 2021 were used in the current program classifications and explain how the newly calculated financial data made available to program chairs in mid-October 2021 will be used moving forward.
</li>
<li>
Explain the rationale for and value of the four program classification categories used (Growth, Augmentation, Reconfiguration, and Discontinuation).
</li>
<li>
Explain what criteria, rubrics or metrics were used for the evaluation and categorization of existing programs, including their relative weights.
</li>
</ul>
<h5>5.2 Develop, document, and communicate broadly within Academic Affairs the specific goals for the Academic Strategic Planning process at Brockport</h5>
<p>Faculty expressed confusion over the goals the College is hoping to achieve through the academic strategic planning process. Although the Senate Ad Hoc Study Team inferred several goals that seem to be driving the strategic planning process thus far (e.g. increase program enrollment and efficiency), administration has not clearly communicated its goals to those involved in the process. Consequently, some faculty have assumed the process is solely focused on cost-cutting through program cuts.<br />Identifying the goals and objectives of the strategic planning process at Brockport will minimize confusion and may increase faculty buy-in.</p>
<p>Such goals should be developed in consultation and collaboration with Academic Affairs leadership (i.e., Provost, Deans, Chairs and Directors) and College Senate. As primary stewards of the curriculum, College Senate should develop and submit recommendations concerning overarching goals for the academic strategic planning process at Brockport.</p>
<p>We should identify goals that currently seem to be driving decisions (e.g., cost-cutting, reducing inefficiencies, etc.), as well as others (e.g., program breadth and quality, accreditation, student persistence and time to completion, etc.). Once overarching goals have been identified and communicated, these should be used as the primary metrics by which to judge all proposed changes (e.g., new programs, modification of existing programs, etc.).</p>
<p>The enunciation of clear goals, and even incentivizing progress towards them (e.g., a model similar to the gain-share program previously implemented for special sessions tuition revenue), could increase faculty motivation to undertake the heavy lift of curriculum development and revision.</p>
<h5>5.3 Develop clear and measurable objectives for the portfolio of academic programs at Brockport, published in a culminating Academic Strategic Plan document that has been developed collaboratively and vetted by College Senate.</h5>
<p>The academic strategic planning process should culminate in the development and public dissemination of an ASP document that maps out the strategic direction for academic programs over a set period of time. This Academic Strategic Plan should include clearly articulated goals, measurable objectives to achieve those goals, and assessment benchmarks/metrics analogous to other existing strategic plans (including Building a Better Brockport). The goals of the academic strategic planning process should be stated outright in the plan and should reflect decision-making on what the division will do to achieve those goals (e.g., expand XYZ program; create XYZ new program; revise curriculum in XYZ program, etc.). Of course, benchmarks or specific metrics must be developed to assess whether those specific objectives have been achieved.</p>
<p>Included in this Academic Strategic Plan document should be an explanation of whether and when the academic strategic planning process will be repeated (whether the intent is to create a regular review cycle). Should a regular cycle be created, care should be taken to reduce redundancies by aligning it with both the larger college-wide strategic planning cycle and the regular cycle of periodic program reviews. It seems reasonable that work on a new Academic Strategic Plan should begin one year prior to the conclusion of the existing plan, as is happening currently with the larger college-wide Strategic Plan.</p>
<p>The Academic Strategic Plan report should be vetted through College Senate before it is accepted or ratified by Academic Affairs leadership and the College President.</p>
<h5>5.4 Identify, document, publish, and communicate widely a clear process for future Academic Strategic Planning at SUNY Brockport.</h5>
<p>One criticism of the current Academic Strategic Planning process at SUNY Brockport has been that the process was not well-articulated in advance and was changed multiple times. While changes in division leadership will understandably alter the process <em>somewhat</em>, it was also the case that the process was not clearly communicated at all levels within Academic Affairs in advance of beginning the current process. Since Strategic Planning is widely understood to be an ongoing process, and because that process has serious fiscal and personnel implications, as well as implications for students, a well-designed process should be worked out and shared widely within Academic Affairs in advance of the end of the period for which the current Strategic Planning initiative is designated.</p>
<p>The process developed for future Academic Strategic Planning should reflect best practices within academia for such activities (Dickeson, 2010), with an eye toward implementing best practices as demonstrated at other <em>comprehensive colleges</em>, rather than exclusively at research institutions. In keeping with the strong history of and stated administrative support for shared governance at SUNY Brockport, College Senate should have a strong, clear, and identifiable role in the next academic strategic planning process. Senate should be consulted at all stages, including the creation of the process, its implementation, and Senate review of all reports.</p>
<h5>5.5 Evaluate, refine, and (where appropriate) adjust program classifications, suggestions, and recommendations, through a deliberate process of shared governance and active collaboration.</h5>
<p>We suggest to refine and possibly expand program classifications to include a wider number of categories that better reflects the health and vitality, resource needs, and growth potential of existing programs. The existing four categories may not sufficiently differentiate programs, as reflected in the placement of over 60% of existing programs in the “reconfiguration” category. Moreover, current classifications appear to be neither mutually exclusive nor exhaustive, and recommendations should not be restricted by classification type. Any significant ramifications directly tied to program classification should be clearly enunciated. For example, if programs in the “reconfiguration” category are ineligible for additional resources to support their initiatives, this must be stated/documented. Refinement and expansion of the classifications used will necessarily require reassigning programs once such expansions are made. Departmental feedback regarding the classification or reclassification of their program(s) should be carefully considered in this process.</p>
<p>Faculty are the experts concerning their disciplines. Curricular proposals should actively involve faculty and their expertise through all stages of development. If a curricular proposal involves courses from multiple disciplines, faculty from those discipline should be involved as well. Distinct programs may contribute to our academic goals in dramatically different ways. Care should be taken to understand that a recommendation meant to improve a program’s success with respect to one goal (say enrollment), may impact that program’s success with respect to another goal (say accreditation).</p>
<p>Similarly, each program utilizes faculty, courses, space, equipment, etc. that may also be utilized by other programs or utilized by students in extra-programmatic ways (e.g., service courses, general education). Care should be taken that recommendations made for a program may have direct extra- programmatic impacts. It would be valuable to create a map of such inter-programmatic relationships.</p>
<p>It is reasonable to expect from this process that upon further analysis, communication, and collaboration that some suggestions/recommendations might be withdrawn and that new suggestions/recommendations might be embraced. Ideas that strengthen one program may well be relevant to other programs. Therefore, suggestions/recommendations should be broadly communicated throughout this process.</p>
<p>Consider all the potential needs for successful implementation of each suggestion/recommendation, and which institutional resources can most appropriately meet those needs. For example, a new program requires marketing and outreach beyond what an academic department can manage on its own.</p>
</div>
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<h2>Table of Contents</h2>
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<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/senate-ad-hoc-final-report/#1senate-ad-hoc-study-team">1. Senate Ad Hoc Study Team</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/senate-ad-hoc-final-report/#2-academic-strategic-planning-asp-background">2. Academic Strategic Planning (ASP) Background</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/senate-ad-hoc-final-report/#3-current-state-of-academic-strategic-planning-asp">3. Current State of Academic Strategic Planning (ASP)</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/senate-ad-hoc-final-report/#4-senate-ad-hoc-study-team-analysis-of-asp-process-classifications-and-recommendations">4. SENATE AD HOC STUDY TEAM Analysis of ASP Process, Classifications and Recommendations</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/senate-ad-hoc-final-report/#5-recommendations">5. Recommendations</a></li>
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<h1>Academic Strategic Plan Survey Summary Report</h1>
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<p>Submitted by Denise Copelton</p>
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<p>The Academic Strategic Planning Committee created an online Qualtrics survey to learn about members’ vision for the Division of Academic Affairs. The results of the survey, described in greater detail below, were used to inform the development of an Academic Affairs Strategic Plan that reflects the insights of members and identifies the unique mission, vision, and values of the Division.</p>
<p>The survey consisted primarily of ten open-ended questions, with two preliminary (filter) questions assessing a respondents’ eligibility to complete the survey (i.e., whether they worked in Academic Affairs and their work role). If a respondent indicated that they were not working within the Division of Academic Affairs, they did not receive the 10-question survey.</p>
<p>Questions addressed the following:</p>
<ol>
<li>
how the respondent would describe SUNY Brockport to someone not familiar with the university
</li>
<li>
what we do well in academics
</li>
<li>
what shared values make us good at what we do
</li>
<li>
what gives us a competitive advantage over other colleges and universities
</li>
<li>
what other schools’ competitive advantages are over us
</li>
<li>
what are our strengths within the Division of Academic Affairs
</li>
<li>
what core vision should inform what Academic Affairs does moving forward
</li>
<li>
what out priorities should be as a division
</li>
<li>
what the division should look like in 5 years
</li>
<li>
any additional comments on the vision for the division
</li>
</ol>
<p>The target population for the study included all non-student personnel employed within Academic Affairs. We obtained a list of all such persons from Human Resources (n=669) and sent each employee listed an email invitation to complete the survey. Therefore, we did not employ sampling in this study. Because some employees are split between Academic Affairs and other units, it is possible that some persons receiving the survey were not working primarily within Academic Affairs. The first two questions on the survey allowed us to filter out those persons who received the survey by accident.</p>
<p>The survey launched on December 2, 2022, and Academic Affairs employees who had not yet completed it were sent five separate email reminders spaced throughout the 15 days the survey was open.</p>
<p>322 employees responded to the survey for an overall survey response rate of 48.1%. All persons who started the survey, regardless of whether or not they received the 10 core questions comprising the survey, are counted in the tabulation of the survey response rate. 275 employees completed the survey for a 41.1% completion rate. We consider both the response rate and completion rate acceptable for an open-ended survey of this length (12 total questions, with 10 open-ended) and, given that we did not employ sampling in the study, we believe strongly that results are representative of the range of employee types within Academic Affairs.</p>
<p>Table 1 shows the range of positions within the Division held by respondents. 67.2% were fulltime faculty or librarians, 11.4% were UUP professional staff, 9.6% were part-time faculty or librarians, 8.6% were non-UUP staff, and 3.3% were administrators.</p>
<h3>Table 1: Positions Held by Respondents</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Position</th>
<th style="width: 49.9839%;">Percent (n)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Administrator</td>
<td style="width: 49.9839%;">3.3% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Full-time faculty or librarian</td>
<td style="width: 49.9839%;">67.2% (203)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Professional staff, UUP</td>
<td style="width: 49.9839%;">11.4% (34)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Part-time faculty or librarian</td>
<td style="width: 49.9839%;">9.6% (29)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Staff, non-UUP</td>
<td style="width: 49.9839%;">8.6% (26)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Other</td>
<td style="width: 49.9839%;">0% (0)</td>
</tr></tbody></table>
<p>We used the Qualtrics TextiQ qualitative data analysis function to code thematically responses to the ten open-ended survey questions. What follows is a summary of the top themes we identified for each question. Tables for each question show the top themes/codes, and the percent and number of survey responses coded in that fashion. Please note that because some respondents skipped some questions, the number of respondents completing each question (and therefore the denominator used to calculate each percentage) varies from question to question. As is typical with open-ended survey questions, those appearing earlier in the survey have higher response rates than questions appearing later in the survey. Also, more than one code could apply to a single question response or portion of it. Therefore, percentages appropriately do not total to 100.</p>
<h3>Table 2: Describe SUNY Brockport to someone not familiar with our university (200 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">State supported/SUNY</td>
<td style="width: 49.9839%;">38.0% (76)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Small/small town</td>
<td style="width: 49.9839%;">27.0% (54)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Liberal arts</td>
<td style="width: 49.9839%;">20.0% (40)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Location</td>
<td style="width: 49.9839%;">18.0% (36)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Comprehensive</td>
<td style="width: 49.9839%;">14.0% (28)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Medium-sized</td>
<td style="width: 49.9839%;">13.0% (26)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Regional</td>
<td style="width: 49.9839%;">12.5% (25)</td>
</tr></tbody></table>
<p>The most common way that respondents would describe SUNY Brockport to someone not familiar with the institution was as a state-supported, public, or SUNY institution (<strong>state supported/SUNY</strong>; 38%). The next most common description was that Brockport was a small college or university or located in a small town or rural area (<strong>small/small town</strong>; 27%). Respondents also described Brockport as a <strong>liberal arts</strong> (20%) college or a college or university with a core liberal arts foundation. Additionally, respondents referred to our <strong>location</strong> (18%) <strong>more generally</strong> in Upstate NY, Western NY, on the Erie Canal, in the Village of Brockport, in Monroe County, outside Rochester, or between Rochester and Buffalo. 14% of respondents described Brockport as a <strong>comprehensive</strong> institution using phrases such as “comprehensive college,” or making reference to the range of program offerings spanning the liberal arts, humanities, sciences, and professions. Although more respondents described Brockport as small, 13% described it as <strong>medium-sized</strong> or mid-sized. Finally, references to being a <strong>regional</strong> institution were also common (12.5%).</p>
<p>Interestingly, most of the descriptors used in response to this question referred to our size, location and the fact that we are a state-supported institution, rather than to any unique characteristics tied to academics or other facets of campus culture or identity. This in and of itself may indicate that SUNY Brockport lacks a coherent identity that sets us apart from competitor institutions (especially from other SUNYs in the region). If members of Academic Affairs overwhelmingly fall back on location and other generic descriptors, it is hard to see how people outside the university (and therefore likely less familiar with it) would identify Brockport any differently.</p>
<h3>Table 3: What we do well in academics (Q5, 201 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Teaching</td>
<td style="width: 49.9839%;">34.3% (69)</td>
</tr>
<tr>
<td style="width: 49.9839%;"><p>Variety of programs</p></td>
<td style="width: 49.9839%;">17.4% (35)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Research</td>
<td style="width: 49.9839%;">15.4% (31)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Experiential learning</td>
<td style="width: 49.9839%;">15.4% (31)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Nursing</td>
<td style="width: 49.9839%;">12.4% (25)</td>
</tr></tbody></table>
<p><strong>Teaching</strong> (34.3%), including both the high quality of teaching at Brockport as well as faculty commitment to teaching, was by far the most common item mentioned in response to the question of what we do well in academics. References to “excellent teaching,” “excellent faculty,” “high quality faculty,” “great teachers,” “committed faculty,” and the like were frequent. Second, respondents cited the overall <strong>variety of programs</strong> (17.4%) we offer. This included references to the “broad selection,” “good mix,” “variety,” “range,” and “breadth” of academic programs or majors, as well as “strong majors” and “diverse” options. The third most commonly cited issue was <strong>research</strong> (15.4%), which included references both to the quality and quantity of faculty research, as well as opportunities for students to engage in research. <strong>Experiential learning</strong> (15.4%) was also cited as something we do well, and included references to undergraduate research, internships, clinical placements, study abroad opportunities, applied learning projects, and other high-impact practices. Of the specific academic programs mentioned in responses to this question, <strong>nursing</strong> (12.4%) and education (7.5%) were the most common.</p>
<h3>Table 4: Shared values (Q6, 189 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Care</td>
<td style="width: 49.9839%;">22.8% (43)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Student success</td>
<td style="width: 49.9839%;">20.6% (39)</td>
</tr>
<tr>
<td style="width: 49.9839%;">DEI</td>
<td style="width: 49.9839%;">13.8% (26)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Student centered</td>
<td style="width: 49.9839%;">11.1% (21)</td>
</tr>
<tr>
<td style="width: 49.9839%;">None</td>
<td style="width: 49.9839%;">10.6% (20)</td>
</tr></tbody></table>
<p>The most commonly mentioned shared value within Academic Affairs was an ethic of <strong>care</strong> (22.8%). This was evident in comments stating that “we care,” that “we all care about students,” or that “faculty care about students.” It was also evident in references to “concern” for and “commitment” to students and student success, to “caring faculty,” and less commonly, to “kindness.” Second, was valuing <strong>student success</strong> (20.6%), which included statements such as “we want our students to grow as professionals and to be prepared to be successful,” “everyone wants to help our students succeed,” “commitment to [the] success of each student,” and “helping students achieve educational and career goals.” Third was a focus on issues related to diversity, equity and inclusion (<strong>DEI</strong>; 13.8%). Despite strong support for the value of DEI, some also recognized that “these values are not always enacted upon in everyday situations.” Related to the focus on student success, 11.6% of respondents also cited being <strong>student-centered</strong> as a shared value. Comments such as “the student is the center of what we do!” “meeting students where they are,” and “students are #1” demonstrate this key theme. Finally, a full 10.6% of respondents indicated that Academic Affairs had no shared values (<strong>none</strong>), which may speak to the distrust, disengagement, divisiveness, and/or general frustration sometimes present within the division.</p>
<h3>Table 5: Competitive advantages over other schools (Q7, 190 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Cost of attendance</td>
<td style="width: 49.9839%;">33.7% (64)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Faculty</td>
<td style="width: 49.9839%;">15.3% (29)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Small classes/size</td>
<td style="width: 49.9839%;">14.7% (28)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Quality of education</td>
<td style="width: 49.9839%;">10.0% (19)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Location</td>
<td style="width: 49.9839%;">8.4% (16)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Range of majors</td>
<td style="width: 49.9839%;">7.4% (14)</td>
</tr>
<tr>
<td style="width: 49.9839%;">None</td>
<td style="width: 49.9839%;">7.4% (14)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Low student-faculty ratio</td>
<td style="width: 49.9839%;">6.8% (13)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Experiential learning</td>
<td style="width: 49.9839%;">5.8% (11)</td>
</tr></tbody></table>
<p>The most commonly cited competitive advantage Brockport has over other institutions was Brockport’s relatively <strong>low cost of attendance</strong> (33.7%), with respondents calling Brockport both a “financial bargain,” and “affordable.” The second most cited advantage over competitor schools was Brockport’s <strong>faculty</strong> (15.4%). Respondents described faculty as “high caliber,” “engaged,” “caring,” “devoted” and “accessible,” and touted faculty’s commitment to students. <strong>Small class size</strong> was noted as a competitive advantage by 14.7% of respondents who noted how smaller class sizes permit “personalized instruction,” “one on one individual or small group attention for students,” facilitate “frequent interaction with faculty,” and contribute to student retention. The overall <strong>quality of education</strong> received at Brockport was mentioned by 10.0% of respondents as an asset with comments such as “we provide an excellent education,” or noting our “strong academics.” Comments about quality were often couched in terms of value for the money. For example, one respondent noted our “very high-quality, boutique education, and at a very affordable price,” and another wrote that Brockport offered “a private school education at a public school price.” As in other question responses, Brockport’s wide <strong>range of majors</strong> (7.4%) and <strong>location</strong> (8.4%) were mentioned as competitive advantages, while the <strong>low student-faculty ratio</strong> (6.8%) and opportunities for <strong>experiential learning</strong> (5.8%) were also cited. However, 7.4% of respondents claimed that Brockport did not have any competitive advantages (none) over other colleges and universities.</p>
<h3>Table 6: Other schools’ competitive advantages over us (Q8, 191 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Prestige/reputation</td>
<td style="width: 49.9839%;">23.5% (45)</td>
</tr>
<tr>
<td style="width: 49.9839%;">More money</td>
<td style="width: 49.9839%;">17.8% (34)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Better facilities</td>
<td style="width: 49.9839%;">11.5% (22)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Location</td>
<td style="width: 49.9839%;">9.9% (19)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Campus culture</td>
<td style="width: 49.9839%;">6.7% (13)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Faculty support</td>
<td style="width: 49.9839%;">6.7% (13)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Available majors</td>
<td style="width: 49.9839%;">6.3% (12)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Better marketing</td>
<td style="width: 49.9839%;">6.3% (12)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Leadership</td>
<td style="width: 49.9839%;">5.8% (11)</td>
</tr></tbody></table>
<p>The most commonly identified competitive advantage other colleges and universities have over SUNY Brockport was more prestige or a better overall reputation (<strong>prestige/reputation</strong>; 23.5%). Some noted the frequency of “bad” news stories about Brockport in the media, but more often respondents were referring to academic reputation. Additionally, respondents identified other institutions’ access to <strong>more money</strong>, funding, larger endowments, and other fiscal resources as a key advantage (17.8%). Other institutions’ <strong>better facilities</strong> ranked third (11.5%), which included buildings; specific facilities such as libraries, residence halls, and classrooms; specialized laboratory equipment or technology; computer technology; and a nicer campus in general. Interestingly, even though in the prior question Brockport’s location was touted as an advantage, other institutions’ <strong>location</strong> (9.9%) was also cited here as an advantage over Brockport. This usually was explained in terms of other schools’ closer proximity to urban areas with better cultural amenities, opportunities for student employment or internships, and transportation options. References to other institutions’ advantageous <strong>campus culture</strong> (6.7%) included such things as evening activities and clubs for students; friendly and supportive students, faculty and staff; references to campus “feel” or “vibe”; student involvement on campus; and campus “community” more generally. <strong>Faculty support</strong> (6.7%) was also cited as better at competitor institutions and included references to “respect” and “appreciation” for faculty, acknowledging and rewarding faculty accomplishments, more financial and in-kind support for research and teaching, and administrators who listen to faculty. The availability of a range of majors (<strong>available majors</strong>; 6.7%) or programs of study was cited as a competitive advantage of other institutions, although this did not always note what specific programs they offered. Often, it was a reference to the range of majors offered. The perception that other institutions had <strong>better marketing</strong> (6.3% of responses) was often linked to the issue of prestige and reputation, but also to recruiting efforts and to external communication about newsworthy accomplishments of faculty and students. Finally, other institutions were perceived as having better <strong>leadership</strong> (5.8%) or more forward-thinking administrators.</p>
<h3>Table 7: Strengths of Academic Affairs (Q9, 164 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Faculty/teaching</td>
<td style="width: 49.9839%;">39.6% (65)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Care</td>
<td style="width: 49.9839%;">12.2% (20)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Strong majors/programs</td>
<td style="width: 49.9839%;">9.1% (15)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Leadership</td>
<td style="width: 49.9839%;">7.3% (12)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Collegiality/professionalism</td>
<td style="width: 49.9839%;">7.3% (12)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Dedication/hard work/resilience</td>
<td style="width: 49.9839%;">6.7% (11)</td>
</tr></tbody></table>
<p>The most commonly cited strength of the division was <strong>faculty/teaching</strong>, noted in a full 39.5% of responses. Caring or <strong>care</strong> was also noted as a strength in 12.2% of responses. <strong>Strong majors/programs</strong> (9.1%) and division and school <strong>leadership</strong> (7.3%) were also noted by many, as was <strong>collegiality/professionalism</strong> (7.3%) and the broad characteristics of <strong>dedication/hard work/resilience</strong> (6.7%). The former characteristics were most commonly attributed to faculty and staff.</p>
<h3>Table 8: Core vision for Academic Affairs (Q10, 160 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Liberal arts</td>
<td style="width: 49.9839%;">9.4% (15)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Student success</td>
<td style="width: 49.9839%;">8.1% (13)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Student support</td>
<td style="width: 49.9839%;">6.9% (11)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Career preparation</td>
<td style="width: 49.9839%;">5.0% (8)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Liberal arts with professional programs</td>
<td style="width: 49.9839%;">5.0% (8)</td>
</tr></tbody></table>
<p>The <strong>liberal arts</strong> (9.4%) was the most widely cited item in responses concerning what core vision should inform the division moving forward. Comments included “sustaining the liberal arts core,” and “devotion to the liberal arts.” Calls to create “well rounded” students and to “educate the whole person” were also included in this category. A separate code reflected comments that emphasized both a commitment to the <strong>liberal arts with professional programs</strong> (5.0%) as part of the core vision. <strong>Student success</strong> (8.1%) was again noted in this question as part of what should constitute the core vision for the division, as was <strong>student support</strong> (6.9%) and <strong>career preparation</strong> (5.0%).</p>
<p>Unlike prior questions in which at least some key themes appeared in 20% or more of responses, no single coded response to the question of what the core vision for Academic Affairs should be moving forward received percentages in the double digits. All codes appeared in under 10% of responses, reflecting greater variability in (and therefore more disagreement on) what respondents felt should comprise the core vision for the division.</p>
<h3>Table 9: Priorities for Division (Q11, 168 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">Support students</td>
<td style="width: 49.9839%;">7.1% (12)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Support faculty</td>
<td style="width: 49.9839%;">7.1% (12)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Academic Standards/rigor</td>
<td style="width: 49.9839%;">6.0% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Career prep</td>
<td style="width: 49.9839%;">6.0% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Scholarship/research</td>
<td style="width: 49.9839%;">6.0% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Student retention</td>
<td style="width: 49.9839%;">6.0% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Update/change curriculum</td>
<td style="width: 49.9839%;">6.0% (10)</td>
</tr></tbody></table>
<p><strong>Support for students</strong> and <strong>support for faculty</strong> were each cited in 7.1% of responses as things that Academic Affairs should prioritize. However, <strong>academic standards/rigor</strong>, <strong>career preparation</strong>, <strong>scholarship/research</strong>, <strong>student retention</strong>, and <strong>updating or changing the curriculum</strong> were each cited in 6.0% of responses. Similar to the prior question on the core vision for the division, coded responses to the question about priorities for the division were more diffuse and did not cluster around any one theme. This again reflects greater variability (and less agreement on) what division priorities should be.</p>
<h3>Table 10: What Academic Affairs should look like in 5 years (Q12, 150 responses)</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Code/Theme</th>
<th style="width: 49.9839%;">% of responses w/ code (frequency)</th>
</tr>
<tr>
<td style="width: 49.9839%;">More collaboration btwn. units</td>
<td style="width: 49.9839%;">9.3% (14)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Student-focused</td>
<td style="width: 49.9839%;">8.7% (13)</td>
</tr>
<tr>
<td style="width: 49.9839%;">More diverse</td>
<td style="width: 49.9839%;">6.7% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">More faculty support</td>
<td style="width: 49.9839%;">6.7% (10)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Balance btwn LA & prof’l programs</td>
<td style="width: 49.9839%;">6.7% (10)</td>
</tr></tbody></table>
<p>As with the last two questions, response to the question about what Academic Affairs should look like in five years were more variable, with no single code appearing in even 10% of responses. The code appearing in the highest number of responses was <strong>more collaboration between units</strong> (9.3%), with <strong>student-focused</strong> (8.7%) a close second. This was followed by <strong>more diverse</strong>, <strong>more faculty support</strong>, and <strong>balance between liberal arts and professional programs</strong>, which each appeared in 6.7% of responses.</p>
<p>Finally, the last question on the survey provided an opportunity for respondents to include additional comments. Eighty-eight people provided some comment. However, examination of the comments did not reveal any new insights. Rather, the key themes or codes that emerged from the additional comments had all been noted as key themes in prior questions. Thus, we do not include a table of the most popular codes/themes for this question. Also, similar to the last three questions, there was tremendous variability across comments such that no single code/theme appeared in more than five responses.</p>
<hr />
<h3>APPENDIX 1: ASP SURVEY</h3>
<p>Thank you for your willingness to complete this Academic Strategic Plan survey. This anonymous voluntary survey is designed to help the academic strategic planning committee learn about your vision for the Division of Academic Affairs. This will help the committee develop an academic strategic plan that reflects the insights of division members. When responding to the survey questions, please consider the Division of Academic Affairs generally, as well as your own unit’s role within the division.</p>
<p>The survey consists primarily of 12 questions. We estimate that the survey should take approximately 10 to 15 minutes to complete. However, it may take more or less time depending on how detailed your responses are to the open-ended questions.</p>
<p>Your voluntary completion of this survey constitutes consent to participate.</p>
<ol>
<li>
In what division are you primarily employed?
<ol style="list-style-type: lower-alpha;">
<li>
Academic Affairs [delivered Qs 2-end]
</li>
<li>
Administration & Finance [delivered 1B]
</li>
<li>
Enrollment Management and Student Affairs [delivered 1B]
</li>
<li>
Advancement or the Brockport Foundation [delivered 1B]
</li>
<li>
Other [delivered 1B]<br /><br />1B. The Academic Strategic Plan survey is primarily designed for members of the Division of Academic Affairs. Based on your position at SUNY Brockport, it appears that you are not among the primary audience for this survey. We nevertheless appreciate your willingness to complete the survey. [SURVEY END]
</li>
</ol>
</li>
<li>
Which of the following best describes your position at SUNY Brockport?
<ol style="list-style-type: lower-alpha;">
<li>
Full-time Faculty or Librarian (tenured, tenure-track, instructor, lecturer, visiting, etc.)
</li>
<li>
Part-time Faculty or Librarian (adjunct or other part-time designation)
</li>
<li>
Professional Staff, UUP
</li>
<li>
Staff, non-UUP
</li>
<li>
Administrator
</li>
</ol>
</li>
<li>
How would you describe SUNY Brockport to someone not familiar with our University?
</li>
<li>
What does SUNY Brockport do well in the area of academics?
</li>
<li>
What shared values make us good at what we do at SUNY Brockport?
</li>
<li>
What do we do at SUNY Brockport that gives us a competitive advantage over other colleges and universities?
</li>
<li>
What are out strengths within the Division of Academic Affairs?
</li>
<li>
What core vision should inform what we do as the Division of Academic Affairs moving forward?
</li>
<li>
What should Academic Affairs prioritize as a division?
</li>
<li>
What should the Division of Academic Affairs look like in five years?
</li>
<li>
Please include below any other comments you would like to share with us about your vision for the Division of Academic Affairs.
</li>
</ol>
</div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/academic-affairs/">Division of Academic Affairs</a></li><li> <a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/">Academic Strategic Plan</a></li><li> <a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/">Strategic Plan</a></li><li> <a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/committee-charge/">Strategic Planning 2022-23 Committee Charge</a></li>
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<h1>Strategic Planning 2022-23 Committee Charge</h1>
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<h3>Objective</h3>
<p>Enhance the academic strategic plan into a comprehensive roadmap describing future opportunities for the academic division through a report to the Provost by the end of the 2022 – 23 academic year. Consistent with the recommendations of the College Senate Ad Hoc Study Team, establish specific goals and clear and measurable objectives for the division over the next five years. Describe the tools for assessment and continuous improvement to be employed in future academic strategic planning activities.</p>
<h3>Existing documents:</h3>
<ol>
<li>
Academic strategic plan completed in 2021 - 2022 that classifies programs into four categories (growth, reconfiguration, augmentation, discontinue).
</li>
<li>
Building a Better Brockport, College strategic plan 2022 – 2027
</li>
<li>
Delta college review completed May 2022
</li>
<li>
Honors College Joint Action Plan (Spring 2022?)
</li>
<li>
Experiential learning design team report, March 2022
</li>
<li>
Strategic plan to grow graduate enrollment, reported May 2017 with minor updates in June 2018
</li>
<li>
General education review and recommendations, currently being developed for implementation Fall 2023.
</li>
<li>
Others???
</li>
</ol>
<h3>College Strategic Plan</h3>
<p>SUNY Brockport provides an exemplary undergraduate and graduate public education, encompassing and valuing both the liberal arts and our professional programs. We aim to cultivate the skills and knowledge, critical inquiry, innovation, and resilience necessary to transform society. In doing so, we support our faculty and staff in their pursuit of excellence in teaching, scholarship, creative endeavors, service, academic support, and engagement in the college and beyond. We put student success at the heart of what we do, recognizing the need to be a student-ready college. We recognize the need to adapt and reflect, keeping the students, their needs, their experiences, and their outcomes at the center of our work.</p>
<ul>
<li>
GOAL 1 To be a Great College at which to Learn
</li>
<li>
GOAL 2 To be a College Engaged with its Community
</li>
<li>
GOAL 3 To be a Sustainable and Thriving College for the 21st Century
</li>
<li>
GOAL 4 To be a Great College at which to Work
</li>
</ul>
<h3>Tasks of the Committee:</h3>
<ol>
<li>
Define an overarching vision for Academic Affairs. Describe a holistic view of what makes Brockport special. What features can we highlight that all (or most) students will receive during their time at Brockport? How does our new general education model fit into our academic objectives? How do we address diversity, equity, inclusion, and social justice issues? What is the role of experiential learning (internships, study abroad, undergraduate research, etc.)? How do we embrace faculty scholarship?
</li>
<li>
The 2022 academic strategic plan places all programs into one of four classifications. Describe the work that needs to be done for programs in the augmentation or reconfiguration categories to grow in a cohesive fashion. What metrics should be considered as key performance indicators? Develop a process of assessment and continuous improvement that will help these programs to achieve excellence, in alignment with the vision established by task 1.
</li>
<li>
With consideration to the ongoing work of the Strategic Enrollment Management Committee, identify opportunities for growth, whether in new programs or through modification of academic processes (i.e. transfer programs, international students, graduate opportunities, micro-credentials, etc.). What is the appropriate role for the academic division in enrollment, retention, and persistence? Are we best serving the needs of the Brockport and Greater Rochester communities? Is the academic division appropriately configured to support the changes that would facilitate growth of these opportunities?
</li>
<li>
Develop a clear communication plan to keep all stakeholders (JPBC, Senate, SEM, etc.) informed about goals, processes, metrics used for decision-making, and other developments. Develop clear and measurable objectives for the portfolio of academic programs at Brockport, published in a culminating Academic Strategic Plan document that has been developed collaboratively and vetted by College Senate.
</li>
</ol>
<p>The Academic Strategic Planning (ASP) Committee membership consists of:</p>
<ul>
<li>
Dr. Monica Brasted, Associate Dean, School of Arts and Sciences- Committee Chair
</li>
<li>
Dr. Kathleen Peterson, Nursing
</li>
<li>
Dr. Cathy Houston-Wilson- Kinesiology, Sport Studies & Physical Education
</li>
<li>
Dr. Mark Noll, Earth Sciences
</li>
<li>
Dr. Eric Owusu, Computing Sciences
</li>
<li>
Dr. Denise Copelton, Sociology- Senate Representative
</li>
<li>
Ms. Jennifer Hecker, Art
</li>
<li>
Dr. Natalie Svrcek, Education and Human Development
</li>
<li>
Dr. Claudette Brown-Smythe, Counselor Education
</li>
<li>
Dr. Sandeep Singh, Accounting, Economics and Finance
</li>
<li>
Dr. Carson Young, Business Administration
</li>
<li>
Ms. Dana Laird, Library
</li>
<li>
Kim Walitzer, Psychology (fall 22 only)
</li>
</ul>
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<h1>Academic Innovations Task Force Final Report</h1>
<div id="intro-paragraph" class="intro editable">
<p>May 2021</p>
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<p><strong>Submitted by:</strong><br />Academic Innovations Task Force: Darrell Deas, Jr., Eric DiLaura, Ashley Fico, Crystal Hallenbeck, Kathy Peterson (Co-chair), Darson Rhodes (Co-chair), Jocelyn Schimpf, Rachel Schultz, Millie Sefranek, Joon Yong Seo</p>
<hr />
<h3 class="p1">
Executive Summary
<a id="executive-summary"></a></h3>
<p class="p1">In accordance with its charge, the Academic Innovation Task Force completed the following over the 20-21 academic year:</p>
<ul>
<li>
Review and recommendations for compression programs on campus.
</li>
<li class="p2">
Development of a priority area tool to identify new program opportunities with an emphasis on high-impact enrollment and revenue generation.
</li>
<li class="p2">
Development of three forms: proposal for new program, program expansion – request for new resources to grow/increase enrollments, and program descriptive statistics. These forms were shared with College Senate Executive Committee to be used for the revision of theCollege Senate proposal process.
</li>
<li class="p2">
Review of one program expansion proposal and support of efforts to examine the possible development of an online human resources master’s program.
</li>
<li class="p2">
Identification of undergraduate programs to be considered for development at SUNY Brockport. These programs include computer science with a game design emphasis, online criminal justice/safety studies, expansion of marketing for the coaching minor and/or a major with a coaching track, online health care administration and management, and online accounting.
</li>
<li class="p2">
Identification of graduate programs to be considered for development at SUNY Brockport.These programs include online health care administration and management, online human resources management, occupational therapy, physician assistant, and speech language pathologist.
</li>
</ul>
<p class="p1">The AITF has completed its work in accordance with its charge. The three proposal forms that were created were shared with College Senate Executive Committee and should be used in the upcoming academic year to help inform the revision of the proposal process. It is recommended that identified undergraduate and graduate programs to be considered for development be shared with appropriate academic departments for further consideration and possible development of program proposals.</p>
<h3 class="p1">
Charge
<a id="charge"></a></h3>
<p class="p1">Using trend data (local, state and national) identify areas where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new programs and work with College Senate and Dr. Eileen Daniel to streamline the proposal submission process.</p>
<h3 class="p1">
Summary of Accomplishments
<a id="summary-of-accomplishments"></a></h3>
<p class="p1"><i>Compression Program Review </i></p>
<p class="p1">The proposal to develop a marketing campaign, “Eagle Speed,” that promotes an accelerated three-year pathway to undergraduate degree completion at SUNY Brockport sits with College Cabinet.</p>
<p class="p1">In a climate in which the value of a four-year degree was already being challenged and student loan debt is rising, the pandemic has served to further decrease the perceived benefit of a four-year degree. As such, institutions of higher education must implement strategies to increase the perceived value of the college degree. The proposed Eagle Speed pathway seeks to reduce the cost of a four-year undergraduate degree by decreasing the time to degree completion to three-years resulting in cost savings through lower room and board expenses. Specifically, Eagle Speed requires students to take courses year-round including summer and winter terms allowing them to finish degree requirements at a faster pace. Eagle Speed is not a program; rather, it is a pathway to three-year degree completion. With the Eagle Speed pathway, students take approximately 30 credits during winter and summer months. Summer and winter tuition dollars remain with SUNY Brockport as opposed to going to SUNY. This pathway is believed to be a logistically feasible option for a significant number of students at Brockport without any changes to current program offerings. It is a matter of appropriately marketing the pathway as an option for select majors. Implementation of Eagle Speed does not require development of any new programs, and costs for implementation are largely limited to marketing. Marketing of the Eagle Speed pathway has the potential to save students money while generating additional revenue for SUNY Brockport. The option may also draw new students to campus that would not otherwise come to Brockport. Initial implementation costs would be largely for marketing, as there are already several majors in place that seemingly align with this pathway.</p>
<p class="p1"><i>Priority Area Tool </i></p>
<p class="p1">To systematically review data and subsequently make recommendations for new programs, the Academic Innovations Task Force (AITF) developed a priority program identification tool. This tool was comprised of six variables. The first five variables each had score ranges and weighted multipliers used to create a variable score. Variable scores from these five variables were summed to create a total variable score. A sixth variable was a multiplier and was multiplied by the total variable score to create a final value score. Variables selected aligned with the charge of the committee to examine trend data with an emphasis on high impact enrollment and revenue generation. Variables and scores included:</p>
<p class="p1"><strong>Bureau of Labor Statistics (BLS) job growth:</strong> Occupation data from BLS were reviewed and programs that would prepare students for occupations categorized with job growth rates projected from 2019-2029 to be as much faster than average = 3, faster than average = 2, as fast as average = 1, slower than average = 0, little or decline in growth = 0. This variable was a measure of speed of job growth. Variable weight = 15% of total variable score.</p>
<p class="p1"><strong>Bureau of Labor Statistics (BLS) new jobs:</strong> Occupation data from BLS were reviewed and programs were scored based upon the number of anticipated new jobs from 2019-2029, 50,000 or more = 3, 10,000 – 49,999 = 2, 1,000 – 9,999 = 1, Less than 1,000 = 0. This variable was a measure of total jobs available rather than speed of job growth as measured by the previous variable. Variable weight = 15% of total variable score.</p>
<p class="p1"><strong>*NRCCUA value:</strong> NY state data gathered by NRCCUA indicating high school students’ interests in specific college programs were reviewed. These data were gathered predominately from juniors and seniors in high school. These data included the percent of NY state respondents that indicated their interest in major groups such as “history & social sciences,” as well as the percentage of respondents within each major group who indicated their interest in a specific major such as “sociology”. Data on student interest in college programs were relativized to represent the percentage of all student responses that indicated interest in a particular major for each year 2018-2022 (year here indicates the year the student would be starting college). We then assessed the change in major interest using these percentages from 2018 to 2022 to create a change score. Positive scores indicate an increase in student interest based on the percentage of student responses for a particular major from 2018 to2022. Scores of 2 or higher were assigned a variable score of 3; scores of 1-1.9 were assigned a variable score of 2, scores of 0.5 to 0.9 were assigned a variable score of 1, and scores of 0 to 0.4were assigned a variable score of 0. Variable weight = 35% of total variable score. This variable was only used for undergraduate programs.</p>
<p class="p1"><strong>Program uniqueness:</strong> A comprehensive list of SUNY undergraduate and graduate degree program offerings was reviewed. If a program was offered at other SUNY schools but not at regional SUNYs (UB, Geneseo, Fredonia, Potsdam, Oswego) or University of Rochester, Rochester Institute of Technology, St. John Fisher, Nazareth, and Roberts Wesleyan a score of 3 was assigned. If a program was offered at private regional schools but not at regional SUNYs a score of 2 was assigned. If a program was offered at 1-4 regional schools with at least one being a regional SUNY school a score of 1 was assigned. If a program was offered at most regional institutions a score of 0 was assigned. Variable weight = 15% of total variable score.</p>
<p class="p1"><strong>Program type:</strong> The format of programs was considered with regard to it being online, a 12-month or summer start program, and/or a plus program (i.e. 3+2 or 4+1). Any program with at least one of these characteristics was assigned a score of 3, and any programs without any of these characteristics were assigned a score of 0. Variable weight = 20% of total variable score.</p>
<p class="p1"><strong>Resource requirements:</strong> Programs that required no new resources were assigned a score of 2. Programs that could justify based upon projected enrollment, tuition revenue, new faculty/staff salaries, and other required expenses that the program would be revenue generating within the first three years of implementation received a score of 1. Programs that could not justify based upon projected enrollment, tuition revenue, new faculty/staff salaries, and other required expenses that the program would be revenue generating within the first three years of implementation were assigned a score of 0. This variable was the multiplier variable and was multiplied by the total variable score to compute the final value score.</p>
<p class="p1">*The NRCCUA variable was only used for undergraduate program reviews. For graduate programreviews, weighted values were adjusted approximately as follows BLS job growth = 24%, BLS newjobs = 24%, Program uniqueness = 24%, and Program type = 28%.</p>
<p class="p1"><i>Academic Innovations Task Force Forms </i></p>
<p class="p1">AITF created three new forms to be used for proposals for new programs and expansion of programs. Each of these forms was submitted to College Senate Executive Committee for review and to the SUNY Brockport community for feedback. Subsequently, the forms and campus feedback were submitted to College Senate Executive Committee with the intention of incorporating the forms into a revised Senate proposal process.</p>
<ol>
<li class="p2">
<strong>Proposal for New Program</strong> – includes program level, program modality, description of program, market justification, student interest, current student retention, innovation, needed resources, recruitment efforts needed. See Appendix A.
</li>
<li class="p2">
<strong>Expansion: Request for new resources to grow/Increase Enrollments</strong> – includes justification for increased enrollment, current retention, resource needs, recruitment efforts needed, historical data. See Appendix B.
</li>
<li class="p1">
<strong>Program – Descriptive Statistics</strong> – includes estimated completed credits by new students in year 1 and 2, new faculty needed in year 1 and 2, data from IR, newly proposedSCH/FTE for year 1 and 2, new credit hours for winter and summer sessions. See Appendix C.
</li>
</ol>
<p class="p1"><i>Additional Activities </i></p>
<p class="p1">One proposal to expand a current program, MSEd in School Health Education, was sent to AITF from the Provost for review. This proposal was supported by AITF and this support was shared with the Provost and the larger Academic Master Planning Guiding Committee. Additionally, the Provost specifically requested AITF to communicate with the Dean of the School of Business to discuss the possibility of a master’s degree in Human Resources. AITF co-chairs and the Dean of the School Business met, and subsequently, a committee to explore this possibility was created by the Dean. AITF shared data resources with this committee to support their efforts.</p>
<h3 class="p1">
Program Recommendations
<a id="program-recommendations"></a></h3>
<p class="p1"><i>Undergraduate Programs </i></p>
<p class="p1">Exploration for undergraduate program recommendations began by cross referencing three variables: NRCCUA scores, BLS job growth pace, and BLS new jobs. Any program that met two or more of the following criteria was considered for recommendation:</p>
<ul class="ul1">
<li class="li2">
Prepares students for jobs that according to BLS data are projected to grow at a pace much faster than average from 2019-2029.
</li>
<li class="li2">
Prepares students for jobs that according to BLS data are projected to have 50,000 or more jobs available from 2019-2029.
</li>
<li class="li1">
Addresses an area of student interest as indicated by a NRCCUA variable score of two or higher
</li>
</ul>
<p class="p1">A comprehensive list of programs meeting two or more of the criteria was created. This list was then cross-referenced with existing programs at SUNY Brockport, and all existing programs were removed from the list. The remaining programs were scored using five variables from the Priority Area Tool: BLS job growth, BLS new jobs, NRCCUA value, Program uniqueness, and Program Type. The Resource Requirement variable (the multiplier variable) was not determined, as projections on resource requirements are best determined within the department that would implement the program. It is recommended that the next step in prioritizing the recommended programs to be launched is to determine the resources needed.</p>
<p class="p1">Additionally, a recent article from the Educational Advisory Board (EAB), an educational consulting group, noting the top five undergraduate programs to launch online was reviewed. All programs noted within this article were considered for recommendation, specifically as online programs, and included: Health Care Administration and Management, Accounting, Criminal Justice/Safety Studies, Business/Commerce, Registered Nursing (Milder & Paulson, 2020). Finally, a committee was established by the Joint Planning and Budget committee to review revenue generating ideas from EAB. Some of these ideas were passed onto the Academic Innovation Task Force and considered as well.</p>
<p class="p1">Identified undergraduate program areas are presented below. Maximum score possible after weighting is 3.</p>
<p class="p1"><strong>Computer Science – Game Design emphasis</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 2.25 in person program, 2.85 hybrid or online program</p>
<p class="p1">Additional Notes: This program aligned with BLS data based upon a more general occupation description of software developer but was directly aligned with NRCCUA data as Game Design.</p>
<p class="p1"><strong>Criminal Justice/Safety Studies – online</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 2.25 online program</p>
<p class="p1">Additional Notes: Presently, SUNY Brockport has the program, but it is not fully online. Criminal Justice/Safety Studies was identified by EAB as one of the top five opportunities for undergraduate online programs and scored favorably on student interest. This program aligned with BLS data based upon occupations of police officer or detective. Given that the program is already offered, it is anticipated a transition to, or an addition of, a fully online option would require fewer resources to launch, furthering the support to consider expansion of this program.</p>
<p class="p1"><strong>Coaching</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 2.1 in person program, 2.7 hybrid or online program</p>
<p class="p1">Additional Notes: This occupation scored favorably both with BLS data and student interest. SUNY Brockport currently has a coaching minor but not a major. BLS information notes the requirement of a Bachelor’s degree to be a coach but does not specify a particular program. It may be best to consider strategies to maximize promotion of the coaching minor or to consider if an existing major could add a coaching track to appeal to more students. A stand-alone coaching major is not necessarily recommended.</p>
<p class="p1"><strong>Health Care Administration and Management – online</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 1.5 online program</p>
<p class="p1">Additional Notes: Presently, SUNY Brockport has the program, but it is not fully online. This program was identified by EAB as a top undergraduate program to launch online. Given that the program is already offered, it is anticipated a transition to or addition of a fully online option would require fewer resources to launch, furthering the support to consider expansion of this program.</p>
<p class="p1"><strong>Accounting – online</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 1.2 online program</p>
<p class="p1">Additional Notes: Presently, SUNY Brockport has the program, but it is not fully online. This program was identified by EAB as a top undergraduate program to launch online. Given that the program is already offered, it is anticipated a transition to, or an addition of, a fully online option </p>
<p class="p1">would require fewer resources to launch, furthering the support to consider expansion of this program.</p>
<p class="p1"><i>Graduate Programs </i></p>
<p class="p1">Exploration for graduate program recommendations began by cross referencing two variables, BLS job growth pace and BLS new jobs. Any program that met both of the following criteria was considered for recommendation:</p>
<ul class="ul1">
<li class="li2">
Prepares students for jobs that according to BLS data are projected to grow at a pace much faster than average from 2019-2029.
</li>
<li class="li1">
Prepares students for jobs that according to BLS data are projected to have 10,000 or more jobs available from 2019-2029.
</li>
</ul>
<p class="p1">A comprehensive list of programs meeting the two above was created. This list was then cross-referenced with existing programs at SUNY Brockport, and all existing programs were removed from the list. The remaining programs were scored using four variables from the Priority Area Tool: BLS job growth, BLS new jobs, Program uniqueness, and Program Type. The Resource Requirement variable (the multiplier variable) was not determined, as projections on resources requirements are best determined within the department that would implement the program. It is recommended that the next step in prioritizing the recommended programs to be launched is to determine the resources needed.</p>
<p class="p1">Additionally, a recent article from EAB noting the top five online graduate programs to launch online was reviewed. All programs noted within this article were considered for recommendation as well and included: Health Care Administration and Management, Public Administration, Educational/Instructional Technology, Human Resources Management/Personnel Administration, Public Health (Paulson, 2021). Finally, a committee established by the Joint Planning and Budget committee provided AITF with a list of revenue generating ideas from EAB for review. Some of these ideas were considered.</p>
<p class="p1">Identified graduate program areas are presented below. Maximum score possible after weighting is 3.</p>
<p class="p1"><strong>Health Care Administration and Management – online</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 2.52</p>
<p class="p1">Additional Notes: BLS occupation statistics note the entry-level education requirement is a Bachelor’s degree in this field. Thus, the variable score utilized Bachelor’s level data. This program was identified by EAB as a top graduate program to launch online. SUNY Brockport currently has an undergraduate program in this area, although not fully online. Given that an undergraduate program is already offered, it is anticipated the addition of a fully online, graduate option would require fewer resources to launch as compared to some other programs that would be new to the college.</p>
<p class="p1"><strong>Human Resources Management – online</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 2.52</p>
<p class="p1">Additional Notes: BLS occupation statistics note the entry-level education requirement is a Bachelor’s degree in this field. Thus, the variable score utilized Bachelor’s level data. This program was identified by EAB as a top graduate program to launch online. AITF co-chairs have been in communication with the Dean of the School of Business about this type of program and there is a committee within the School currently examining its viability.</p>
<p class="p1"><strong>Occupational Therapy, Physician Assistant, and Speech Language Pathologist</strong></p>
<p class="p1">Priority Area Tool Total Variable Score: 1.44 in-person, 2.28 hybrid</p>
<p class="p1">
Additional Notes: Each of these programs scored favorably with BLS data. Additionally, while NRCCUA data were not used in examining graduate programs it should be noted that “medical provider, other” scored high and
<i>may </i>
include these areas. Further exploration of student interest is recommended for these areas. Specifically, if considered, examination of hybrid offerings is recommended. Online options are likely not possible due to clinical requirements, but hybrid offerings may be possible. Also of note, a previously approved Senate proposal (2014) for an occupational therapy program was found and should be considered if an occupational therapy program is pursued.
</p>
<h3 class="p1">
Conclusion
<a id="conclusion"></a></h3>
<p class="p1">While not under the purview of AITF, it is important to note that proposals come to College Senate regarding new courses that meet general education requirements that ask for new resources in the form of adjuncts. This is not sustainable in today’s fiscal environment.</p>
<p class="p1">The members of the AITF have completed the work asked of us by the charge given to this task force and as such, it is recommended that the task force conclude. The three newly developed forms were sent to the college community for feedback through both the Associate Deans and the Daily Eagle. Six responses were submitted, and the feedback was reviewed and incorporated as needed. The College Senate Executive Committee is in support of incorporating the new forms with the College Senate proposal process for new and expanding programming. This will provide important information regarding market trends and resource needs in order to make informed decisions for the support of new programs or expansion of existing programs. Finally, AITF recommends that the undergraduate and graduate programs proposed for development in this report be sent to appropriate departments for further analysis and possible development of program proposals.</p>
<h3 class="p1">
References
<a id="references"></a></h3>
<p class="p2"><span class="s1">
Milder, M. & Paulson, C. (2020).
<i><a href="https://eab.com/insights/blogs/adult-learner/online-undergraduate-programs-to-launch/?utm_source=eabdb&utm_medium=email&utm_campaign=eabdb" target="_blank" rel="noopener">The top five undergraduate program to launch online</a>.</i>
EAB.</span></p>
<p class="p2"><span class="s1">
Paulson, C. (2021).
<i><a href="https://eab.com/insights/blogs/adult-learner/graduate-programs-to-launch-online/?x_id=003C000001u05akIAA&utm_source=eabdb&utm_medium=email&utm_campaign=eabdb&mkt_tok=NzMyLUdLVi02NTUAAAF7wD8MVDqRgVmz_-u5viQkQXUu4KoyKeCJKPgw5XdpbLiCfL46tHZpHp3u7GUxeTxWXlPaPuQp8AAlyA_JWNJbw69fpy0pSMPOlUmggTqM1O2soA" target="_blank" rel="noopener">The top 5 graduate program to launch online</a>.</i>
EAB.</span></p>
<h3 class="p2">
<span class="s1">Appendices</span>
<a id="appendices"></a></h3>
<ul>
<li>
<span class="s1"><a class="file file_7408 lw_files_pdf" title="AITF Final Report - Appendix A" href="/live/files/7408-aitf-final-report-appendix-a">Appendix A: Proposal for New Program Form</a></span>
</li>
<li>
<span class="s1"><a class="file file_7409 lw_files_pdf" title="AITF Final Report - Appendix B" href="/live/files/7409-aitf-final-report-appendix-b">Appendix B: Program Expansion Form</a></span>
</li>
<li>
<span class="s1"><a class="file file_7410 lw_files_pdf" title="AITF Final Report - Appendix C" href="/live/files/7410-aitf-final-report-appendix-c">Appendix C: Program Descriptive Statistics</a></span>
</li>
</ul>
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<div class="table_of_contents">
<h2>Table of Contents</h2>
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<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#executive-summary">Executive Summary</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#charge">Charge</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#summary-of-accomplishments">Summary of Accomplishments</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#program-recommendations">Program Recommendations</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#conclusion">Conclusion</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#references">References</a></li>
<li class="anchor-h3"><a href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/task-force-report/#appendices">Appendices</a></li>
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<h1>College Senate Resolution #18 2016-2017</h1>
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<h3>Resolution on the Definitions of Applied and Engaged Learning at The College at Brockport, State University of New York:</h3>
<p class="p2">WHEREAS The College at Brockport has a rich academic tradition of engaging students in higher education through long-established and newly-identified high impact pedagogical practices, including both curricular and co-curricular applied learning activities; and</p>
<p class="p2">WHEREAS the College recognizes Engagement as one of its core values, fundamental to its mission; and</p>
<p class="p2">WHEREAS the new College Strategic Plan, “Building a Better Brockport,” demonstrates our commitment to excellence in Student learning and life experience, partly cultivated through engaged and high impact learning practices, and increasingly concerted and transformative Community Engagement, as two of our four strategic goals; and</p>
<p class="p2">WHEREAS the new College Strategic Operational Plan defines institutional strategies and measures for continued development of pedagogical excellence, purposeful collaboration across departments and divisions within the College and between the College and local, regional/state, national and global communities, for the mutually beneficial exchange of knowledge and resources; and</p>
<p class="p2">WHEREAS the College recognizes that community engagement, including applied learning, offers this public institution the opportunity to contribute to the public good by combining the resources of the College with those of other public and private sectors to enrich scholarship, research, and creative activity, enhance curriculum, teaching and learning, prepare educated and engaged citizens, strengthen democratic values and civic responsibility, and address critical societal concerns; and</p>
<p class="p2">WHEREAS the College has devoted significant resources to recent College-wide internal and external research, reporting, coordination, and communication around applied and other engaged learning opportunities (through such initiatives as the Institute for Engaged Learning, the Engaged Learning Steering Committee and its Subcommittees on Service Learning, Internships, and Research and Creative Activity, the Provost’s Strategic Planning Taskforce on Experiential Learning, the President’s Strategic Planning Subcommittee on Engagement, and so forth); and</p>
<p class="p2">WHEREAS this research has resulted in recognition of the need for more coordinated cross-divisional collaboration and support, resources, reporting, and recognition for engaged and applied learning efforts across the College; and</p>
<p class="p2">WHEREAS this coordination is contingent on more coherent College-wide definitions, policies, and procedures for the implementation of engaged and applied learning; and</p>
<p class="p2">
WHEREAS the subsequent
<i>SUNY University Faculty Senate Resolution on the Implementation of Applied Learning</i>
, passed on October 22, 2016, recognizes that “the SUNY Applied learning initiative requires each campus to determine which applied learning experiences are approved based on the SUNY Applied Learning criteria, and whether or not applied learning will be a graduation requirement,” and “recommends to campus governance bodies that each campus develop and adopt policies to ensure that:
</p>
<ol>
<li class="p2">
Academic faculty retain responsibility for the curriculum, for assessing student learning outcomes, and for assigning grades in applied learning activities as for other degree requirements;
</li>
<li class="p2">
The campus-level determination of what meets the applied learning mandate be made through the normal campus and governance curricular processes; and
</li>
<li class="p2">
The certification of an activity or course as meeting the applied learning requirement also follows the normal campus and governance curricular processes,” and “asks the Chancellor to direct Presidents and Chief Academic Officers to ensure that faculty governance processes are followed in the consideration and approval of all these applied learning activities; ” and
</li>
</ol>
<p>WHEREAS the Final Report of the Provost’s Strategic Planning Taskforce on Experiential Learning, referring to extensive and expanding scholarship on “experiential,” “engaged,” “applied” and “high impact” learning, thus, concluded that “all credit-bearing, approved applied learning experiences that are either optional or required for a degree program at The College at Brockport are required to have faculty oversight regardless of what administrative office manages the activity;”</p>
<p>BE IT RESOLVED that the College Senate, representing faculty and professional staff directly involved in engaged and applied learning efforts at the College, endorses the following definitions of Engaged and Applied Student Learning Opportunities including Service Learning, Civic Engagement, Community Service, Creative Works, Research, Directed and Independent Study, Entrepreneurship, Practicums, Field Study, Internships, Clinical Placements, Formal Leadership Experiences, Teaching Assistantships, and Student Employment, aligning these definitions with the State University of New York’s Applied Learning definitions of SUNY Discovers, SUNY Works, and SUNY Serves:</p>
<p><strong>Engaged Learning</strong> is a mechanism by which we can develop meaningful educational experiences that are high impact in that they increase a student’s chance for success. Often, but not always directly associated with one’s academic major, the skills learned are transferable to many aspects of life, including civic responsibility, global awareness and career readiness. The following definitions of specific Engaged and Applied Learning opportunities for students at Brockport are aligned with the SUNY Applied Learning Initiative (<a href="https://www.suny.edu/applied-learning/">https://www.suny.edu/applied-learning/</a>). Whereas Engaged Student Learning may incorporate some or all of the appended “High Impact Practices,” in order to be approved as <strong>Applied Learning</strong>, the activity must adhere to the applied learning criteria outlined by SUNY’s Applied Learning Committee:</p>
<ol>
<li>
that the activity is structured, intentional and authentic,
</li>
<li>
that the activity requires preparation, orientation and training,
</li>
<li>
that there will be monitoring and opportunity for continuous improvement,
</li>
<li>
that reflection is embedded in the activity, and 5) that the activity be accompanied by assessment and evaluation.
</li>
</ol>
<p>Whereas all approved Applied Learning activities are instances of Engaged Learning, Engaged Learning Activities that lack one or more of the learning criteria outlined by SUNY’s Applied Learning Committee (for instance, the embedded student reflection on the experience), do not constitute SUNY-approved Applied Learning Activities.</p>
<h3>Service Learning (SUNY Serves)</h3>
<p>A credit-bearing education strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience and strengthen communities.</p>
<h3>Civic Engagement (SUNY Serves)</h3>
<p>A teaching and learning focus on educating students as global citizens. Classes or programs include meaningful civic education and activities for social good. Classes and programs have components of reflection and engagement. Civic engagement is a subset of service learning activities and many campuses lump them together in offices of service learning and civic engagement.</p>
<h3>Community Service (SUNY Serves)</h3>
<p>Volunteerism and community service performed by students for community benefit. This service can be, but is not necessarily integrated with a particular program of study. This may include structured projects (days of service), smaller group projects, fund-raising events, or individual volunteerism, which is acknowledged by the campus. We have an Office for Community Development that coordinates service activities. MyBrockport, a co-curricular transcript software, is currently being used to track student service hours.</p>
<h3 class="p1">Creative Works (SUNY Discovers)</h3>
<p class="p1">A capstone, senior project, performance, or other creative work that occurs as a culminating experience for a student in an accredited class or program. Performances, writings, art and other experiences may fit this category of applied learning at Brockport.</p>
<h3 class="p1">Research (SUNY Discovers)</h3>
<p class="p1">Mentored, self-directed work that enables students to make an original, intellectual or creative contribution to the discipline by exploring an issue of interest to them and communicating the results to others.</p>
<h3 class="p1">Undergraduate Research (SUNY Discovers)</h3>
<p class="p1">An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline. A reason why this is listed separate from “research” is because SUNY will also be monitoring graduate-level research activities.</p>
<h3 class="p1">Entrepreneurship (program, class, project) (SUNY Discovers)</h3>
<p class="p1">Students in an entrepreneurship program develop a broad-based entrepreneurial skill relevant to any organization start-up, established, and for and non-for-profit agency, organization, community or industry. Entrepreneurship involves consistently thinking and acting in ways designed to uncover new opportunities that are then applied to provide value.</p>
<h3 class="p1">Practicum (SUNY Discovers)</h3>
<p class="p1">A period of practical experience undertaken in academic, professional or community settings/agencies/organizations as part of an academic course. This approach is grounded in application and practice of theoretical /technical concepts skills and cultural competency relevant to the course or to a profession. At Brockport, when we think of practicum, the education program immediately comes to mind. Practicums are field experiences that allow a student to observe and document how working professionals perform their job duties, with students participating “to a limited extent” under the supervision of faculty or site-staff. Shadowing experiences would be a great example.</p>
<h3 class="p1">Field Study (SUNY Discovers)</h3>
<p class="p1">Collection of information outside of an experimental or lab setting. This type of data collection is most often conducted in natural settings or environments and can be designed in a variety of ways for various disciplines. May be mentored, self-directed work or comprise a full-course. The projects include inquiry, design, intervention, discovery and application.</p>
<h3 class="p1">International and Domestic Travel/Exchange (SUNY Discovers)</h3>
<p class="p1">An instructional program delivered in either an overseas location or domestic location. Often the program is delivered as a semester-long or intercession sequence of courses, the content of which is enhanced by the location of instruction, by distinctive historic or cultural features available in the location, or by a unique approach to the subject matter that is specific to the locale. Exchanges are often conducted by individual students traveling independently to a location that has been pre-approved by their home institution, and where they determine their specific course of study in collaboration with home and host institution faculty. While we have a study abroad office, we do not have a “home” for domestic study.</p>
<h3 class="p2">Internship - Credit-Bearing/Non-Credit Bearing (SUNY Works)</h3>
<p class="p1">A form of applied or experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in professional or community settings. Internships give students the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths; and give employers/community partners the opportunity to guide and evaluate talent. At The College at Brockport, credit-bearing internships are offered both by departments and Career Services. Eagle Connect is currently being used to connect students with opportunities.</p>
<h3 class="p1">Clinical Placements (SUNY Works)</h3>
<p class="p1">Students rotate through a variety of health care agencies with faculty supervision on the health care field process, with individual patients or groups reflecting diverse settings, across the lifespan. Emphasis is on mastering theoretical concepts, improving skill competency, and developing clinical reasoning skills with a focus on evidence-based practice. At Brockport, several majors require clinical experiences, and for some, this is regulated by accrediting bodies. There tends to be strict regulations on number of hours spent. Great care is spent in identifying new clinical placement partners.</p>
<h3 class="p1">Formal Leadership Experience (SUNY Works)</h3>
<p class="p1">In 2010, the University Faculty Senate published a report on best practices in student leadership, and Brockport’s Leadership Development Program was listed as one of the model programs. The model programs adhered to the Council for Advancement of Higher Education Standards (CAS) for leadership programs. There is a potential for other types of leadership experiences (through clubs & organization and student government leadership, peer mentoring, resident assistant experiences) to be counted here if the current leadership development model can be scaled in a manner that provides opportunities for growth and reflection on the part of students.</p>
<h3 class="p1">Teaching Assistants (SUNY Works)</h3>
<p class="p1">Teaching Assistants may be considered a Practicum based on the above definitions.</p>
<h3 class="p1">Student Employment (SUNY Works)</h3>
<p class="p1">On-campus student employees benefit developmentally and academically from their engagement in the work of the College. Student employees receive formal and informal training that facilitates competency development in a number of areas including communication, critical thinking, collaboration, and leadership. Over 2,300 College at Brockport students hold on-campus employment positions each year, earning over 2.9 million dollars collectively. Additionally, on-campus employment at The College at Brockport provides opportunities for mentoring, career exploration, and community engagement. The student employee program could provide a meaningful engaged learning experience with additional training of supervisors and a shift in how the purpose of the work engaged in is envisioned.</p>
<h3 class="p1">Directed/Independent Study (SUNY Discovers/Works/Serves)</h3>
<p class="p2">May be construed as any of the above subtypes of engaged learning activities. The Honors College specifically lists this as an engaged learning experience that they track as a requirement.</p>
<h3 class="p2"><a class="go" href="/academics/academic-affairs/academic-strategic-plan-2023-2028/strategic-plan/college-senate-resolution/appendix/">Appendix: High-Impact Educational Practices</a></h3>
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<h1>Faculty Scholarship Account Pre-approval / Reimbursement Form</h1>
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<p tabindex="-1">Follow the instructions provided carefully. A separate form is required for each transaction. Incomplete/incorrect forms will be returned. Should you have questions, consult your administrative assistant or School Dean’s Office.</p>
<p tabindex="-1">All Federal, New York State, and SUNY Brockport guidelines related to purchasing and procurement must be adhered to. If you have questions related to these guidelines, please visit the <a tabindex="-1" href="/support/procurement_payment/">Office of Procurement & Payment Services website</a> or call (585) 395-2351, or your department secretary.</p>
<h3 tabindex="-1">Instructions</h3>
<ol style="list-style-type: upper-alpha;">
<li tabindex="-1">
Each full-time faculty is eligible to receive $750 annually. Managed by each School Dean’s office, these funds reimburse eligible expenses associated with scholarly and creative activities or faculty professional development, consistent with the faculty’s departmental APT document. All pre-approval requests for the use of FSA funds must be submitted by May 30, 2023. Requests submitted after this date will not be considered or approved.
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<li tabindex="-1">
Expenses must be relevant to your scholarship plan. <strong style="font-family: inherit; font-size: 1rem; background-color: initial;" tabindex="-1">A detailed explanation of how the travel /purchase advances your scholarship must be included on the Faculty Scholarship Account form.<br /><br /></strong> <strong style="font-family: inherit; font-size: 1rem; background-color: initial;" tabindex="-1">Eligible Expenses</strong><span style="font-family: inherit; font-size: 1rem; background-color: initial;">: FSA reimburses approved expenses associated with a wide range of professional activities, such as:</span>
<ul>
<li tabindex="-1">
Travel to present or attend a conference or workshop, do an artistic performance, or conduct research, justified based on scholarly or professional expectations described within the departmental APT document.
</li>
<li tabindex="-1">
Purchases of lab or studio supplies, research documents, data, or software that cannot be funded through other means, or shipment of artwork to an exhibit. Faculty will be asked to provide vendor quotes for comparison.
</li>
<li tabindex="-1">
Other academic uses deemed appropriate by your School Dean (i.e. partial reimbursement for publications that meet open access requirements).
</li>
<li tabindex="-1">
Ineligible Expenses: Professional membership, journal subscriptions, curriculum development costs, computer equipment and technology available through other campus sources, and books.
</li>
</ul>
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<li tabindex="-1">
Use our online form if you are:
<ol style="list-style-type: upper-alpha;">
<li tabindex="-1">
Requesting PRE-APPROVAL from your Dean’s Office is required for a scholarly- related purchase or travel. If funds are pre-approved and you do not use the funds (e.g. cancels trip), Dean’s office must be notified. All faculty must submit FSA pre-approval forms by May 31, 2023. Reimbursements will not be approved if pre-approval has not been submitted and approved.
</li>
<li tabindex="-1">
Requesting REIMBURSEMENT from your Faculty Scholarship Account.
<ul style="list-style-type: circle;">
<li tabindex="-1">
If requesting reimbursement for travel expenses, you must attach a New York State Travel Voucher (and Statement of Automobile Travel form, if applicable); or a NYS Purchase Requisition and Standard Voucher. <a style="font-family: inherit; font-size: 1rem; background-color: initial;" tabindex="-1" href="/support/procurement_payment/travel.html">Forms are available online</a><span style="font-family: inherit; font-size: 1rem; background-color: initial;">. Consult your department secretary for assistance with these forms.</span>
</li>
<li tabindex="-1">
<strong style="font-family: inherit; font-size: 1rem; background-color: initial;" tabindex="-1">Supporting documentation must be attached to the form</strong><span style="font-family: inherit; font-size: 1rem; background-color: initial;">. For travel to a conference or workshop, you must provide proof of attendance (e.g., proof of registration and an original conference brochure or agenda), and original receipts.</span>
</li>
</ul>
</li>
<li tabindex="-1">
Requesting REIMBURSEMENT to a departmental account for expenditures previously made.
<ul style="list-style-type: circle;">
<li tabindex="-1">
<strong style="font-family: inherit; font-size: 1rem; background-color: initial;" tabindex="-1">Original</strong> <span style="font-family: inherit; font-size: 1rem; background-color: initial;">documentation showing proof of expenditure must be attached to the form (e.g., credit card receipt and invoice). Tax paid on purchases cannot be reimbursed. It is highly recommended you obtain prior approval and work with your department secretary to make purchases using the University’s Tax Exempt number.</span>
</li>
</ul>
</li>
</ol>
</li>
<li tabindex="-1">
Fill in the form completely and sign. Signatures must be obtained from your department chair. Department Administrative Assistants should forward the form with all supporting documentation attached to your School Dean’s Office. Incomplete or incorrect forms will be returned.
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<h1>Academic Innovation Task Force: October 23, 2020</h1>
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<h3>
Friday, October 23, 2020
</h3>
<h4>
MEETING START TIME: 1PM<br />
MEETING END TIME: 2PM
</h4>
<p>
<strong>Committee:</strong> Academic Innovation Task Force
</p>
<p>
<strong>Present:</strong> Darrell Deas, Eric DiLaura, Ashley Fico, Crystal Hallenbech, Kathy Peterson, Darson Rhodes, Rachel Schultz, Millie Sefranek, Joon Yong Seo
</p>
<p>
 
</p>
<h3>
Topic 1:
</h3>
<h3>
Review of school health education proposal
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Revised proposal was shared with identification of revisions. No questions on the proposal. Proposal was unanimously supported to move to Academic Master Planning Committee
</p>
<h4>
ACTION:
</h4>
<ul>
<li>KP and DR will present proposal to AMP
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 2:
</h3>
<h3>
Review of data
</h3>
<h4>
DISCUSSION:
</h4>
<p>
ED presented findings from his examination of ACT & NRCCUA data specific to the nation, NY, and the tri-state area. He identified five key areas of interest: healthcare, law and criminal justice, visual and performing arts, engineering and technology, and computer science and math. ED indicated he will do further examination of SUNY school data to share with the task force.<br />
<br />
CH shared that reasons for cross registration in courses was primarily about staying on track for degree completion but otherwise their were not specific trends. CH also shared that SUNY was working on a more centralized online learning network. CH shared of the 200 ideas for revenue presented to EAB (part of JPBC) that those pertaining to academic program expansion including move to become a 12-month campus, expanding certification programs or post-degree certifications, masters degree in management, and exploring fermentation science programs. CH shared that ACE is discussing strategies to build international program offerings and perhaps these should be considered by the task force. These links were shared after the meeting:
</p>
<ul>
<li>
<a href="https://brockport.studioabroad.com/index.cfm?FuseAction=Programs.ViewProgramAngular&id=10238" target="_blank" rel="noopener">Remote International Internships</a>
</li>
<li>
<a href="https://brockport.studioabroad.com/index.cfm?FuseAction=Programs.ViewProgramAngular&id=10237" target="_blank" rel="noopener">Global Citizenship Virtual Exchange Programs</a>
</li>
</ul>
<p>
RS presented a PPT (full PPT posted in Teams) on investigation of programs including and related to environmental science. Key points were that environmental studies and environmental health are potential growth areas. A discussion was held on sustainability programs and whether low numbers reflect the relative newness of programs or a lack of interest. Further examination of this area may be needed. It was noted that per ACT & NRCCUA data areas in agriculture science were anticipated to grow in the immediate future and then plateau.<br />
<br />
DR <a href="https://www.bls.gov/ooh/occupation-finder.htm?pay=&education=Bachelor%26rsquo%3Bs+degree&training=&newjobs=&growth=Much+faster+than+average&submit=GO%20https://www.bls.gov/ooh/occupation-finder.htm?pay=&education=Master%E2%80%99s+degree&training=&newjobs=&growth=Much+faster+than+average&submit=GOIt" target="_blank" rel="noopener">presented data</a> on fastest programs for bachelor and master degrees per the Bureau of Labor Statistics. It was noted that occupational therapy had shown up in multiple data sources. DR also shared American Community Survey data noting Monroe County, NY top employment industry numbers:<br />
Professional, scientific, and management, and administrative and waste management services : 43,964 Educational services, and health care and social assistance: 116,667. DR indicated she requested data on program growth and decline over the last three years. CH said she would be able to facilitate acquisition of this data as needed.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>KP will reach out to Craig Mattern in KSSPE for information about an old proposal for an OT program.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 3:
</h3>
<h3>
Updates on expansion of existing programs
</h3>
<h4>
DISCUSSION:
</h4>
<p>
JYS shared information on the status of the MBA program, noting it was as full capacity (30 students/year). While it seems there is some room for growth, there is some skepticism about the possibility of being able to expand enough for a second cohort. Discussion was held that one barrier to growing program is the $3K payment for teaching courses as an adjunct or overload and that this amount is insufficient. Additional program ideas in SOBAM include 4 +1 (BS/MBA), sales management, business honors, human resources, certified financial planner, marketing and graphic design.<br />
<br />
KP reported that the athletic training program is at capacity and does have to turn away students but is not able to expand numbers due to limited clinical placements.
</p>
<h4>
ACTION:
</h4>
<p>
None needed.
</p>
<hr />
<p>
 
</p>
<h3>
Topic 4:
</h3>
<h3>
Identification of new programs
</h3>
<h4>
DISCUSSION:
</h4>
<p>
DR shared the need to take all of the data identified and gathered and systematically determine priority areas for growth.
</p>
<h4>
ACTION:
</h4>
<p>
None needed.
</p>
<hr />
<h3>
Topic 5:
</h3>
<h3>
Next steps
</h3>
<h4>
DISCUSSION:
</h4>
<p>
AITF decided to split into two groups for the next two weeks to address next steps – rubric group, which will work to create templates to score the new program proposals and expansion program proposals coming to the committee; priority area group, which will work to review data and identify priority growth areas for the college. AITF members were split into groups as follows:
</p>
<p>
Rubric group – Darrel Deas, Ashley Fico, Crystal Hallenbeck, Kathy Peterson, Millie Sefranek,<br />
<br />
Priority area group – Eric DiLaura, Darson Rhodes, Rachel Schultz, Joon Yong Seo
</p>
<h4>
ACTION:
</h4>
<ul>
<li>Rubric group and priority area group will meet outside of AITF to complete assigned tasks over the next two weeks.
</li>
</ul>
<p>
<strong>Next Meeting on Friday 10/06 at 1pm</strong>
</p>
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<h1>Program Review Task Force: November 10, 2020</h1>
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<h2>
Academic Master Plan – Task Force
</h2>
<h3>
November 10, 2020
</h3>
<p>
<strong>Present:</strong> Paula Barbel, Patty Follansbee, Cathy Houston-Wilson, Jeff Lashbrook, Eric Monier, Paul Moyer, Pam Neely, Kathleen Phillips, Jennifer Ramsey, Jacqueline Slifkin, Chris Wilkens
</p>
<ol>
<li>Welcome and Reintroductions
</li>
<li>It was decided that the secretary position will occur on a rotating basis. Jeff Lashbrook agreed to take the minutes for this meeting. Starting next meeting we will rotate in alphabetical order. Next minute take will be Paula Barbel.
</li>
<li>CHW reviewed the charge for the academic master planning committees, specifically, each of the three groups that will carry out this process. These groups consist of the AMP Program Review Committee, Innovation Committee and Steering Committee.<br />
<strong>Discussion/Actions:</strong> Will our group (Program Review Task Force) be a standing committee and, if so, it should be addressed at some point as to what that might look like and what process would be used for constituting this group. Final report might be a place to address this. Exactly what this report will look like was also discussed and was left at to be determined.
</li>
<li>CHW Reviewed the major goals of the committee.
<ol>
<li>Review and agree on the Template
</li>
<li>Review and agree on the Scoring Card
</li>
<li>Identify Undergraduate Programs that will need to be reviewed
</li>
<li>Review data that will be supplied by Institutional Research
</li>
<li>Create a timeline (orientation for responders, due date for submission, due dates for individual or group reviews, dates for task force discussion of reviews, date for recommendations to the Provost, date for final report of the committee)
</li>
<li>Develop a plan for reporting out to the college community on work accomplished (minutes on the website, Blackboard announcements, Open MS Teams meetings)
</li>
<li>Develop a roll-out/orientation plan for those who will be required to fill out the Template
</li>
<li>Assess submitted templates
</li>
<li>Discuss assessments
</li>
<li>Provide recommendations
</li>
<li>Develop a final report<br />
<strong>Discussion/Actions:</strong> CHW clarified that all programs need to be reviewed simultaneously. In addition, we will only be reviewing undergraduate programs this year. We were also just informed that we would pilot the process with a department from each School. Program reviews generally occur every five years, but will need to get clarification on whether or not that is the plan or if this is a one-time campus review.
</li>
</ol>
</li>
<li>
<p>
CHW reviewed the Template and members shared feedback.
</p>
<p>
<strong>Discussion/Actions:</strong> Re: 2.1 (Internal Demand)—a question was raised as to what might be the best metric for contributions to Gen Ed or other programs. Is it # of courses or something else like FTEs, student credit hours (SCHs)? Also asked: how do we divide metrics (these and maybe others) for joint programs? Seemed to be consensus in the group for orientation materials (e.g., glossary, expanded descriptions for prompts) to help clarify what is being asked for those who will be writing their program’s report. For those items that we ask about opportunities, we decided it best not to limit it to “two.” Another question raised was what exactly are we after for 4.6? Finally, we agreed that any other feedback re: template to be sent to co-chairs via email after members have had more opportunity to carefully review.
</p>
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<strong>Meeting adjourned:</strong> 4:30
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<strong>Respectfully submitted:</strong> Jeff Lashbrook
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<h1>Academic Master Planning: November 16, 2020</h1>
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<h3>
Monday, November 16, 2020<br />
Virtual Meeting via Teams
</h3>
<p>
 
</p>
<table width="790">
<tbody>
<tr>
<th>
Agenda Item & Person
</th>
<th>
Notes/Action Items
</th>
</tr>
<tr>
<td>
<p>
 
</p>
<p>
Updates from AI task force
</p>
<ul>
<li>
<strong>Kathy</strong>
</li>
<li>
<strong>Darson</strong>
</li>
</ul>
</td>
<td>
<p>
Paused to discuss program definition.
</p>
<p>
Reviewing information form budget personnel.
</p>
</td>
</tr>
<tr>
<td>
<p>
Updates from PR Task Force
</p>
<ul>
<li>
<strong>Cathy</strong>
</li>
<li>
<strong>Jeff</strong>
</li>
</ul>
</td>
<td>
<p>
Goals and roles- reviewed template.
</p>
<p>
What is the best metric to general education conurbations?
</p>
<p>
How do we divide metrics for joint programs?
</p>
<p>
Glossary of terms- the team will provide an orientation to participants.
</p>
<p>
Will not limit opportunities- but keep the word limit.
</p>
<p>
4.6, meeting demands- of student enrollment.
</p>
<p>
Will review Katy Heyning’s edits and combine.
</p>
<p>
Report to the college- will discuss at the Welcome Back.
</p>
</td>
</tr>
<tr>
<td>
<p>
Communication Plan – follow up on Daily Eagle
</p>
<ul>
<li>
<strong>Alyshia</strong>
</li>
</ul>
</td>
<td>
<p>
AO- to update and add notes to AMP website.
</p>
<p>
Work with NE to update College Wide Committee pages.
</p>
</td>
</tr>
<tr>
<td>
<p>
Data update
</p>
<ul>
<li>
<strong>Rich</strong>
</li>
</ul>
</td>
<td>
<p>
Data for second majors is available.
</p>
<p>
Question about internal demand-
</p>
<p>
RD to work with budget personal RK to discuss.
</p>
<p>
Department staffing data comes from SUNY during a specific pay period.
</p>
<p>
Oddities exist because of shifting school dynamics- that is why we ask for a narrative.
</p>
</td>
</tr>
<tr>
<td>
<p>
Wrap up - Next steps
</p>
<ul>
<li>
<strong>Katy</strong>
</li>
</ul>
</td>
<td>
<p>
CR- EAB- significant cost reduction and possible changes and updates.
</p>
<p>
KH to research and report back.
</p>
<p>
No meeting next week.
</p>
<p>
Template finalization- give it to everyone in the group to work with home
</p>
<p>
department before January 21st to reflect on the data.
</p>
<p>
Meet with staff after break- to complete training.
</p>
<p>
Request that departments utilize teams to work on template as a group.
</p>
</td>
</tr>
</tbody>
</table>
<p>
 
</p>
<p>
 
</p>
<h3>
SUNY Brockport Academic Master Planning 2020-21
</h3>
<p>
During 2020-21 SUNY Brockport will undertake an Academic Master Planning process. This will include the work of two interrelated committees; the Program Review Task Force and the Academic Innovation Task Force. The work of the two task force groups will be directed by co-chairs who will also serve on AMP Guiding Committee. The AMP Guiding Committee will consist of the four task force co-chairs, associate deans of each school, the Director of the Center for Graduate Studies, Vice Provost, and the Director of Institutional Effectiveness (or designee) and the Director of Assessment. The AMP Guiding Committee will be chaired by the Provost.<br />
<br />
Each task force will consist of 6-8 faculty or staff chosen through an open call, at least one graduate student and one undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
<strong>Program Review Task Force</strong><br />
Co-Chairs: Cathy Houston-Wilson and Jeff Lashbrook<br />
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
Task Force Charge: Using updated and revised AMP Template review all undergraduate and graduate programs on campus. Using supplied data (from IE, Budget, SUNY and other sources), each department or program coordinator will respond to prompts related to:
</p>
<ol>
<li>Centrality and Consistency with College Mission and Strategic Plan
</li>
<li>Internal Demand
</li>
<li>External Demand
</li>
<li>Financial Analysis and Instructional Efficiency
</li>
<li>Quality of Inputs
</li>
<li>Productivity and Outcomes
</li>
</ol>
<p>
The task force will then review responses and using a scoring rubric, provide weighted feedback and information on each area. These data will then be shared with the AMP Guiding Committee. An interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
</p>
<p>
 
</p>
<p>
<strong>Academic Innovation Task Force</strong><br />
Co-Chairs: Darson Rhodes and Kathy Peterson<br />
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
Task Force Charge: Using trend data (local, state and national) identify areas where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new programs and work with College Senate and Dr. Eileen Daniel to streamline the proposal submission process.<br />
<br />
While the work of this task force will be ongoing and nimble, an interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
</p>
<p>
 
</p>
<p>
<strong>AMP Guiding Committee</strong><br />
Chair: Provost Heyning<br />
Membership:
</p>
<ul>
<li>Four task force co-chairs, responsible for reporting the ongoing work of each task force
</li>
<li>Associate Deans – to provide guidance on each school’s areas of distinction, reporting committee work back to the schools and respective department chairs and school structure
</li>
<li>Director of the Center for Graduate Studies – to provide guidance on graduate programming and to report back to the Graduate Council on the work of the planning
</li>
<li>Vice Provost – to provide expertise on the program planning process, SUNY and NYSED regulations
</li>
<li>Director of Institutional Effectiveness – to coordinate data needs for the project
</li>
<li>Director of Assessment – to ensure review is in alignment with and does not duplicate other campus assessment activities
</li>
</ul>
<p>
Charge: the AMP Guiding Committee will coordinate, provide guidance and expertise when needed and review task force work during the year. The goal of the AMP Guiding Committee will be to produce a coordinated five-year Academic Master Plan based on the work of the task forces.
</p>
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<h1>Academic Innovation Task Force: October 14, 2020</h1>
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Wednesday, October 14, 2020
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</h4>
<p>
<strong>Committee:</strong> Academic Innovation Task Force
</p>
<p>
<strong>Present:</strong> Darrell Deas, Eric DiLaura, Ashley Fico, Crystal Hallenbech, Kathy Peterson, Darson Rhodes, Rachel Schultz, Millie Sefranek, Joon Yong Seo
</p>
<p>
 
</p>
<h3>
Topic 1:
</h3>
<h3>
Introduction of committee members
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Welcome All
</p>
<h4>
ACTION:
</h4>
<p>
None needed.
</p>
<hr />
<p>
 
</p>
<h3>
Topic 2:
</h3>
<h3>
Task Force Change
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Members reviewed Task Force Charge:
</p>
<ul>
<li>Using trend data (local, state and National) identify area where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new program and work with College Senate and VP Daniel to streamline submission process.
</li>
</ul>
<h4>
ACTION:
</h4>
<p>
None needed.
</p>
<hr />
<p>
 
</p>
<h3>
Topic 3:
</h3>
<h3>
Scope of Work
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Members reviewed Scope of work:
</p>
<ol>
<li>Identify new and current areas for development and expansion
</li>
<li>Create process to facilitate development of proposals
</li>
<li>Provide support for proposal development
</li>
<li>Review proposals
</li>
<li>Make recommendations on proposals
</li>
<li>Make recommendations for proposal development if none are submitted for review
</li>
</ol>
<h4>
ACTION:
</h4>
<p>
None needed.
</p>
<hr />
<p>
 
</p>
<h3>
Topic 4:
</h3>
<h3>
Reporting Timeline
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Reviewed Reporting Timeline:
</p>
<ol>
<li>Interim report submitted by December 20, 2020
</li>
<li>Final report May 2021
</li>
</ol>
<h4>
ACTION:
</h4>
<p>
None needed.
</p>
<hr />
<h3>
Topic 5:
</h3>
<h3>
Meeting Schedule
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Members discussed available times. Will schedule meetings weekly but will not meet if there is no agenda.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>Meetings for every Friday at 1pm.
</li>
<li>KP will send out meeting invite through Teams
</li>
</ul>
<hr />
<h3>
Topic 6a:
</h3>
<h3>
Intial Steps
</h3>
<ol>
<li>
<strong>Identification of innovative areas</strong>
</li>
</ol>
<h4>
DISCUSSION:
</h4>
<ul>
<li>What are areas that we can gather information from?
<ul>
<li>Bureau of labor statistics
</li>
<li>Local employment needs
</li>
<li>Research on up and coming careers areas
</li>
</ul>
</li>
<li>ED stated that there is a list of high school juniors college and career interests
</li>
<li>ED stated that there are programs at community colleges – such as horticulture, that there is no major to move to at a comprehensive college.
</li>
<li>RS suggested that onetonline.org may provide good information. DR stated that this is being used in GEP 100.
</li>
<li>CH is chairing sub-committee of the JPBC Task Force that is evaluating 200 suggestions from the Educational Advisory Board (EAB) to possible reduce costs or raise revenue. This sub-committee will meet two more times. Many of the items on this list refer to academics.
</li>
<li>CH suggested that we look at those courses that the college is paying for cross-registration. Perhaps there are additional courses that we could offer to save that money.
</li>
<li>ED stated that we are dealing with a generation of students who understand that the Bachelor’s degree is not going to necessarily land them a job. Pathway programs may be very positive – law, medical, athletic training. RIT has a co-op model where students work for a company for a semester as a co-op experience and then get hired at that company.
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>DR has requested data from Institutional Research.
</li>
<li>ED will attempt to gain access to the list of HS juniors career interests
</li>
<li>New 2+2 programs may be worth investigating.
</li>
<li>Committee members to review: <a href="https://www.onetonline.org/">https://www.onetonline.org/</a>
</li>
<li>CH will share results of the EAB subcommittee of the JPBC Task Force with this committee in terms of academic innovation and/or cost savings.
</li>
<li>CH will ask Peter Dowe if the list of courses that we pay students to take at other colleges is available.
</li>
<li>All committee members, please think about new innovative ideas and bring to the next meeting.
</li>
<li>All committee members to bring any ideas of data sources that may be helpful to the next meeting.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 6b:
</h3>
<h3>
Intial Steps
</h3>
<ol start="2">
<li>
<strong>Development of proposal templates</strong>
</li>
</ol>
<h4>
<strong>DISCUSSION:</strong>
</h4>
<p>
Members reviewed two proposals:
</p>
<ol>
<li>Expand existing proposals
</li>
<li>Abbreviated new program proposals
</li>
</ol>
<p>
Many great ideas for additions to these proposals were discussed.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>KP will update these two proposals according to suggestions. Will be sent out with minutes today.<br />
Committee members to review and submit any other suggestions for additions for these forms by end of day Friday 10/16.<br />
<strong>please use track changes and send to</strong> <a href="mailto:[email protected]">[email protected]</a> by 5pm on Friday 10.16.
</li>
</ul>
<hr />
<h3>
Topic 7:
</h3>
<h3>
Order of Operations for New Program Proposals
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>Committee members reviewed the Order of Operations for New Program Proposals
<ul>
<li>Call for new program proposal ideas
</li>
<li>Submission of abbreviated idea
</li>
<li>AI Task Force review of abbreviated ideas
</li>
<li>Invitation for full proposal (possible stipend)
</li>
<li>Submission of full proposal
</li>
<li>AI Task Force review of full proposals
</li>
<li>AI Task Force recommendations and revisions
</li>
<li>Recommend to Provost for advocacy
</li>
<li>Move to Senate
</li>
</ul>
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>AI Task Force will assist in completing full senate proposals which will include the SUNY Letter of Intent.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 8:
</h3>
<h3>
Order of Operations for Expansion Program Proposals
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>Committee members reviewed Order of Operations for Expansion Program Proposals:
<ul>
<li>Call for proposals on how to expand existing programs to generate revenue
</li>
<li>Submission of expansion proposals
</li>
<li>AI Task Force review of proposals
</li>
<li>AI Task Force recommendations and revisions
</li>
<li>Recommendation to Provost for action
</li>
</ul>
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>JYS will investigate with School of Business about a spring cohort for MBA
</li>
<li>KP will investigate with Tim Henry about expanding Masters in Athletic Training
</li>
</ul>
<hr />
<h3>
Topic 9:
</h3>
<h3>
Review Expansion Proposal in Graduate School Health Program
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>Committee members reviewed the Expansion Proposal in Graduate School Health Program.
</li>
<li>The net gain of $200,000/year was discussed at the JPBC Task Force and thought to be positive.
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>DR will ask Jen Boyle to add the items we added to Expansion Proposal Form:
</li>
<li>Justification for increase enrollment:
</li>
<li>Current retention of students:
</li>
<li>Recruitment efforts:
</li>
<li>Historical Data (students turned away, waitlisted):
</li>
<li>Availability of Faculty to Hire:
</li>
<li>In addition – to add there are no future indirect costs for this program as 100% online.
</li>
<li>Will review updated proposal at next meeting.
</li>
</ul>
<p>
<strong>Next Meeting on Friday 10/23 at 1pm</strong>
</p>
</div>
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<h1>Academic Master Planning: November 2, 2020</h1>
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<h3>
Monday, November 02, 2020<br />
Virtual Meeting via Teams
</h3>
<p>
 
</p>
<table width="790">
<tbody>
<tr>
<th>
Agenda Item & Person
</th>
<th>
Notes/Action Items
</th>
</tr>
<tr>
<td>
<p>
 
</p>
<p>
Updates from each task force
</p>
<ul>
<li>
<strong>Provost Heyning</strong>
</li>
</ul>
</td>
<td>
<p>
Program Review Task Force: orientation complete.
</p>
<p>
Reviewed template. Common meeting time.
</p>
<p>
Discussion of roll out and distribution of the template at next meeting.
</p>
<p>
Suggestion- removal of the word quality- add for instance examples in the directions.
</p>
<p>
KH- to add suggestions in Teams document.
</p>
<p>
KHW- to get back to KH on timeline.
</p>
<p>
RD- Data update- 3 years v 5 years of data.
</p>
<p>
Take into account change in number of schools.
</p>
<p>
Use of metafile organization system.
</p>
<p>
Data for review uploaded to teams this week.<br />
Innovation Task Force: Proposals have been updated.
</p>
<p>
Working on rubric and scoring guide.
</p>
<p>
Meeting with budgeting to discuss tuition revenue.
</p>
<p>
KH- work with currently position request process.
</p>
<p>
DR- work on flow cart for visual.
</p>
</td>
</tr>
<tr>
<td>
<p>
Communication plan
</p>
<ul>
<li>
<strong>Provost Heyning</strong>
</li>
</ul>
</td>
<td>
AO- update and add to website and then send out Daily Eagle
</td>
</tr>
<tr>
<td>
<p>
Membership concerns
</p>
<ul>
<li>
<strong>Provost Heyning</strong>
</li>
</ul>
</td>
<td>
<p>
Possible addition to add one more SAS person to Innovation task force?
</p>
<p>
KH- to discuss with Denise Copelton.
</p>
<p>
KP- follow up with KH- email to address SAS volunteers.
</p>
</td>
</tr>
<tr>
<td>
<p>
Wrap up
</p>
<ul>
<li>
<strong>Provost Heyning</strong>
</li>
</ul>
</td>
<td>
<p>
Academic Master Plan- move AMP to just goal one.
</p>
</td>
</tr>
</tbody>
</table>
<p>
 
</p>
<h3>
Leadership Guiding Principles:
</h3>
<ol>
<li>Equity, diversity and inclusion needs to be threaded throughout all of our decision-making and actions as divisional leaders.
</li>
<li>Leading by example and setting expectations is part of our job, and in turn, the job of our sub-leaders
</li>
<li>Equity, diversity and inclusion is not something “external” that is “done” to people on campus. It is something internal- a light that guides all of us.
</li>
<li>Three are resources to assist us, but we need to do the work. It isn’t about more training nor is it the job of the CDO or HR. It is about our leading change.
</li>
<li>We need to discuss, honor, and understand that this work is a heavy lift, yet we will be stronger for doing this.
</li>
</ol>
<h4>
TO BE A GREAT COLLEGE AT WHICH TO LEARN
</h4>
<p>
<strong>Divisional Goal 1</strong><br />
“Create and maintain academic programs that foster intellectual growth and sustain student interest in a welcoming environment and utilize support services and assessment protocols to strengthen student success.”
</p>
<h4>
TO BE A COLLEGE ENGAGED WITH ITS COMMUNITY
</h4>
<p>
<strong>Division Goal 2</strong><br />
“Increase the depth and breadth of partnerships and enhance outreach to support a deeper level of engagement with the community.”
</p>
<h4>
TO BE A SUSTAINABLE INSTITUTION FOR THE 21ST CENTURY
</h4>
<p>
<strong>Division Goal 3</strong><br />
“Continue to develop and maintain high quality programs that meet student demand and maintain currency in the labor market by revisiting the academic program array question and draw from several other recent initiatives, including the academic master plan.”
</p>
<h4>
TO BE A GREAT COLLEGE AT WHICH TO WORK
</h4>
<p>
<strong>Divisional Goal 4</strong><br />
“Create a supportive work environment that helps faculty and staff attain their career goals and opportunities for intra and inter divisional interaction.”
</p>
<h3>
SUNY Brockport Academic Master Planning 2020-21
</h3>
<p>
During 2020-21 SUNY Brockport will undertake an Academic Master Planning process. This will include the work of two interrelated committees; the Program Review Task Force and the Academic Innovation Task Force. The work of the two task force groups will be directed by co-chairs who will also serve on AMP Guiding Committee. The AMP Guiding Committee will consist of the four task force co-chairs, associate deans of each school, the Director of the Center for Graduate Studies, Vice Provost, and the Director of Institutional Effectiveness (or designee) and the Director of Assessment. The AMP Guiding Committee will be chaired by the Provost.<br />
<br />
Each task force will consist of 6-8 faculty or staff chosen through an open call, at least one graduate student and one undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
<strong>Program Review Task Force</strong><br />
Co-Chairs: Cathy Houston-Wilson and Jeff Lashbrook<br />
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
Task Force Charge: Using updated and revised AMP Template review all undergraduate and graduate programs on campus. Using supplied data (from IE, Budget, SUNY and other sources), each department or program coordinator will respond to prompts related to:
</p>
<ol>
<li>Centrality and Consistency with College Mission and Strategic Plan
</li>
<li>Internal Demand
</li>
<li>External Demand
</li>
<li>Financial Analysis and Instructional Efficiency
</li>
<li>Quality of Inputs
</li>
<li>Productivity and Outcomes
</li>
</ol>
<p>
The task force will then review responses and using a scoring rubric, provide weighted feedback and information on each area. These data will then be shared with the AMP Guiding Committee. An interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
</p>
<p>
 
</p>
<p>
<strong>Academic Innovation Task Force</strong><br />
Co-Chairs: Darson Rhodes and Kathy Peterson<br />
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
Task Force Charge: Using trend data (local, state and national) identify areas where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new programs and work with College Senate and Dr. Eileen Daniel to streamline the proposal submission process.<br />
<br />
While the work of this task force will be ongoing and nimble, an interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
</p>
<p>
 
</p>
<p>
<strong>AMP Guiding Committee</strong><br />
Chair: Provost Heyning<br />
Membership:
</p>
<ul>
<li>Four task force co-chairs, responsible for reporting the ongoing work of each task force
</li>
<li>Associate Deans – to provide guidance on each school’s areas of distinction, reporting committee work back to the schools and respective department chairs and school structure
</li>
<li>Director of the Center for Graduate Studies – to provide guidance on graduate programming and to report back to the Graduate Council on the work of the planning
</li>
<li>Vice Provost – to provide expertise on the program planning process, SUNY and NYSED regulations
</li>
<li>Director of Institutional Effectiveness – to coordinate data needs for the project
</li>
<li>Director of Assessment – to ensure review is in alignment with and does not duplicate other campus assessment activities
</li>
</ul>
<p>
Charge: the AMP Guiding Committee will coordinate, provide guidance and expertise when needed and review task force work during the year. The goal of the AMP Guiding Committee will be to produce a coordinated five-year Academic Master Plan based on the work of the task forces.
</p>
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<h1>Academic Innovation Task Force: November 6, 2020</h1>
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Friday, November 06, 2020
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<strong>Committee:</strong> Academic Innovation Task Force
</p>
<p>
<strong>Present:</strong> Darrell Deas, Eric DiLaura, Ashley Fico, Crystal Hallenbech, Kathy Peterson, Darson Rhodes, Rachel Schultz, Millie Sefranek, Joon Yong Seo
</p>
<p>
 
</p>
<h3>
Topic 1:
</h3>
<h3>
Updates from last meeting’s “to do list”
</h3>
<h4>
DISCUSSION:
</h4>
<p>
KP talked with Craig Mattern about OT proposal. This was presented to College Senate, but needed more work on this. Dean Short who spearheaded this then retired and work on this halter.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>Craig Mattern is going to share this proposal with KP.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 2:
</h3>
<h3>
Review of template rubric (discussion of tuition/faculty productivity)
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Proposals for New Program and Increase Enrollment in Programs reviewed with suggestions made.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>KP will incorporate suggested edits and share with all committee members.
</li>
<li>KP will make edits to rubrics based on suggestions.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 3:
</h3>
<h3>
Review of program area priority form
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Reviewed work of this subcommittee.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>Will add SUNY data to this excel sheet.
</li>
<li>Once the work of both sub-committees are complete, we will put together rubrics and insure that there is not any overlap.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 4:
</h3>
<h3>
Update from AMP
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Provost has an aggressive time line, but at this time, there will be no new hires.<br />
<br />
We have discussed that we need a very clear process with a flowchart of how our committee, asking for lines, and hiring all flow together.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>The order of operations needs to be clarified by the AMP.
</li>
</ul>
<hr />
<h3>
Topic 5:
</h3>
<h3>
Next steps
</h3>
<h4>
DISCUSSION:
</h4>
<p>
Waiting for clarification of the order of operations and how we are to determine productivity
</p>
<h4>
ACTION:
</h4>
<ul>
<li>At this time we are at a pause. In the meantime, we will do the following.
<ul>
<li>Dig into SUNY data.
</li>
<li>KP and DR will talk with provost about how to measure value and order of operations.
</li>
<li>KP will edits proposals per suggestions and send to committee members with minutes.
</li>
</ul>
</li>
</ul>
<p>
<strong>Next Meeting on Friday 11/13 at 1pm</strong>
</p>
</div>
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<h1>Program Review Task Force: November 17, 2020</h1>
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<h2>
Academic Master Plan – Task Force
</h2>
<h3>
Minutes November 17, 2020
</h3>
<p>
<strong>Present:</strong> Paula Barbel, Patty Follansbee, Cathy Houston-Wilson, Jeff Lashbrook, Eric Monier, Paul Moyer, Pam Neely, Kathleen Phillips, Jennifer Ramsay, Jacqueline Slifkin, Chris Wilkens
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<ol>
<li>Recording Secretary – Dr. Paula Barbel
</li>
<li>Acceptance of minutes of 11.9.20- Minutes approved.
</li>
<li>Review updated Template from the Provost- changes were in item # 4
<ol>
<li>Heading changed to Program
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<li>Other language changed, sentences shortened and more succinct.
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</ol>
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<li>Discuss other recommendations and questions: Discussion and actions
<ol>
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<p>
2.2 Does your program contribute to the College’s General Education program and/or provide Service Courses for other programs? If so, how many of your courses are General Education and/or Service Courses? <strong>This item was brought to the Steering Committee for further discussion</strong>. – Shared with head of Institutional research. We believe IR can provide additional metrics. We need to deliberate more on what better represents what we are looking for. We do not agree that total number of courses should be the only measure. We would prefer the addition of student credit hours, # of sections, FTE’s, other programs that the course(s) support
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<p>
2.3 - How do you expect internal demand to change in the near future, and what are the factors that support your prediction? <strong>It is really a best guess, is it going to get better or worse based the market</strong>. Demand fluctuates based on market demand.
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<li>
<p>
Table 3.1: Trend data in Admissions by Major. Where is this data coming from? <strong>Data will be provided by Institutional Effectiveness</strong> – may not be reflective of all programs <strong>Correct, but can be discussed in the narrative</strong>.
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</li>
<li>
<p>
3.2 If applicable, who do you consider your main competitor peer institutions and why? - Why is this important? You mean other SUNY schools? – <strong>it can help make the case for things you need to do to attract students to your program so they come here instead of there</strong> <strong>– it can be both SUNY and privates if applicable</strong> What would set the program apart. Suggested language change to state “academic programs external to the institution”.
</p>
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<p>
Could there be an area where a program can put in things like High Impact practices and engaged students learning activities? <strong>Yes in 4.3</strong> – Jeff will add additional boxes- to be developed. Strengthen the wording re: alignment to the mission. Add prompts related to the question on the Strategic Plan. Add to # 2
</p>
</li>
<li>
<p>
4.2 Please summarize evidence of faculty recognition within the past 3 years. Data can come from Activity Insight. Additional information can be uploaded into Appendix A as appropriate. Is this about awards? <strong>Yes, or other forms of recognition</strong>
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<p>
Where does this come from? And again what if we are a program that is not taught in High School? Then there might not be much data. – <strong>This data will come from IR and any peculiarities can be discussed in the narrative</strong>
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</li>
<li>
<p>
4.6 was updated (Resources and Staffing)- Think about revising the question- make it more directive. Discuss faculty and adjuncts’ ability to meet the demands of the program and the college.
</p>
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<li>
<p>
5.2 Please comment on additional indicators of student success outcomes over the past 3 years (e.g., certifications, test past rates). Grad school acceptance, jobs? <strong>Yes, if you have that data</strong>
</p>
</li>
<li>
<p>
5.5 How does the program meet the needs of the local and broader community? In what way? <strong>Does your program graduates fill any kind of void or what effect does a degree in x have on y</strong>.
</p>
</li>
<li>
<p>
<strong>Add prompts to think about how they think about contributing to the Strategic Plan in 1.1</strong>
</p>
</li>
<li>
<p>
How long ago did the new strategic plan kick in?
</p>
</li>
</ol>
</li>
<li>
<p>
Discuss terms that should be included in the Glossary – Distribute who will be responsible for generating the definitions of these terms
</p>
</li>
<li>
<p>
Come to consensus on how many years of data we should expect people to review – 3, 4, 5? <strong>Committee agrees to go with 5 years of data</strong>
</p>
</li>
<li>
<p>
Discuss word limits – should we have a standard no more than 200 words or just leave open ended?– <strong>word limits were identified to help people just hone in on just the answer to keep it simple and brief – common guideline – figures and tables do not count in the word count – give guidance – answer as succinctly as possible but no more than 250 words</strong>
</p>
</li>
<li>
<p>
Discuss the rationale for all programs to be reviewed simultaneously
</p>
<ol>
<li>
<strong>This is all about resource allocation – you have to have the full picture of who is doing what to make informed decisions – this is not PPR and cannot be done in cycle</strong>
</li>
<li>
<strong>Completing the report can be divided up among members of the program</strong>
</li>
<li>
<strong>. There are no resources for course release</strong>
</li>
<li>
<strong>Members of the Steering Committee will do a second pilot before it gets rolled out to the entire campus – we can provide additional feedback on effective strategies to complete it</strong>
</li>
</ol>
</li>
<li>
<p>
Discussed creating orientation information to persons completing the forms. <strong>Need to provide continuity to those who come after us</strong>
</p>
</li>
<li>
<p>
For next meeting – Review final report from 2016 and report from the pilot 2016 in the Teams folder for background information and discussion
</p>
</li>
</ol>
<p>
 
</p>
<p>
Adjourn
</p>
<p>
Next meeting – December 1, 2020 – Recording Secretary will be Dr. Patti Follensbee
</p>
<p>
Respectfully submitted by Paula Barbel
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<h1>Academic Innovation Task Force: November 20, 2020</h1>
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<h3>
Friday, November 06, 2020
</h3>
<h4>
MEETING START TIME: 1PM<br />
MEETING END TIME: 2PM
</h4>
<p>
<strong>Committee:</strong> Academic Innovation Task Force
</p>
<p>
<strong>Present:</strong> Darrell Deas, Eric DiLaura, Ashley Fico, Crystal Hallenbech, Kathy Peterson, Darson Rhodes, Rachel Schultz, Millie Sefranek, Joon Yong Seo
</p>
<p>
 
</p>
<h3>
Topic 1:
</h3>
<h3>
Update on expansion and new program template
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>Reviewed revised proposals. They are now one page proposals that will accompany an excel spreadsheet.<br />
Committee members reviewed updated forms and new excel spreadsheet that has been created by CH.<br />
This new form will produce more of a productivity data. CH reviewed this form. Departments will need to complete this form with each proposal.
</li>
<li>RS tried out this form and provided feedback.
</li>
<li>KP asked CH to add % of overheads for summer and winter tuition dollars to provide a clearer picture of the money that would actually come to the college after overheads.
</li>
<li>JYS asked if we could add additional years to excel spreadsheet to projected enrollment.
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>To add comment box to excel spreadsheet to show any adjustments to faculty numbers from year to year.
</li>
<li>CH will made edits as needed and share again.
</li>
<li>CH will try to make links live.
</li>
<li>Jen Boyle will trial these forms with her proposal – we can then make additional changes and continue working on rubrics.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 2:
</h3>
<h3>
OT – F/U from last meeting
</h3>
<h4>
DISCUSSION:
</h4>
<p>
KP has business plan that was developed by Craig Mattern and his wife as the request of Past Dean Frank Short. A road block at that time was the needed OT lab. Lathrop Hall could possibly be used for the OT lab during evenings and weekends that it is not in use. This has been identified as a high needs area.
</p>
<h4>
ACTION:
</h4>
<ul>
<li>KP has discussed this with Dean Hernandez who will do some investigation.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 3:
</h3>
<h3>
Productivity measure
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>What we do not have is what is good productivity – we will need to discuss this as a group.
</li>
<li>The productivity may drop by adding a program, but may be higher than in other departments.
</li>
<li>Need to decide what would be applicable to imbed into the Excel spreadsheet related to productivity.
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>KP will trial this productivity with nursing over break as she rewrite proposal for MSed.
</li>
<li>RS will take lead for productivity measure.
</li>
</ul>
<hr />
<p>
 
</p>
<h3>
Topic 4:
</h3>
<h3>
Priority areas
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>Additional data has been loaded into the data file in teams.
</li>
<li>ED has additional data coming in from IR.
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>RD will load additional data from IR into teams when he receives it.
</li>
</ul>
<hr />
<h3>
Topic 5:
</h3>
<h3>
Next steps
</h3>
<h4>
DISCUSSION:
</h4>
<ul>
<li>What might be applicable to imbed in Excel spreadsheet?
</li>
<li>Weighting of priority weighting.
</li>
<li>Prioirty group take all pieces and put together in the exvel
</li>
</ul>
<h4>
ACTION:
</h4>
<ul>
<li>DR will reach out to her productivity subgroup.
</li>
<li>Rubrics subgroup will wait until after revised proposals are trialed.
</li>
<li>AMP will be giving a report to JPBC on 12/10. DR and KP will report our work.
</li>
<li>KP and DR will forward proposal forms to Jen Boyle when ready to trial.<br />
<br />
</li>
</ul>
<p>
<strong>Next Meeting on Friday 12/04 at 1pm</strong>
</p>
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<h1>Academic Master Planning: November 9, 2020</h1>
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<h3>
Monday, November 09, 2020<br />
Virtual Meeting via Teams
</h3>
<p>
 
</p>
<table width="790">
<tbody>
<tr>
<th>
Agenda Item & Person
</th>
<th>
Notes/Action Items
</th>
</tr>
<tr>
<td>
<p>
 
</p>
<p>
Updates from AI task force
</p>
<ul>
<li>
<strong>Kathy</strong>
</li>
<li>
<strong>Darson</strong>
</li>
</ul>
</td>
<td>
<p>
Meeting in small groups- working on “value” of submission.
</p>
<p>
Prioritizing program areas and looking at Bureau of Labor statistics.
</p>
<p>
Looking at efficiency vs. revenue.
</p>
<p>
Met with budget officials to discuss tuition dollars.
</p>
<p>
Next meeting on the 16th of November.
</p>
<p>
AO to set up meeting with this team this week.
</p>
</td>
</tr>
<tr>
<td>
<p>
Updates from PR Task Force
</p>
<ul>
<li>
<strong>Cathy</strong>
</li>
<li>
<strong>Jeff</strong>
</li>
</ul>
</td>
<td>
<p>
Meet tomorrow- update with President feedback.
</p>
<p>
KH to update- keep working on it.
</p>
<p>
AO- Set up meeting with this group as needed.
</p>
<p>
Working to finalizing the template.
</p>
</td>
</tr>
<tr>
<td>
<p>
Communication Plan – follow up on Daily Eagle
</p>
<ul>
<li>
<strong>Alyshia</strong>
</li>
</ul>
</td>
<td>
<p>
Add minutes?
</p>
<p>
Sub-committee minutes?
</p>
<p>
Sub-committees post minutes in Teams for AO to pull and post online.
</p>
</td>
</tr>
<tr>
<td>
<p>
Data update
</p>
<ul>
<li>
<strong>Rich</strong>
</li>
</ul>
</td>
<td>
<p>
Program Review Task Force- how do we share all data per program?
</p>
<p>
Once the template is finished, pick programs to do first.
</p>
<p>
AO- how do we get data into the template- how will it look?
</p>
<p>
MH- pulling data may be difficult- possibly pull in KG, AO, ED to do this work.
</p>
</td>
</tr>
<tr>
<td>
<p>
Wrap up - Next steps
</p>
<ul>
<li>
<strong>Katy</strong>
</li>
</ul>
</td>
<td>
<p>
KH- Contact Lorraine Acker for student for Innovation group.
</p>
<p>
MH- to reach out for graduate student for the Innovation Committee.
</p>
<p>
This week- look to see if we share data with sub-committees.
</p>
<p>
Become familiar with the data.
</p>
<p>
LH- follow up in chat with questions about data- faculty head count.
</p>
<p>
Important to do this work well- and correctly.<br />
KH- informing President and College Senate. Team- continue to message.
</p>
</td>
</tr>
</tbody>
</table>
<p>
 
</p>
<p>
 
</p>
<h3>
SUNY Brockport Academic Master Planning 2020-21
</h3>
<p>
During 2020-21 SUNY Brockport will undertake an Academic Master Planning process. This will include the work of two interrelated committees; the Program Review Task Force and the Academic Innovation Task Force. The work of the two task force groups will be directed by co-chairs who will also serve on AMP Guiding Committee. The AMP Guiding Committee will consist of the four task force co-chairs, associate deans of each school, the Director of the Center for Graduate Studies, Vice Provost, and the Director of Institutional Effectiveness (or designee) and the Director of Assessment. The AMP Guiding Committee will be chaired by the Provost.<br />
<br />
Each task force will consist of 6-8 faculty or staff chosen through an open call, at least one graduate student and one undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
<strong>Program Review Task Force</strong><br />
Co-Chairs: Cathy Houston-Wilson and Jeff Lashbrook<br />
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
Task Force Charge: Using updated and revised AMP Template review all undergraduate and graduate programs on campus. Using supplied data (from IE, Budget, SUNY and other sources), each department or program coordinator will respond to prompts related to:
</p>
<ol>
<li>Centrality and Consistency with College Mission and Strategic Plan
</li>
<li>Internal Demand
</li>
<li>External Demand
</li>
<li>Financial Analysis and Instructional Efficiency
</li>
<li>Quality of Inputs
</li>
<li>Productivity and Outcomes
</li>
</ol>
<p>
The task force will then review responses and using a scoring rubric, provide weighted feedback and information on each area. These data will then be shared with the AMP Guiding Committee. An interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
</p>
<p>
 
</p>
<p>
<strong>Academic Innovation Task Force</strong><br />
Co-Chairs: Darson Rhodes and Kathy Peterson<br />
6-8 faculty or staff, graduate student, undergraduate student. Members will be chosen to ensure balance, diversity and shared governance representation.
</p>
<p>
 
</p>
<p>
Task Force Charge: Using trend data (local, state and national) identify areas where SUNY Brockport could create new or expand existing programs at both the undergraduate and graduate level with an emphasis on high-impact enrollment and revenue generation. The task force shall also track and report progress on new programs as they are developed, act as a resource to departments on the creation of new programs and work with College Senate and Dr. Eileen Daniel to streamline the proposal submission process.<br />
<br />
While the work of this task force will be ongoing and nimble, an interim report on task force progress will be submitted in December with a final report due to the AMP Guiding Committee in May, 2021.
</p>
<p>
 
</p>
<p>
<strong>AMP Guiding Committee</strong><br />
Chair: Provost Heyning<br />
Membership:
</p>
<ul>
<li>Four task force co-chairs, responsible for reporting the ongoing work of each task force
</li>
<li>Associate Deans – to provide guidance on each school’s areas of distinction, reporting committee work back to the schools and respective department chairs and school structure
</li>
<li>Director of the Center for Graduate Studies – to provide guidance on graduate programming and to report back to the Graduate Council on the work of the planning
</li>
<li>Vice Provost – to provide expertise on the program planning process, SUNY and NYSED regulations
</li>
<li>Director of Institutional Effectiveness – to coordinate data needs for the project
</li>
<li>Director of Assessment – to ensure review is in alignment with and does not duplicate other campus assessment activities
</li>
</ul>
<p>
Charge: the AMP Guiding Committee will coordinate, provide guidance and expertise when needed and review task force work during the year. The goal of the AMP Guiding Committee will be to produce a coordinated five-year Academic Master Plan based on the work of the task forces.
</p>
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<h1>Academic Master Planning: October 26, 2020</h1>
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<h3>
Monday, October 26, 2020
</h3>
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<tbody>
<tr>
<th>
Agenda Item & Person
</th>
<th>
Notes/Action Items
</th>
</tr>
<tr>
<td>
<p>
 
</p>
<p>
Updates
</p>
<ul>
<li>
<strong>Katy</strong>
</li>
</ul>
</td>
<td>
<p>
Updates – see Geneseo’s template<br />
Academic Priority Program- team- take a look and understand the plan. (Posted in teams)
</p>
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<tr>
<td>
<p>
Template update
</p>
<ul>
<li>
<strong>Jeff & Cathy</strong>
</li>
</ul>
</td>
<td>
<p>
Katy Heyning to share with President this week.<br />
Jeff and Cathy- please list in order what programs will be addressed.
</p>
<p>
Jeff see if you have past excel and send to Richard to use.<br />
Who is responsible for data collection?
</p>
</td>
</tr>
<tr>
<td>
<p>
Populating Data
</p>
<ul>
<li>
<strong>Katy & Rich</strong>
</li>
</ul>
</td>
<td>
<p>
Tabled- to be discussed later with Richard.
</p>
</td>
</tr>
<tr>
<td>
<p>
Innovation proposals & templates
</p>
<ul>
<li>
<strong>Kathy & Darson</strong>
</li>
</ul>
</td>
<td>
<p>
Chair of Public Health and Education- increase of revenue 224K.
</p>
<p>
Approved by the Innovation committee.<br />
Tabled- team, take time to think about the process- what is our role?
</p>
<p>
Take a look at the new proposals- that are posted.
</p>
</td>
</tr>
<tr>
<td>
<p>
Next steps
</p>
<ul>
<li>
<strong>All</strong>
</li>
</ul>
</td>
<td>
<p>
Team look at posted documents.<br />
KH- will go through template one more time and address with the President this week.
</p>
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<h1>Update: Jalil Muntaqim Event</h1>
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<p tabindex="-1">Dear Brockport Community:</p>
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<p tabindex="-1">The safety and security of our community is always our top priority. To help mitigate any potential security concerns around the Jalil Muntaqim event, we are engaging with key partners to build a plan that prioritizes the safety of our students, faculty, staff and campus guests.</p>
<p tabindex="-1">With that goal in mind, we have decided to move this event to a virtual format. Details for the virtual program will be shared when they are finalized.</p>
<p tabindex="-1">This event has elicited strong feedback, divergent opinions, and has already spurred protests. We are grateful for the various agencies and partners who will be supporting the safety of our campus during the upcoming days and weeks.</p>
<p tabindex="-1">We urge students, faculty, and staff to engage in meaningful conversations about this situation.</p>
<p tabindex="-1">I appreciate your continued commitment to critical conversations and respectful dialogue.</p>
<p tabindex="-1"> </p>
<p tabindex="-1">Sincerely,</p>
<p tabindex="-1">President Macpherson</p>
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<h1>Update on Jalil Muntaqim Event</h1>
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<p tabindex="-1">Brockport Community:</p>
<p tabindex="-1">Over the last several days, we have received new information regarding a Promoting Excellence in Diversity Grant awarded to allow one of our faculty members to bring Jalil Muntaqim to campus.</p>
<p tabindex="-1">As a result, the committee has rescinded the grant and no funding will be used to pay the speaker. We are not, however, cancelling the event. Academic freedom allows our faculty to invite guests of their choosing to campus to address our students.</p>
<p tabindex="-1">Effective immediately, we will be pausing the PED grant program while a thorough review and revision of the grant application process can take place.</p>
<p tabindex="-1">Sincerely,</p>
<p tabindex="-1">Damita Davis<br tabindex="-1" />Chief Diversity Officer</p>
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