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Building Academic Excellence: The Academic Affairs Annual Report, 2005-2006 - PDF version (pdf, 77k) While the Facilities Division at SUNY Oswego is constructing usable and inspiring new physical spaces to reflect our aspirations as a College, the Academic Affairs Division is building strong and inspiring learning experiences to empower our students, our colleagues, and our communities to fulfill their aspirations. To that end, Academic Affairs this year increased opportunities for students to integrate and synthesize their learning, to apply their knowledge to real situations, and to be involved in advanced scholarly and creative activities. We created new programs and introduced new content to prepare students for the fast-changing technological, multicultural, and international communities in which they will live. We laid the foundations for improving our students’ retention and success. We hired exceptional new faculty and staff to join others on campus committed to excellent teaching, on-going scholarly and creative work, and active engagement with their communities. We contributed to the progress of facilities planning and expanded our partnerships beyond the campus. Overall, it was a very productive year. The following report is organized into six sections to represent the breadth of our undertakings in regard to: Strengthening an Oswego Education; Program Initiatives and Quality Commitments; Promoting Students’ Persistence and Success; Sustaining a Strong Faculty and Professional Staff; Helping Create New Learning Facilities; and Expanding Collaborations and Partnerships. It highlights division-wide accomplishments and focuses on the ways in which we mutually addressed division goals. (endnote 1) It is both a report of our accomplishments and an indication of our future.
Five initiatives underway are strengthening the academic experiences we offer students at SUNY Oswego. First, we are creating opportunities for students to make connections between fields of knowledge they study, to use the skills developed in one area to complete tasks in another, and to become intentional about their own process of learning. We are also giving them opportunities to apply their learning to a variety of practical situations. In addition, we are encouraging them to become independent and creative thinkers through advanced scholarly and creative work. Further, we have begun to identify ways of helping them manage and evaluate the explosion of information resulting from new technologies. And, finally, we are pushing to expand opportunities for students to develop cultural understanding and skills. The first section of this report deals with our progress in these areas. I. A. Integration An Oswego education gives students many opportunities to integrate their learning across fields of knowledge.(endnote 2) The Catalyst research project has encouraged us to emphasize integrative assignments for students beginning in the First Choice courses and extending to other parts of the curriculum. New assignments in several of the First Choice courses this year required students to choose and shape their own research topics, to reflect on the integrative process of discovering new knowledge, and to present their work publicly. New and redesigned undergraduate courses at introductory and advanced levels in Biological Sciences-Chemistry, Graphic Arts-Journalism-Communications, Physics, and Journalism promoted interdisciplinary thinking and integrative applications, as does the new combined undergraduate and graduate degree program, BA Psych-MA HCI. Having many interdisciplinary programs is a distinctive characteristic of Oswego. Their integrative approaches are increasingly part of traditional disciplines as well. Other integrative learning activities include the use of ORI readings in classes across campus, the Intellectual Issues requirement, the practical applications of internships and service learning, and various capstone activities. The launch of five Living-Learning Communities on campus also increased integrative learning opportunities for students this year. Beyond the classroom a distinctive and integrative aspect of an Oswego education is the arts-across-the-curriculum programming. This year ARTSwego launched a new initiative with an Arts and Psychology series of programs, including: a talk by Oliver Sacks, which drew a crowd of 700; a workshop by Paolo Knill on expressive art therapy; a program by documentary filmmaker Robert Perkins; and a presentation by Norman Holland, a scholar of literature and psychology. This series will continue next year under the theme Arts and Technology. In addition, for next year ARTSwego is coordinating the efforts of Theatre, Music, and Art to create a “Sqwonk Opera” entitled “Lost in a Viral Paradise.” Overall 44 programs received support from ARTSwego this year. Certainly, ARTSwego is helping SUNY Oswego to become a national model for the integration of the arts into the life of the campus and community. A rich array of speakers and other activities this year integrated curricular, co-curricular, and extra-curricular activities for students and faculty members. An art exhibit by autistic artists complemented the ORI reading. Elizabeth Moon, author of our ORI book, drew 1400 students, faculty and staff. The public lecture by Martha Nussbaum was preceded by semester-long reading groups of faculty and of students. The extensive and varied “Science Today” lectures held throughout the year attracted a large number of students and faculty members. Earth Sciences initiated weekly shows in the Planetarium in Piez. Four main stage theatre performances attracted 5299 people. Tyler Art Gallery hosed 11 exhibitions, and the department of Music offered 35 concerts and recitals and collaborated with ARTSwego on 6 Ke-nekt chamber series programs. Many of the visitors to campus for ARTSwego programs interacted with students in classes, and alumni speakers in Business enhanced classwork. Other outstanding events further enriched the campus culture. The first Louis A. Borrelli Jr., Media Summit, entitled “Why Don’t We Trust the Media?” was a great success. A lecture on Japanese art by Ellen Conant accompanied an art exhibit on Japanese painting. The English Department sponsored Mark Hosler/Negativeland. Susan Connors of the National Tourette Association gave a talk and presented a CD and DVD on Tourette syndrome to 200 faculty and students. Robert Spitzer, Cortland, spoke on the Bush Presidency as a keynote for Quest. Women’s History Month included author Dora Abel talking on Abu Ghraib. The Library hosted an exhibit and speaker on Intellectual Freedom in New York. The preparation for the Educational Planning Center in Swetman is an exciting collaboration of Academic Affairs and Student Affairs to help students integrate and manage various aspects of their education.(endnote 3) With regular meetings, collaborative readings and discussions, and conference attendance, the group composed of members from Experienced Based Education and Service Learning, Career Services, Student Advisement, First Year Programs, and Transfer Programs is building a model for an integrated approach to student learning and support. Professional development activities and other discussions on campus also focused on ways of promoting integrative thinking. The first Oswego Symposium on Learning and Teaching addressed the topic and included poster sessions by departments sharing ideas about integrative learning. The Catalyst group leaders made presentations to various groups throughout the year. The College Hour, approved by FA this year, will certainly contribute integrative educational opportunities in years ahead. I. B. Application Opportunities for students to apply their learning abound. Internships and Service Learning for our students continue to expand through the efforts of Experienced Based Education and academic departments. Three-hundred-twenty new positions were added to the EBE database since last June. This year 1020 students participated in EBE internships, career awareness, and service learning placements, an increase of 15% in this type of activity over last year. Beyond EBE placements, departments report offering an additional 225 internships and 363 service learning opportunities. The chart that follows shows a comparison of participation in EBE career awareness (CA), EBE undergraduate internships (Irn), EBE service learning (SL), EBE international internships (I Irn), EBE graduate internships (G Irn), other department internships (O Irn ’06 only), and other department service learning (O SL ’06 only).
An increasingly important characteristic of an Oswego education is the opportunity for students and their faculty mentors to be engaged in advanced scholarly or creative work.(endnote 4) Beginning with the development of a strategic plan last year, we have been working to promote, support, and expand faculty and student scholarly and creative activities. A most important initiative this year was the recruitment of a new Director of Research and Development, Jack Gelfand, who will assume his position August 1. He will help faculty members to secure external funding for their research and is expected to help increase student and faculty activities overall. Joining the efforts, departments and faculty members encouraged more scholarly and creative activities by students through courses and research projects. Arts and Sciences used donated funds to support new summer research stipends in biology, chemistry, and across the college. Faculty members in chemistry and biology received the prestigious AAS-Merck grant and a NSF grant to support student research. New equipment and facilities support student research in forensics, archeology, low temperature physics, and statistics. New faculty members have built strong experiences for student scholarly and creative activity in astronomy, psychology and theatre. Education departments have also encouraged student participation. Among their activities, Technology sponsored 40 undergraduate students to make presentations at two national conferences. Sixteen Counseling and Student Personnel students presented with faculty at the NYS Association for School Psychologists, five presented at the NASP conference, and fifteen gave talks at Quest. Business sponsored student participation at conferences on fraud prevention and accounting. The chart that follows summarizes the scholarly and creative activities of our students by comparing ’05 and ’06 participation in Quest, SCAC awards, Faculty-Student Collaboration awards, professional presentations/performances/shows off campus, and publications in professional journals. In terms of Quest, Arts and Sciences departments sponsored 169 students, Education sponsored 90, and Business sponsored 7. This chart and Appendix A show that many students were encouraged to make presentations, perform, and publish their work at professional venues beyond the campus. (See Appendix A.) We expect these activities to continue to grow.
Students’ scholarly and creative activities were supported in a variety of ways. We had the largest number of student SCAC awards ever: forty-seven students working on 43 projects used $30,000 in small grants. Deans, departments, and the Provost’s Office all have contributed to some of the students’ travel expenses. For example, twenty-seven students received support this year from the Provost’s Office to travel to make presentations at professional conferences. I. D. Evaluation Academic Affairs units have begun to develop a more systematic approach to teaching the skills of information literacy, management, and evaluation.(endnote 5) Library faculty members have played an active role in the effort to identify appropriate learning outcomes in information literacy from introductory to advanced levels. The director met with A&S chairs and some departments to plan the inclusion of information literacy into their academic programs. The General Education Committee proposed baseline computer and information literacy skills and expanded requirements to include advanced skills for all majors. Computer Science developed and will administer in Fall 2006 an exemption exam and workshop for Computer and Information Literacy requirements in General Education. Some Winter and Spring Breakout workshops sponsored by CELT dealt with technology and information literacy. However, these activities are only the first steps to addressing this learning initiative campus-wide. We will need to continue these activities next year. It is important to note that we continue to add technology-based activities for significant skill development on the part of students. Students are gaining experience in using information technology for research or study in many courses. In Chemistry, Biology, and Technology students were using personal response systems for more active learning in classes. Communications students used an on-line text for one course. VTP faculty members are developing DVDs for students with different learning abilities. This spring the School of Business launched their laptop requirement, and in the fall all accounting and finance courses will require the use of laptops. A Hybrid Pilot Oversight Committee is providing management and evaluation of the student and faculty experiences in 7 courses (5 faculty, 10 sections) taught as hybrids. The pilot will continue with the addition of other faculty and additional courses this summer and fall. Experienced Base Education, the Registrar’s Office, and others units encourage the use of on-line databases and resources for conducting business. I. E. Cultural Understanding This year also brought an expansion of curricular, programmatic, and co-curricular attention to multicultural and global understanding.(endnote 6) To strengthen students’ understanding of diversity in their communities, we have introduced two Living-Learning Communities: “Urban Life, Urban Schools” and “Global Affairs”. The Native American Studies minor has been revised and enrollments are growing. Curricular revisions are underway with a new director of African/ African-American Studies appointed to begin in the fall. The Field Placement Office in Education has expanded opportunities for our students in urban/high needs settings. Over 20 students, for example, enrolled in a Winter Session practicum in New York City classrooms. Other teaching candidates are involved in the Onondaga Nation School. The Library added over 300 volumes related to multiculturalism and sponsored a show on Cuban art and another for Black History Month. And, thirty-four faculty and staff members met with the Provost in March for a CELT discussion on the topic “Discussing Diversity: A conversation on preparing students to live in multicultural and global communities.” We will want to continue the discussion of learning outcomes next year.
We also encouraged attention to cultural understanding by increasing the international presence on campus. Some examples would include the special opportunity to learn about the Muslim world by hosting the Fulbright scholar, Dr. Irfan Habib, and the ARTSwego’s collaboration with ALANA to present the Lili Cai Chinese Dancers, among other programs highlighting performers from around the world. A Turkish professor was a scholar-in- residence in the School of Business last summer. This year we enrolled 92 international degree-seeking students and 17 exchange students. The Office of International Education Programs (OIEP) has proposed an approach to further improve and expand international student recruitment. OIEP and Continuing Ed have undertaken some new recruitment practices. The chart below shows our progress in previous years and reflects the impact of changes in immigration requirements.
There were other interesting projects this year relative to expanding students’ cultural understanding. For example, Jessica Hester’s Honors class undertook a fundraiser to benefit the BOCES Migrant Education Program by an event that included a Mexican Wedding. Students in various Education programs are placed in practicum and student teaching sites to expand their understanding of poverty and cultural diversity. Continuing Education invited international students to a reception with international faculty participating in the World Community group. And, a new scholarship for Hart Hall students will support study abroad. II. Program Initiatives and Quality Commitments Programs at SUNY Oswego continue to be developed and revised in anticipation of the changing interests of students and the needs of the community and region.(endnote 7) Our engineering initiative is underway. Consultants came to campus in January to meet with faculty and administrators. A Faculty Discussion Group, composed of faculty from the sciences and other programs in education, business, humanities, and arts, met with the Provost several times to discuss engineering opportunities on the campus. Computer Science sent a Program Announcement for Software Engineering to SUNY; the program itself will be submitted in the fall. Discussions on Computer and Electrical Engineering will resume in the fall. New programs submitted to SUNY this year included: Cinema and Screen Studies, Creative Writing, and Early Childhood Joint Programs. Seven majors were also revised. A Creative Arts Therapy minor was approved and eight minors were revised. At the graduate level the BA Psych-MA HCI and a Play Therapy Certificate Program were approved. As new programs develop, we see an increasing emphasis on interdisciplinary and applied learning and collaborative program development. A New Program Announcement has been submitted for Information Technology and a Risk Management program announcement will be submitted to FA in the fall. Other new programs are being discussed in gerontology, applied linguistics, trauma studies, literacy coaching, information analysis, global decision-making and global management. New graduate programs under review or discussion include MATs in Math and English, additional BA-MA programs, professional masters programs and others. III. Promoting Students’ Persistence and Success Departments across campus have discussed and will be implementing new strategies for improving early student success at SUNY Oswego.(endnote 8) Useful data from Institutional Research and other studies helped promote serious discussions in departments on retention this year. Arts and Sciences departments proposed a variety of strategies based on their fields and current retention approaches. Among them, the sciences are looking at a freshman project-based seminar program, centralized advisement, a residence hall floor assignments, and testing for placement. Other departments in Arts and Sciences are exploring strategies to reach out to students more proactively through advisement, convocations, events, receptions, t-shirts, postcards, and preceptor courses. Others suggested better feedback on progress, midterm grades, and greater use of technology for communication. The School of Education programs have also proposed a variety of new strategies. For distance students, there are new events for face-to-face contact and evening office hours. Strategies proposed or being implemented in other programs include open lab sessions, emphasis on student clubs, more interactions between faculty and students, more electronic resources, and more focus on career development issues. The School of Business has adopted a team approach to advising so that one faculty member advises the same students for all four years; this team approach seems to have created greater satisfaction with advisement. Provost’s Council continues to discuss retention strategies, to look at additional data related to retention, and to plan ways to help implement additional retention projects in the year ahead. Other units have contributed to this focus on student success as well. Living-Learning Communities and the Small Class Initiative seem to be having some impact. In addition, First Year Programs is using a new software package to communicate with different student populations and another to help students assess their strengths. Continuing Education has been monitoring its efforts with non-traditional students and others they serve. Penfield Library is working to make itself more interesting and inviting to students, has launched a blog, and has re-vitalized one-on-one reference appointments. OLS is offering tutoring to all students and has improved EDU 104 and other retention practices; they have also worked on better tracking services to improve interventions for their students. In regard to recruitment and retention efforts for students of color, the School of Education Diversity Committee is helping to implement some best practices. They are working to attract more students of color through collaboration with schools in Syracuse. They have brought younger students to campus. McNair, CSTEP and OLS programs also promote the achievement of underrepresented students. The Disabilities Services Advisory Board sponsored several activities to bring students’ disability issues to the attention of the campus community. Efforts to encourage students to consider graduate education expanded somewhat this year in comparison to last.(endnote 9) It is interesting to note that the most recent survey of our graduates shows that 19 percent are in graduate school. While this is a good percentage, we need to expand these activities because one way to get students to persist in their studies is to help them to understand possibilities for their future. To this end, History, Theatre, and Curriculum & Instruction sponsored specific programs on assessing career goals, including graduate study. Pre-med students shadowed physicians. EBE offered “Career Awareness,” a course in which students meet graduate students from Syracuse U and complete a mock application for graduate study. Business collaborated with OLS to offer a GMAT preparation course. Finally, Graduate Studies in collaboration with McNair and Honors is planning a “Graduate School Week” for October 30-November 3, 2006, which will help expand the consideration of graduate studies to all students in the College. Even as we are working on measures to improve students’ persistence in their studies from freshman year to graduation, it is worth noting that many of our students not only persist but also do exceptionally well. Many of those are recognized in our Honors Convocation in the spring. Others are recognized by off-campus groups for their success. For example, eight of our students will be recognized in Who’s Who Among Students in American Universities and Colleges. Seven others were honored with Chancellor’s Awards for Student Excellence. Appendix B contains the list of those students who received awards from off-campus groups.
We made serious efforts this year to improve our hiring practices in order to attract more diverse pools of candidates.(endnote 10) Early in the semester the Provost’s Office sponsored a teleconference attended by approximately 60 faculty and staff entitled “Best Practices in Recruiting and Retaining Diverse Faculty.” Job ads were revised to include statements relevant to our commitments to expand attention to multicultural and global issues in curricular and co-curricular areas. Of 18 new tenure-track hires, 2 are persons of color, 4 are international in background, and 8 are women. In terms of the 4 new staff positions, we hired 2 women but no persons of color or international background. In addition, this year Graduate Studies improved recruitment for the SUNY Graduate Diversity Fellowships, and Continuing Education helped to launch the World Community group of employees and residents of Oswego who have international backgrounds. To continue these efforts, the Provost’s Office this spring hired a Graphics Design student to create a brochure on our campus-wide diversity activities that we will use next year in our hiring packets for candidates, and the Provost’s Office is helping prepare a new vacancy template to make clear the expectations for our new positions. As a campus we have joined a consortium of schools in central New York to advertise positions in an effort better to attract and retain dual career couples. Improving our hiring practices will contribute to our success. Our current faculty and staff are often recognized for their accomplishments in teaching, scholarly and creative activities, and service (See Appendix C). In regard to effective teaching, our current faculty members demonstrate a high level of commitment. Many of them have been involved with members of COLT in developing a vibrant description for our campus of a learning-centered education. About two hundred faculty and staff participated in the first Oswego Symposium on Learning and Teaching. Examples of innovative and effective approaches to teaching are everywhere. This year, for example, Rosalie Young organized “Inside Out” a project to bring Oswego students into the County Jail to share perspectives with inmates. Dale Zych taught a Physics seminar that included an expanded discussion of scientific ethics and viewing of a Law and Order program entitled “Big Bang”. David Sargent offered “Advanced Animal Learning,” involving students in the training of shelter dogs. John Hounker used a change simulation and Jim Molinari used a marketing game in their classes. Journalism students served as community journalists in Minetto. MSED Special Education students tutored elementary students with disabilities. Several new courses, such as those taught by Ann Edwards-Giumarra, required students to have their work evaluated by alumni or business professionals. In recognition of their strong teaching, Mark Morey, Psychology, and Harrison Yang, C & I, were awarded the President’s Award for Outstanding Teaching; Katie Riegal, English, won the new Provost’s Award for Excellence in Teaching by Part-Time Faculty; and Joyce Smith, C&I, and Judith Belt, Tech, received the President’s Award for Excellence in Academic Advising. Julie Pretzat and Florence Kirk received the Chancellor’s Award for Excellence in Teaching, Jonel Langenfeld-Rial was named to Who’s Who Among America’s Teachers, and Linda Loomis won the National Award of Merit for Student Advisement from NACADA. Many faculty and staff are also actively involved in scholarly and creative work. Faculty presentations, publications, exhibitions and shows were reported in the On-line Report this year. (See Appendix D and Appendix E for listed works as of April 20, our deadline for the annual report.) Several won research awards this year, including June Dong who received the Chancellor’s Award for Excellence in Scholarly and Creative Activities and Mark Cole, Geraldine Forbes, and David Valentino who received Research Foundation Awards. ORSP had a record of $5.5 million in external funding for this year, a 15% increase over last year; of that amount, faculty members generated $3,029,540 (See Appendix F: ORSP Awards Received). In recognition of scholarly and creative achievements, Penfield Library continued its reception and has expanded display cases for the Display to Archives exhibit of faculty work. Medalists and mentors of student scholars were recognized at a reception following Quest.(endnote 11) The following chart is a record of ORSP awards over a 10-year period.
Many faculty and staff are also engaged in and recognized for their campus, community, and professional service. Professional service activities are reported in Appendix G. Faculty members were particularly active this year in organizing a number of conferences in Oswego for professional colleagues and associations. The Geology Program hosted the 77th annual NY State Geological Association field conference. The English Department organized the SUNY Council on Writing Conference on Academic Integrity. Technology hosted its 66th Annual Conference for 500 teachers and other educational professionals. CPS hosted two conferences: the 4th annual Seminar in Play Therapy and a symposium on the Culture of Childhood & Transgendered Youth. Continuing Education, CPS, and Oswego County Social Services sponsored a workshop for 157 professionals on Brief Therapy. Faculty members recognized for their service included Al Stamm (Chancellor’s Award for Service), Mark Kulikowski (Polish American History Service Award), and Jodi Mullen (ML King Community Service Award). Academic Affairs units offered a variety of on-campus professional development opportunities related to pedagogy, technology use, research, and service.(endnote 12) CELT offered 5 Conversations on Learning and Teaching, Winter and Spring Breakout sessions, and a New Faculty Series, including attention to tenure and promotion expectations. Members of COLT also secured a grant to host the COCID conference on hybrid learning. The English Department hosted the SUNY Council on Writing Annual Conference, which focused on academic integrity. Arts and Sciences organizes each year a “What’s My Line?” to help newer faculty learn about campus issues and opportunities. The Graduate Studies dean organized meetings with program directors on topics of effective recruitment, marketing, retention, and program development. The Library provided workshops on information literacy, DSpace, and open access journals. Continuing Education did a workshop on pod-casting. First Year Programs sponsored 3 workshops on advising, general education, and study abroad. The Registrar’s Office sponsored a workshop on FERPA. The Provost’s Office sponsored workshops for search committee members on faculty recruitment and for department chairs on hiring and retaining qualified adjunct faculty members. Professional development opportunities related to our initiatives continue to be funded by our units. Regular travel funding to participate and present work at professional conferences is made available by the deans, International Programs, and UUP. In addition this year, several faculty members in Arts and Sciences were funded to attend a PKAL conference on science facilities, one had a Drescher fellowship, and one attended an ACE chairs workshop. Two department chairs in Education attended the Kansas State chairs workshop. COLT also recommended awards for 6 Curriculum Innovation awards for summer work. SCAC recommended 9 grants for a total of $20,000 in awards. A very exciting opportunity for faculty in the School of Education is being supported by OIEP, which is sending a team of seven School of Education faculty to Benin for three weeks in July to conduct intensive training seminars for school inspectors in the Ministry of Primary and Secondary Education. Other faculty members received support to explore potential partner institutions in Belgium, Cuba, India, Spain, and the Virgin Islands.
Academic Affairs units have been very engaged in the planning and renovation efforts on campus.(endnote 13) The library visioning process was highly inclusive and highly successful. About 400 students, faculty, and staff participated in the process through surveys and focus groups. (See www.oswego.edu/visioning) This fall another committee will be formed to plan for renovations to Penfield Library based on the vision statement submitted to President Stanley in April. The Science Planning Committee continued to prepare for a program study scheduled for this fall. Communications Studies faculty worked with engineers and designers to renovate spaces to accommodate state-of-art equipment in broadcasting. Other faculty members worked on renovations for a CCIT laboratory and Journalism classroom. In Education, the Dean’s Office Complex was completed, Sheldon classrooms were renovated, and faculty members continued collaboration about renovations to Wilber space. The Library worked with Facilities to create four small group study rooms. Other groups have been involved in planning areas of Swetman. The Schedule 25 project, under the leadership of the Registrar and Campus Life, will help us to more efficiently and effectively to schedule all spaces on campus.
Volunteerism is alive and well among students, faculty and staff. Over the past year students contributed 89,900 hours of service in the community, according to EBE records. Using the Bureau of Labor figure of $17.55 per hour, this is a contribution of $1,577,745 to the local, regional, and state economy. In addition many faculty and staff members volunteer their time for community groups and boards. (See Appendix H.) Many faculty and staff are engaged in partnerships as individuals and as departments.(endnote 14) Some of these partnerships are long-standing. The annual Theatre Festival brings 470 students from 18 high schools to campus every year. The Center for Community Journalism partners with the New York Press Association. Team Sheldon maintains a unique 27-year long partnership with public schools in Oswego County and with Oswego BOCES that has led to nationally recognized professional development in schools. Business’ professional and alumni contacts in Central New York have participated in several different events for students, such as the highly successful Student Alumni Symposium organized by students, Career Night sponsored by American Society of Women Accountants, and Meet the Auditors Night sponsored by Institute of Internal Auditors. Continuing Education has partnerships with Oswego Chamber of Commerce and the Metropolitan Development Commission (Syracuse). They are also in partnership with Oswego County Social Services and other organizations to provide contract training and workshops. The site at Phoenix offers both credit and non-credit options to many county and city groups. Among our newer partnerships, the Department of History is in its second of a 3-year partnership with Eastern Wayne County Rural Schools Consortium. Meteorology is partnering with several other colleges and universities and the National Weather Service to establish a lake effect field program in 2009. Administrators and faculty members from Oswego, Morrisville and Cayuga continue to work on securing funding for energy, environment, and GIS initiatives. Individual faculty members often consult for or partner with external groups; these types of activities were reported in the On-line Report also. (See Appendix H.) Conclusion There is much in this report that can make us proud of what we accomplished this year. We have been constructing a learning environment to enable our students, colleagues, and communities to fulfill their aspirations for a better future. Thank you to all who have dedicated so much time and effort to this undertaking. Endnotes: 1- More specific information about schools, departments and programs can be found in their particular reports. Individual accomplishments are represented in the appendices to this document from submissions to the On-line Faculty Activity Report as of April 20, 2006 2- 2005-06 Goal 1: to develop new strategies to promote student’s integrative learning based on the research findings from the Catalyst project. 3- 2005-06 Goal 2: to work with each other and with student affairs staff to foster increasing integration of students’ learning across curricular, co-curricular, and extracurricular activities. 4- 2005-06 Goal 6: to promote, support, and showcase student and faculty scholarly and creative activities, particularly student-faculty collaborations. 5- 2005-06 Goal 3: to articulate expectations for high levels of information literacy/ management/ evaluation in all Oswego graduates. 6- 2005-06 Goal 4: to expand attention to diversity in curricular and co-curricular areas and in faculty/staff hiring practices. 7- 2005-06 Goal 5: to articulate a vision of the mix of undergraduate and graduate programs we need in place by 2011. 8- 2005-06 Goal 7: to develop specific strategies in departments and programs to improve students’ retention and to increase their interest in future graduate studies. 9- 2005-06 Goal 7: to develop specific strategies in departments and programs to improve students’ retention and to increase their interest in future graduate studies. 10- 2005-06 Goal 4: to expand attention to diversity in curricular and co-curricular areas and in faculty/staff hiring practices. 11- 2005-06 Goal 6: to promote, support, and showcase student and faculty scholarly and creative activities, particularly student-faculty collaborations. 12- 2005-06 Goal 9: to begin to implement our professional development plan for faculty and staff in support of our annual initiatives and overarching goals for advancing student learning. 13- 2005-06 Goal 8: to advance discussions about facilities for learning, including visioning for a library for the 21st century, planning up-to-date spaces for the sciences, and enhancing other spaces for learning and student-faculty interactions across campus. 14- 2005-06 Goal 10: to seek new partnerships beyond the campus with alumni, other institutions, business, industry, government and non-profit agencies to enrich student learning, serve our region, and enhance our resources in support of campus goals. Appendix A: Students' Off-campus Presentations, Publications, Exhibitions pdf version (pdf, 76k) Appendix B: Students' Honors and Awards from Off-campus Groups pdf version (pdf, 84k) Appendix C: Honors and Awards pdf version (pdf, 97k) Appendix D: Presentations, Readings, Creative Works, and Shows pdf version (pdf, 236k) Appendix E: Publications pdf version (pdf, 376k) Appendix F: ORSP Awards Received pdf version (pdf, 76k) Appendix G: Professional Activities and Service pdf version (pdf, 83k) Appendix H: Community Service pdf version (pdf, 92k) - For additional assistance, contact the Office of the Provost. - |
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